Planning for Effective Differentiated Instruction Implementation

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Planning for Effective Differentiated Instruction
Implementation
20tH Annual Pioneer RESA Leadership Conference

• Dr. Robin Smith, PRESA
• Katie Denning Jamie Moore, GCSS
• Fran Dundore Shelby Fricks, SCHS

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PRESA Plan
Year 1
Year 2
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PRESA
Year 3
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Portfolio Component
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Rubric
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20tH Annual Pioneer RESA Leadership Conference
Successful Elementary DI Implementation
June 15-18, 2008

• Katie Denning, Literacy Coach
• Enota Multiple Intelligences Academy
• Gainesville City School System
• katie.denning_at_gcssk12.net

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Who We Are

• Schools of Choice
• Enota Multiple Intelligences Academy
• Centennial Arts Academy
• Fair Street International Baccalaureate World
  School
• Gainesville Exploration Academy
• New Holland Core Knowledge Academy

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Enotas Journey to DI Implementation
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Year OneDI The Struggle Begins

• Pioneer RESA
• Leaf Book
• RESA delivery to partnered schools

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The Consultant Makes it Work!

• Outside Consultant Excessively Expensive
• Consultant follow-up Faculty Meeting, Team
  Meeting, and Individual Conferences.
• Staff wrote a DI lesson plan and turned it in to
  the Principal.
• Feedback from consultant
• Covered classes so that the faculty could meet by
  grade level with the consultant during the school
  day.
• Consultant observed DI lessons being taught and
  provided feedback. (Inspect what you Expect!)

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• DI was discussed at each Team Meeting and
  documented on the Team Meeting Notes.
• Each faculty member was required to write a Unit
  of Study using DI and turn it in.

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PLUs

• 1 PLU for Pioneer RESA meetings (10 hours 5
  meetings)
• 2 PLUs for time spent with the consultant (21
  hours)
• 1 PLU for Professional Learning Communities
  (documented discussion at team meetings)
• 1 PLU for DI Unit Plan
• TOTAL 5 PLUs

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Year TwoDI Theory to Practice

• Re-delivery by Literacy Coaches
• DI Strategies some new, some review
• HOTS
• Grading Policy
• PLUs
• 1 PLU for DI Strategies
• 1 PLU for Grading Policy

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Year ThreeDI The Next Steps

• Books for Study
• Talking in Class by McCann, Johannessen, Kahn,
  Flanagan
• Differentiation in Progress (K-4) (5-9) by
  Tomlinson
• Integrating DI and UBD by Tomlinson McTighe

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• Differentiated Lessons with evidence of student
  work and teacher commentary
• HOTS strategies
• School DI committee to offer the staff additional
  DI strategies and compile resources.

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This is what it looks like!
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Stephens County High School

• Differentiated Instruction
• Implementation Overview
• 2007-2008

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Laying the Groundwork

• Step 1 Choosing a Team
• We chose our Language Arts team of teachers to
  be the first group trained in Differentiated
  Instruction. Over the course of one school year,
  we collaborated with Pioneer RESA to orient
  ourselves to the habits of mind necessary for
  creating Differentiated lessons and pool
  resources for re-delivery.

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Building the Model (Teachers)

• Step 2 Teacher Training
• During our year of training we
• Worked with and across grade-levels to create
  differentiated activities
• Tested lessons and shared student work
• Revised Revised Revised!
• Pooled our best practices into portfolios to use
  both as a departmental resource and as a tool to
  train the rest of the faculty.

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The Plan in Motion

• Step 3 Create an Action Plan for Re-Delivery
• With a wealth of support from our RESA
  coordinator, we designed an action plan that
  helped us identify
• The timeline for re-delivery
• Resources necessary to train the faculty
• Roles and Responsibilities of teachers conducting
  the training
• Methods of program evaluation

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What Worked

• Using our RESA support staff and our own
  teachers to implement Differentiated Instruction
• Fostered collaboration within our department
• Allowed us to test the waters before we jumped
  in
• Created authentic experiences and activities that
  we could use and share in re-delivery.

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Pitfalls and Hazards

• The group who is chosen for initial training
  must have
• BUY IN
• SCHEDULED TIME TO PLAN TOGETHER
• SCHEDULED TIME TO SHARE BEST PRACTICES AND
  STUDENT WORK
• RESOURCES AND SUPPORT!

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Our Favorite Strategies

• RAFT

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Our Favorite Strategies

• Literature Circles
• Romeo and Juliet
• Act II Motifs
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• Motif A repeated symbol in a literary work that
  is often a sensory, physical image and vehicle of
  concepts in the literary work. Motifs represent
  patterns or trends that lead to theme. 
• In Act II (and Act I), Shakespeare used the
  following motifs Night/Day, Light/Dark,
  Sun/Moon, Haste/Slow, and Masks. 
• 1. Choose one motif from the list above and copy
  the quotations from Act II that illustrate the
  motif (10 pts.). 
• 2. Create an explanation that comments on
  whether the references to the motif are positive
  or negative (10 pts.). 
• 3. Determine and describe the characters that
  each motif is associated with and explain the
  connection in detail (10 pts.).
•  

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Our Favorite Strategies

• Tiered Lessons A Science Example
• 
  http//www.saskschools.ca/

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Our Favorite Resources

• www.teach-nology.com - TeAchnology.com offers
  teachers FREE access to thousands of teacher
  resources, lesson plans, and rubrics.
• http//www.frsd.k12.nj.us includes a variety of
  web resources for differentiated lessons.
• Teaching Romeo and Juliet A Differentiated
  Approach, by Delia Decourcy (NCTE)

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QUESTIONS?