Understanding the Value of Differentiated Instruction Administrative Perspective

Understanding the Value of Differentiated Instruction: Administrative Perspective • Guest: Kristen Herbert • Rashi School-Boston • October 15, 2007

Etiquette • Remember to mute your phone by pressing *1. • Press *1 again, when you would like to speak. • Do not use your phone HOLD or mute button. If you do, your music will be broadcast to all of us on the call.

Agenda • • • Welcome Goals of call Introductions What is Differentiated Instruction (DI)? Current activities at your school The Rashi implementation story Your school’s implementation plans Follow-up online discussion Future calls

Goals of the Call • Introduce Differentiated Instruction (DI) • Identify the strengths you can build upon in your school • Learn implementation strategies • Identify Professional Development needs • Plan for continuing the discussion on v. Bulletin and during our November call

Meet Kristen Herbert Kristen is the Associate Head of School at the Rashi School in Newton, MA and has held that position for three years. She works primarily on curriculum and professional development. Kristen was also a math and science teacher for 17 years and is the author of a math curriculum, as well as numerous articles on math education.

Rate Yourself on DI • What stage are you at? – Building awareness – Implementation – Refining implementation • *1 to mute

Definition of DI Differentiated Instruction is a teacher’s response to individual and small groups of learner’s needs

Key Teaching Foundations • Clarity about what matters in the content area. • Belief that not all students learn the same way, at the same pace. • Student uniqueness and creativity encouraged • Willingness to work hard to know each child.

Teaching Foundations • Match of methods to the needs of learners based on knowledge of them. • All students participate in respectful work. • Assessment and instruction are inseparable. • Flexible grouping of students is valued.

Varying CAP by RIP Readiness Content Activities Products Interests Learning Profiles

Varying CAP Content Different levels of reading or resource materials, reading buddies, small group instruction, curriculum compacting, multilevel computer programs and Web Quests, tape-recorded materials, etc. Activities Activity choice boards, tiered activities, multi-level learning center tasks, similar readiness groups, choice in group work, varied journal prompts, mixed readiness groups with targeted roles for students, etc. Products Tiered products, student chose of mode of presentation to demonstrate learning, independent study, varied rubrics, mentorships, interest-based investigations

Varying by RIP Varied journal prompts Complex instruction Independent study Tiered centers Interest groups 4 MAT Tiered lessons Varying organizers Varying questions Varied texts Compacting Learning contracts Supplemental materials Extension activities Anchor activities Group investigation Guided reading Jigsaw Literature circles Interest centers Small group instruction orbitals Tiered products Mini-lessons Taped materials Multiple intelligences

Your School’s Starting Points • What is already being differentiated by readiness in your school? • What is already being differentiated by interest in your school? • What is already being differentiated by learning in your school?

The Rashi Implementation Story

Building Awareness: Year 1 –Review the literature –Frontier administrators and teachers take courses

Starting Implementation: Year 2 – Frontier folks implement DI for a year – Whole faculty takes a course – Book groups start --Carry out “Rounds” – Discuss with supervisors

Refining Implementation: Year 3 – Follow up to create lessons and units – Follow up to work with colleagues – Follow up to support implementation – Highlight examples at meetings -- Share stories in the school newsletter – Integrate with standards for supervision and evaluation

Discuss with Kristen • Comments? • Reactions? • Clarifying questions?

Your Ideas for Implementation

Continuing the Conversation http: //community. peje. org • • Start a conversation--? ? ? Post a question--? ? Raise a concern--? ? ? Share information--? ?

v. Bulletin • To log in to the PEJE Communities of Practice Discussion Boards on v. Bulletin Forum: • Go to http: //community. peje. org • Enter your User Name. Your User Name is your first name, followed by a space, then your last name (Example: John Smith). • Enter your default Password and click Log in. (Your default password has been sent to you in a separate email. )

Contact Kristen kherbert@rashi. org

Future Conference Calls • All of the calls will be on a Monday at 4: 00 EST. • November 12, 2007 - Bringing Change to your School. Differentiated Instruction, a Case in Point. • December 3, 2007 -Servicing the Autistic Child in the Jewish Day School Setting • January 14, 2008 -Arlene Remz and colleagues from Gateways in Boston-Topic TBA • February 11, 2008 - Second Language Development. Teaching Hebrew to the Diverse Learner • March 10, 2008 - TBA • May 5, 2008 -TBA • June –date and topic TBA

We thank Hidden Sparks for their generous support of our Co. P Stay tuned for information about the PEJE Assembly April 6 -8, 2008 Looking forward to seeing everyone on Nov. 12, 2007 for our next conference call- Bringing Change to your School-Differentiated Instruction, a Case in Point