Literacy Leadership Teams

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Literacy Leadership Teams December 2004
Common High-Quality Differentiated Instruction
for Achievement for All within The Cleveland
Literacy System Module 6
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Rationale

• Understanding the structures within the literacy
  block and what we can teach and assess through
  each of the structures gives us the opportunity
  to ensure high-quality, rigorous instruction for
  all students.
• This is the first in a series of sessions that
  examines the structures of the literacy block and
  how we can use them to differentiate instruction.

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Intended Learning

• Discuss and deepen our knowledge of the
  characteristics of differentiated instruction
• Review the structures of the Literacy Block.
• Analyze student data to plan differentiated
  instruction using a lesson.
• Link the general features of rigorous
  differentiated instruction to the literacy
  system.
• Link the general features of rigorous
  differentiated instruction to when meeting your
  student achievement goals.

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FORM AN INSTANT GROUP

• Turn to the person on your left.
• Turn to the person on your right.
• Form an instant group of three.

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Literacy Block
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BREAK IT DOWN!

• Define differentiated instruction using 5 words.
• Define differentiated instruction using 4 words.
• Define differentiated instruction using 2 words.

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DIFFERENTIATED INSTRUCTION

• MEETING THE LEARNING NEEDS OF ALL STUDENTS

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SHARING

• Based on the information from slides 9 to 17 in
  your PowerPoint presentation packet, how can
  differentiated instruction help you meet your
  student achievement goals?
• Please chart your answers being sure to cite
  specific slides.

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Did You Know?

• The most important factor affecting student
  learning is the teacher.
• .effective teachers appear to be effective with
  students of all achievement levels.
• (Wright et.al., 1977, pg. 63)

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• One of the Biggest Challenges for Teachers is.

• Successfully responding to the academic
  diversity of their students in their classrooms.

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• Differentiation

• Is a way of thinking about teaching and learning.
• Is based on best practices in education.
• Enhances learning for all students because the
  activities meet each students individual
  learning needs.
• Can be implemented/accomplished in many different
  ways.

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• The Differentiated Classroom

• Links assessment with instruction.
• Encourages students in their roles as active
  learners.
• Learning is collaborative and flexible.
• Group and individual norms are balanced.
• Content, process and products are continuously
  evaluated for effectiveness.
• (Tomlinson, 1999)

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Teacher

• Can
• Differentiate
• Content Process
  Product
• What How
  Results

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Content What a student should

• Comprehend
• Theory
• Formulas
• Strategies
• Processes
• Skills

• Learn
• Standards
• Benchmarks
• Indicators

• From the materials and resources that contain the
  Core of the standards.

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Process How

• Engage in rigorous instruction designed to assist
  the student with
• Making sense of the content.
• Owning the content to address individual learning
  needs and expectations.
• Connecting to past and future knowledge thus
  becoming life long learners.
• Being accountable to the learning community.

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Product End Results

• The student is actively involved in learning.
• The student is able to demonstrate what they have
  been taught.
• The student will acquire a desire to learn thus
  becoming life long learners.
• Teachers may assess the teaching and re-teaching
  needs of all students.
• There is a commitment to the learning community.

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Differentiation

• The Students

Learning Profile
Readiness
Interest
Standards tell us WHAT to teach. Differentiation
of instruction is one method research encourages
teachers to use to maximize students individual
potential learning needs.
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Jigsaw - Form a group of 5.

• Those groups that are on the right and left-hand
  side will be reading and reporting out on the
  Standards-Based Instruction for ALL Learners A
  Treasure Chest for Principal-Led Building Teams
  in Improving Results for Learners Most At-Risk
  (excerpt) and the CMSD Special Education Writing
  Team handout Intervention Strategies for Diverse
  Learners.
• Those groups that are in the middle section will
  be reading and reporting out on the Pre-Referral
  Intervention Manual (PRIM ) (excerpt) .
• The essential question is, Why are these
  resources valuable to educators? Be sure to
  think about the following
• For whom are these resources appropriate?
• When do I utilize these resources?
• What is the instructional purpose of these
  resources?
• How does data impact the use of these resources?
• Please chart your information and post your sheet
  on the wall. Be prepared to share your answers
  by reporting out.

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What It Means

• Instructional Differentiated
  Meeting
• Block Instruction
  School
• 
  Student Achievement
• Targets/Goals

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Differentiated Instruction Summary

• Assessing each students particular learning
  needs in relation to current standards,
  benchmarks, and performance indicators.
• Then planning instruction for each student,
  either in whole class group, small groups or
  individual instruction.
• This grouping is flexible depending on the skills
  and learning needs of each student.

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Summary of Differentiated Instruction
ALL STUDENTS
ALL STUDENTS
ALL STUDENTS
Assess
Teach
Plan
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Grades PreKindergarten Five TASK

• Utilizing Kindergarten Readiness Assessment and
  Grade 1 and 2 State Short- Screening Measures
  and Results to Differentiate Instruction
• Intervention Activities Teachers Can Do When Kids
  Cant Answer Multiple-Choice Items on the
  Cleveland Third Grade Reading Benchmark Test
  Version 1
• Third Grade Lesson Demonstration
• Review the copy of the lesson that will be
  presented.
• Use the blank lesson format and the attached page
  for taking notes as you observe the
  demonstration.
• After the lesson, discuss the lesson framework,
  the standard, assessment, and strategies for
  differentiated instruction.

• NEXT Select a fourth grade or fifth grade
  English Language Arts, Math, Science, or Social
  Studies lesson and embed differentiated
  instruction. Use the resources below
• CMSD Special Education Writing Team Handout
• PRIM - Excerpt
• ODE Treasure Chest Excerpt
• Discuss the lesson framework, the standard,
  assessment, and strategies for differentiated
  instruction. Cite the titles and page numbers.
• Be prepared to share your ideas by reporting
  out.

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Grades Sixth Twelve TASK

• Select a sixth grade or twelfth grade English
  Language Arts, Math, Science, or Social Studies
  lesson and embed differentiated instruction. Use
  the resources below
• CMSD Special Education Writing Team Handout
• PRIM - Excerpt
• ODE Treasure Chest Excerpt
• Discuss the lesson framework, the standard,
  assessment, and strategies for differentiated
  instruction. Cite the titles and page numbers.
• Be prepared to share your ideas by reporting
  out.

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Reflection and Discussion
What instructional strategies will you take with
you from this session and use with your students?