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=**Welcome to Edgewood's Javits Training Module**=

Introduction
Goal: Edgewood teachers will assess student readiness, interests, and learning style to regularly differentiate content, process, and product.

When you finish course you will have:
 * Ability to differentiate instruction for all learners
 * At least one differentiated lesson to pilot
 * Written Education Plan goals for each student identified as gifted in your classes

Beginning the course
a. Join this wiki by clicking Sign In (if you have a wiki account) or Join at the top right. b. Bookmark this wiki c. Bookmark the Javits training site. - Create a new account and peruse the module.

Morning Session
1. Pre Test & Topic Rating Form 2. Top 10 Videos - Introduction & 1-3 (12 mins)
 * Write down what Dr. Briggs wants you to know
 * Discuss

3. Differentiation Activity using Bloom's Taxonomy Hand out Engine-uity brochures
 * Display 6 task grid
 * Determine standard to use:
 * Determine core idea
 * Jot down every fact/concept/idea that can be learned about the standard
 * Use brochure to match verb and product to fact/concept/idea

Low DI Readiness group:
 * Discuss implications of providing different learning activities

High DI Readiness group:
 * Discuss specific differentiation goals you have for your class

4. Differentiated Instruction Big Picture Hand out DI Concept Map and DI Glossary
 * Respond to series of questions
 * How many different ways can a teacher differentiate instruction? Name them.
 * Explain the differentiation you currently use using the terms on the concept map.
 * How could you differentiate a lesson you taught recently?
 * Which type of differentiation would result in the most positive outcomes in your class?
 * What learning outcomes are possible in a differentiated classroom that are not possible in a traditional classroom?
 * How would you assess the effectiveness of a differentiated lesson?
 * How would you grade student work in a differentiated classroom?
 * How would you grade student work in a differentiated classroom?

5. Differentiated Instruction Examples
 * Whole Group Instruction:
 * View Great Depression lesson plan example
 * Discuss what is being differentiated

Quiz – What is being differentiated?
 * Low DI Readiness group: May use Concept Map
 * High DI Readiness group: May not use Concept Map

6. Differentiated Instruction Theory & Practice >
 * __ Discussion Post # 1 __
 * Pairs read a DI article and report to group
 * Try to mention in your discussion post: respectful tasks, flexible grouping, ongoing assessment and adjustment

Afternoon Session
1. What does it mean to differentiate? Factors that can be changed § Depth § Complexity § Acceleration § Challenge § Creativity

The Non-negotiables For Differentiated Instruction § Supportive Environments - meet the needs of all learners. Levels, styles and readiness. § Ongoing (formative) Assessment - identify and assess knowledge, skills through student products. § Quality Curriculum - based on standards, benchmarks, 21st Century Skills. § Respectful Tasks - respect for the individual learning needs. § Flexible Grouping - grouping based on student interests, levels, and learning styles.

Bloom’s activity w. Engine-uity brochures Apply result to a DI strategy
 * Display 6 task grid
 * Specific to a standard you choose:
 * Determine core idea
 * Jot down every fact/concept/idea that can be learned about the standard
 * Use brochure to match verb and product to fact/concept/idea

2. DI Strategies Direct Instruction: Look over Then and Now//,// then:
 * Javits DI Strategy Overview .ppt
 * Choose 2 for research (other than Interest Inventories)
 * View materials on Javits site
 * Visit Dare to Differentiate
 * (__Contracts__ are under Other Differentiation Strategies and __Tic-Tac-Toe__ is under Choice Boards)

3. Wiki Post – Lesson Proposals
 * Outline a proposal using one of the strategies above
 * Think 1 month ahead

4. Gifted Identification
 * Watch Top Ten Videos 4 – 8 (5 mins)
 * Have note pad ready for notes / questions
 * Read “Who is Gifted in Ohio by Law and Rule?”
 * Read Edgewood’s District ID policy
 * View Bright vs. Gifted and ID by building spreadsheet
 * Give referral forms to teachers and ask them to refer students

5. Questioning
 * Explanation of Bloom's Taxonomy here
 * Hand out various Bloom’s taxonomy organizers
 * From “Bloom’s Stuff” file
 * Teachers choose which to keep.

6a. Grouping (for EMS & EHS) __Discussion Post # 2__:
 * Within class ability and mixed ability grouping
 * Identify 2 group activities you do in your class. One should use ability groups and the other should be mixed-ability groups. Explain why each grouping strategy is appropriate to this activity.

6b. Cluster Grouping (for Elementary schools) Pair teachers by grade level / subject Read one article below and summarize for group __Discussion Post # 2:__
 * Cluster Grouping Fact Sheet
 * Total School Cluster Grouping: An Investigation
 * Ch. 10 – Cluster Grouping Gifted Students
 * What procedures for placing students in classes best meet student needs?

7. Exit Ticket

Out of class work:
 * Work on differentiated lesson proposal
 * Respond to two discussion posts
 * Lesson proposals
 * Grouping

Morning Session
1. How do I know for whom to differentiate? > __Discussion Post # 3:__
 * Oakwood Differentiation Rubric
 * Teachers self assess their level of differentiation
 * Choose one formal measure below to investigate and write discussion post
 * Research on dare to differentiate wiki
 * Formal measures
 * Readiness: Pre Tests (Click Pre-Assessment)
 * Interest: Interest Inventories (Click Knowing the Learner)
 * Learning Style: Learner Profiles (Click Knowing the Learner)
 * Informal measures
 * Teacher observation of behaviors
 * When is your next opportunity to incorporate (pre tests, interest inventories, learner profiles)? How would you use the results of the assessment?

2. Other DI strategies
 * Dinner Menus
 * View various dinner menu examples
 * RAFTs
 * View .ppt on RAFTs
 * Teachers go to Dare to Differentiate wiki and view RAFTs from their content area

3. Work on proposed lesson § Review DI Concept Map § Content, Process, Product by Readiness, Interest, Learning Style

4. Service Options
 * Gifted Service Requires:
 * Teacher training
 * WEP
 * View EMIS Program code options
 * Discuss current and future gifted services at Edgewood
 * Currently underserved
 * Future implications

5. WEPs __Discussion post # 4__:
 * View completed WEPs
 * Read OAGC & ODE WEP guidance documents
 * Learn how to write a goal
 * Write a goal for one of your students ID gifted

6. Acceleration
 * Discussion Article
 * A Nation Deceived
 * (Use discussion results to place students in session 4 pair-share)

7. “My child is bored” – Recall when a parent has said this to you:
 * Write 3:
 * Emotions you feel
 * Reasons the student could be bored
 * Responses to the parent
 * Discuss

Out of class work for next session:
 * Work on differentiated lesson
 * Respond to two discussion posts
 * Pre Tests, Interest Inventories, Learner Profiles
 * WEP goals

Afternoon Session
1. Gifted Timeline
 * Fall
 * Receive school gifted ID spreadsheet
 * Write WEPs
 * Parents sign at conferences
 * Ongoing
 * Progress reports every 9 or 12 weeks
 * Write differentiation goals into IPDP / Evaluation goals

2. WEP Writing § Goal writing for every student in your classroom ID’d gifted § Review letter to parents & students
 * Teacher has received initial training
 * WEPs will be written
 * Expect small steps towards implementation

3. Finalize lesson
 * (Write referrals if teacher has extra time)

4. Top 10 Videos 8 – 10 (6 mins)

5. Underachievement and perfectionism
 * Offer each teacher a couple of articles on underachievement and perfectionism
 * Think-Pair-Share
 * Group teachers in 4s
 * Pose Question: What intervention strategies can we used for gifted underachievers?
 * Pair #’s 1-2 & 3-4
 * Choose one of each pair to share
 * Pose Question: What intervention strategies can we used for perfectionists?
 * Pair #’s 1-3 & 2-4
 * Choose one of each pair to share

6. Course Wrap Up  § Review of main topics § DI  § Grouping § Questioning

7. Post Test

8. Course reflection – Exit Ticket What are you doing now? What are you planning to do?

9. Schedule visit

10. PD Certificates