Component 2 Differentiation in Instruction Session 1 Unpacking

Goals for C 2 Session 1 Ø Understand expectations in Component 2 – Differentiation

Topic 1: Reflection Candidates will reflect on their National Board Journey to examine the

Reflection Discussion Ø What have you learned about your practice as a result of

6 Copyright © 2016 National Board Resource Center at Illinois State University. All Rights

Topic 2: Differentiation Accomplished teachers vary instruction to meet individual learner’s needs. 7 Copyright

What is Differentiation? S Copyright © 2016 National Board Resource Center at Illinois State

Differentiation Ø Give one example of how you differentiate in your classroom. Ø How

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Topic 3: Preparing and Organizing for C 2 Sessions Candidates organize materials to make

Resources Ø 5 Core Propositions Ø Certificate Specific Standards Ø General Portfolio Instructions for

Topic 4: Overview of Component 2 To acquaint candidates with the organization and requirements

Component 2 Differentiation in Instruction requires that candidates gather and analyze information about individual

Component 2 Level 4 Rubric 15 Copyright © 2016 National Board Resource Center at

Component 2 16 Copyright © 2016 National Board Resource Center at Illinois State University.

Component 2 Overview of Component 2 17 Copyright © 2016 National Board Resource Center

Component 2 Directions for developing and submitting Component 2 18 Copyright © 2016 National

Component 2 Standards measured in Component 2 19 Copyright © 2016 National Board Resource

Component 2 Parts of the Written Commentary Part 2 and 3 of the written

Submission at a Glance Chart 21 Copyright © 2016 National Board Resource Center at

Component 2 Level 4 Rubrics 22 Copyright © 2016 National Board Resource Center at

24 Copyright © 2016 National Board Resource Center at Illinois State University. All Rights

25 Copyright © 2016 National Board Resource Center at Illinois State University. All Rights

Topic 5: ü Contextual Information Sheet ü Instructional Context Part of Written Commentary To

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Instructional Context 28 Copyright © 2016 National Board Resource Center at Illinois State University.

Topic 6: Unpacking Standards Unpack the standards that correlate with knowledge of students, differentiation

Unpacking Standards Candidates should continue to unpack the standards related to this part of

Excerpt of EC-Gen Standard Using Knowledge of Child Development to Understand the Whole Child

Excerpt of EAYA-Math Commitment to Mathematics Learning for all Students Commitment to Diverse Learners

Closure Ø Understand expectations set forth in Component 2 – Differentiation in Instruction. Ø

Preparing for the Next Cohort Session Ø Gather work samples, assignments, or assessments to

• Cohort members reflect on the session together • Any cohort member can

Be Sure to Reflect on: • Students • Teaching Strategies 36 Copyright © 2016

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Welcome! v Please sign-in v Login to your National Board Profile on boardcertifiedteachers. org to check for accuracy of information. v Preview Agenda v Be ready to share comments, questions, or concerns. 2 Copyright © 2016 National Board Resource Center at Illinois State University. All Rights Reserved.

Goals for C 2 Session 1 Ø Understand expectations in Component 2 – Differentiation in Instruction. Ø Understand plan for the different types of work samples, assignments, or assessments necessary to gather for C 2. Ø View and begin filling in the Contextual Information Sheet and Instructional Context of the written commentary. Ø Unpack Certificate Specific Standards for Knowledge of Students, differentiation, and reflection. 3 Copyright © 2016 National Board Resource Center at Illinois State University. All Rights Reserved.

Topic 1: Reflection Candidates will reflect on their National Board Journey to examine the impact it has had on their practice and on student learning. 4 Copyright © 2016 National Board Resource Center at Illinois State University. All Rights Reserved.

Reflection Discussion Ø What have you learned about your practice as a result of your work on components? Ø What have you learned about your students as a result of your work on components? 5 Copyright © 2016 National Board Resource Center at Illinois State University. All Rights Reserved.

Differentiation Ø Give one example of how you differentiate in your classroom. Ø How did you know that you should differentiate that way? What was the basis for that decision? 9 Copyright © 2016 National Board Resource Center at Illinois State University. All Rights Reserved.

Topic 3: Preparing and Organizing for C 2 Sessions Candidates organize materials to make the most efficient and effective use of time during Component 2 Sessions. 11 Copyright © 2016 National Board Resource Center at Illinois State University. All Rights Reserved.

Resources Ø 5 Core Propositions Ø Certificate Specific Standards Ø General Portfolio Instructions for Components 2, 3, and 4 Ø Certificate Specific Portfolio Instructions and Scoring Rubric for Component 2 Ø Architecture of Accomplished Teaching Placemat 12 Copyright © 2016 National Board Resource Center at Illinois State University. All Rights Reserved.

Topic 4: Overview of Component 2 To acquaint candidates with the organization and requirements of this entry. 13 Copyright © 2016 National Board Resource Center at Illinois State University. All Rights Reserved.

Component 2 Differentiation in Instruction requires that candidates gather and analyze information about individual students’ strengths and needs and use that information to design and implement instruction to advance student learning and achievement. 14 Copyright © 2016 National Board Resource Center at Illinois State University. All Rights Reserved.

Component 2 Parts of the Written Commentary Part 2 and 3 of the written commentary will vary significantly between certificate areas 20 Copyright © 2016 National Board Resource Center at Illinois State University. All Rights Reserved.

Topic 5: ü Contextual Information Sheet ü Instructional Context Part of Written Commentary To familiarize candidates with the form that will contain information about their school setting and the Instructional Context part of the written commentary that will provide information about their classroom and their students. 26 Copyright © 2016 National Board Resource Center at Illinois State University. All Rights Reserved.

Topic 6: Unpacking Standards Unpack the standards that correlate with knowledge of students, differentiation and reflection. 29 Copyright © 2016 National Board Resource Center at Illinois State University. All Rights Reserved.

Unpacking Standards Candidates should continue to unpack the standards related to this part of the Component, including Knowledge of Students, differentiation, and/or reflection. 30 S Copyright © 2016 National Board Resource Center at Illinois State University. All Rights Reserved.

Excerpt of EC-Gen Standard Using Knowledge of Child Development to Understand the Whole Child Fostering Cognitive Development Accomplished early childhood teachers understand that early childhood is a critical period in cognitive development. Teachers understand how children are thinking at a given phase in their development and know how to help them move to the next level of reasoning. Teachers know that whereas most young children draw upon all of their senses to learn, some children are primarily visual learners, other children learn best through auditory means, and still others can best process information when it is presented in multiple modalities. Teachers use their knowledge of individual children’s learning styles to create learning experiences that are accessible to each child. In the case of a child who has difficulty maintaining attention during cognitive tasks, the teacher might intersperse cognitive tasks with periods of intense physical activity; whereas with children who learn cognitively best in a consistently quiet, still environment, the accomplished teacher would take a different approach. Copyright © 2016 National Board Resource 31 Center at Illinois State University. All Rights Reserved.

Excerpt of EAYA-Math Commitment to Mathematics Learning for all Students Commitment to Diverse Learners Accomplished teachers base their decisions about the teaching of mathematics on the belief that all students can learn. Teachers continually determine each student’s level of mathematical knowledge and understanding and build on that foundation. They are alert and sensitive to the diversity that exists in students’ prior learning experiences; individual learning approaches; family, cultural, and economic backgrounds; students’ interests; and their special needs. Teachers recognize the beliefs and attitudes toward mathematics that each student brings to the classroom and promote a respect for the value of mathematics. Teachers are aware that any of these factors, as well as others, can affect how students approach the learning of mathematics. Strategies for engaging all students may come from current research, collaboration, personal experience, and. Copyright professional © 2016 National development. Board Resource Center 32 at Illinois State University. All Rights Reserved.

Closure Ø Understand expectations set forth in Component 2 – Differentiation in Instruction. Ø Think about students that you differentiate for at this time, and the reasons (evidence) behind your purpose for differentiating. Ø Think about possible work samples, assignments, or assessments that provide information about the strengths and weaknesses of your students and bring to the next session! It is important to bring these in order to fully participate in the 33 Copyright © 2016 National Board Resource Center at Illinois State University. All Rights Reserved.

Preparing for the Next Cohort Session Ø Gather work samples, assignments, or assessments to the next session to analyze for student strengths and weaknesses. Ø Begin to fill in the Contextual Information Sheet. Ø Draft the Instructional Context part of the written commentary. Ø Unpack Certificate Specific Standards for Knowledge of Students, differentiation, and reflection. Copyright © 2016 National Board Resource 34 Center at Illinois State University. All Rights Reserved.

• Cohort members reflect on the session together • Any cohort member can take notes for the group • Teacher Liaison uses this form to share what’s happening in the cohort with the administrator 35 Copyright © 2016 National Board Resource Center at Illinois State University. All Rights Reserved.