Monday

=Agenda • Monday Aug.17, 2009=

//Teachers in differentiated classrooms are students of their students.// Exit Ticket media type="custom" key="4231001"

Essential Questions:

 * How can we adapt our teaching practice to meet and affirm the diverse needs and strengths of our students?
 * How can diversified instruction improve success for all students while reducing disproportionality?
 * How are 21st century literacies integral to diversified instruction?
 * What are the connections between DI, RTI, Content Maps, and the 2009 - 2010 Action Plans for Equity?

Major Understandings:

 * The teacher focuses on the essentials of the subject- content, principles and skills.
 * All units should be differentiated, whereas individual lessons may or may not be differentiated.
 * Assessment and instruction are inseparable.
 * The teacher modifies content, process and products.
 * All students participate in respectful tasks.
 * The teacher and students collaborate in learning in the classroom and beyond.
 * The teacher balances group and individual needs.
 * The teacher affirms student differences.
 * Connecting district initiatives makes the work manageable and increases chances for student success.

1. Sign in, get materials, informal conversation 8:30 – 8:45 Barry & Roger

2. Pre-Assessment using[| Google-form] 8:45 – 8:55

3. Introductions 8:55 – 10:00
 * Who you are
 * Where you work
 * What you do
 * Hopes and dreams for this work

4. Agenda/ our commitment to being responsive 10:00 – 10:15 (use the parking lot to help us do this)

5. Introduce idea of collectively defining DI 10:15 – 10:30 (DI = Diversified / Differentiated, over time; ongoing and collective; spot on the wiki; transparency - community of learners, push our thinking)

6. Break 10:30 – 10:45

7. Formative Assessment: 10:45 – 11:30 Barry Reflection, Articulation,Clarity Activity (Essential Question #1; Reflect using blog; share out to large group at the end)

8. Lunch 11:30 – 12:30

9. Front-end teaching about DI 12:30 – 2:00
 * introduce the book (UbD & DI) - Barry
 * share DI map (Smart board and hard copy/packet) Roger
 * lecture essential questions and fill in a blank web of 9 major understandings Barry (see page 30 & 31)
 * quiet processing, comprehension (wiki/blog) Roger - "go to participant page"
 * group work - talk about two of the major understandings Barry & Roger (volunteer in each group to record on your participant page)
 * report out on which ones you discussed and what folks had to say (video -tape)
 * pause and notice patterns Roger and Barry

10. Break 2:00 – 2:15 (introduce next activity - think about self-identifying as assistants)

11. Technology set-up 2:15 – 2:45 (self-identified assistants for this) - [|check out the video] (laptops, getting on the web, joining wiki) Barry & Roger

12. Transparent Process to review what we've done 2:45 – 3:15 (use smart board pens and paste top agenda items into it) (Engaging all learners i.e. How did we try to diversify our instruction? What might we have done to increase access for all learners?)

13. Responsive teaching 3:15 – 3:30 (Using google form: Something you liked or learned today, what might you suggest be different? What are you looking forward to, so that we can make sure to include by the end of day 3?) Roger make embedded google wiki onparking lot page

Homework: