Differentiating Instruction A FAS Lesson Plan Tool Tutorial

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Differentiating InstructionA FAS Lesson Plan
Tool Tutorial
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Roadmap to Excellence 2008-2013
Career-Ready Graduates
Annual Targets (Performance and Process)
District Improvement Action Plan
Fresno Unified School District Goals
Board Core Beliefs and Commitments
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2008-2013 District Goals

1. All students will excel in reading, writing and
   math
2. All students will engage in arts, activities, and
   athletics
3. All students will demonstrate the character and
   competencies for workplace success
4. All students will stay in school on target to
   graduate

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(No Transcript)
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Differentiating InstructionFAS Lesson Planning
Tool

• The purpose of this FAS tool is to help you
  cognitively plan a lesson (or series of lessons)
  that
• best meets the diverse academic needs of your
  students by focusing on four specific areas
• Pre-Stage (Pre-Assessment)
• Stage 1 Content Standard
• Stage 2 Standards-Based Summative
  Assessment(s)
• Stage 3 Instructional Strategies/Activities
• The information and data that you collect with
  the Differentiating Instruction tool will
  translate into a
• Lesson Plan that will help to maximize student
  success. Lets look at these areas and see how
  each
• affects what you teach, how you teach it and how
  you measure the success of your teaching .

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Pre-Stage (Pre-Assessment)

• The Pre-State (or Pre-Assessment) portion of the
  FAS Tool has you review the following questions
  What do my students already know? What are their
  strengths and challenges? Divided into four
  types, this information lists the demographics of
  your classroom.
• Type 1 helps you examine the cultural,
  linguistic, and educational history dimensions of
  your students. This includes whether you have
  any students who were retained, any EL students,
  any students receiving special services (RSP,
  Speech), and any students with a 504 in place.
  The information about your classroom can be a
  bulleted list or a brief paragraph that outlines
  the information.
• Type 2 helps you to look at the personal
  dimensions of your students. Do you have any ASB
  leadership students? Members of a sports team?
  Any of them holding jobs? Are they living with
  both parents, a single parent, grandparent, or
  foster parent? Are there any other circumstances
  that could impact learning? A bulleted list
  works fine here

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Pre-Stage (Pre-Assessment). . .continued

• Type 3 directs your thoughts to the
  metacognitive dimensions of your students. How
  do they learnare they visual learners,
  kinesthetic learners, or interpersonal learners?
  Do they easily transfer known concepts to new
  situations? A list format will be most helpful
  here. Do any of them verbalize a goal of higher
  education? Is there or can you create a friendly
  competition for good grades?
• Type 4 will have you revisit your students
  academic literacy dimensions (current
  proficiencies per standardized assessments).
  Data collected from the AiS, STAR, GLAS and OARS
  as well as classroom assessment scores are
  important planning tools. A bulleted list of the
  number or percentage of your students at each
  level of proficiency for this particular skill
  for this particular lesson is key to successful
  differentiation and maximizing ALL students
  academic success. Will you need to frontload
  vocabulary? Will you need to activate any prior
  knowledge or experience? You can briefly
  describe vocabulary or prior knowledge in this
  space also.

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Stage 1 Content Standard

• Stage 1 Content Standard will help you
  identify the content standards your students will
  need to know to use as building blocks for the
  new information to be introduced in this lesson
  as well as the Standards for this lesson. You
  should review the following areas
• Standard(s) Students Need to Know What
  Standards have your students learned that will
  scaffold and be built on for this lesson? These
  should not be a secretlet your students know
  that they have already learned what they need to
  go on to todays lesson.
• Which of the Design Facets of Understanding will
  your students need to demonstrate?
• Explain Perspective
• Interpret Empathize
• Apply Self-Knowledge
• Enduring Understanding(s) anchor a unit (or
  lesson) and represents the BIG IDEA. It answers
  the question why do we have to learn this?
• Essential Question(s) are the focus of your
  lesson it requires your students to make a
  decision or plan a course of action.

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Stage 2 Standards-Based Summative Assessment(s)

• Stage 2 will help you determine what authentic
  performance assessment(s) students will complete
  in order to demonstrate that they have met the
  standard(s) Assessments can be divided into two
  categories
• Formative assessments are those checks for
  understanding along the way during the lesson.
  Formative assessments can be as simple as a
  thumbs up/thumbs down response, individual
  responses on whiteboards, a teacher spot check
  while circulating the classroom to a
  group-produced synopsis of the new concept or
  non-linguistic representations of content
  vocabulary. Practice book pages can also be used
  as formative assessment(s).
• Summative assessments are given at the end of
  the lesson or unit. Summative assessments can be
  paper and pencil, performance, or project-based.
  Student-selected summative assessments designed
  to meet the criteria of a standards-based rubric
  encourage creativity as well as demonstration of
  learning objectives.

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Stage 3 Instructional Strategies/Activities

• Stage 3 helps you answer the question of what
  learning activities will the students undertake
  in
• order to progress toward the Standard(s). How
  will the students show that they have learned
  what
• you have set out for them to learn? How will
  they take that concept and make it their own?
  Think
• about the following areas
• Flexible Grouping Strategies elbow partners
  whole class individual seat work self-
• chosen partners/groups pre-determined groups
  based on a common need/criteria. Working in
• groups is not just an elementary tool!
• Language Development ELD and grade level
  academic language instruction frontloading of
• content specific vocabulary non-linguistic
  representations multiple opportunities to read,
  write,
• speak, and hear questioning strategies specific
  to EL levels graphic organizers content
  journals. The
• implementation of any of these best practices
  will benefit both EL AND EO students

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Stage 3 Instructional Strategies/Activities. .
.continued

• Multi-tiered interventions, accommodations,
  and/or positive behavior supports who requires
• preferential seating, proximity control, works
  better on their own, needs one-on-one
  instructions,
• Modified assignments, additional scaffolding,
  etc.? Will you implement or maintain system of
  group
• and/or individual points? Will exemplary
  samples of work be posted ? Will you have a
  gallery walk
• at the end so that everyones work is displayed?
  
• Other Strategies any other strategies that
  need to be in place or upfront in your mind while
  you
• teach this particular lesson i.e. how to rotate
  students through computer station(s) or library?
  
• BIG6 or Super3 format to be used? Are all of
  your materials ready and easily accessible to ALL
  of
• your students? Do you have peer
  helpers/coaches/tutors? Do you have a
  contingency plan if you
• Run out of time, materials, patience?

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Differentiating InstructionFAS Lesson Plan Tool

• Now that you have thought about and recorded all
  of the aspects of your classroom demographics
• that will affect your teaching of this particular
  lesson, you have the bare bones of an actual
  Lesson
• Plan. By reviewing the Stages of this FAS tool,
  you have deliberately set up a learning
  experience that
• will maximize the academic success of ALL of your
  students.
• And while this FAS tool isnt required for every
  Lesson Plan, it is an excellent way to create
  those
• habits of mind that all great teachers
  practice.