Component 2: Differentiation In Instruction
 Analyzing Student Work – Whole Class
 Peer Reading & Responding to the Instructional Context
 Examine C2 Content Area Standards & Rubrics
 Coherent Instruction
 Planning Instruction & Next Work Sample Collection
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1
Welcome
 Be sure to sign in.
 Please log on to your National Board Profile to monitor
your current status.
 Respond to one of the following:
o How did examination of your assessment practices help you
learn more about your students?
o How have you recently differentiated your instruction in
response to a specific student or group strength / need? Be
specific.
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Outcomes
 Analyze student assignments and student work
outcomes
 Discuss drafts of the Instructional Context section of
the entry
 Discuss what you already do to address the entry
directions, rubrics and standards
 Examine goals and give feedback to others on their goals
 Define and discuss coherent instruction
 Plan for the next student work to be collected
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Topic 1: Analyzing Student Work
Purpose:
 Observation of student work across a class assignment helps
gain perspective on the class in relation to goals for the
assignment.
 Ongoing practice examining student work with learning goals
in mind helps teachers to continue to learn more about student
strengths and learning patterns.
 Student work helps teachers ask insightful questions and to
make knowledgeable connections regarding their hypotheses
about student learning.
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C2
Resource
2.1
C2
Resource
2.2
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Step 1: Determine the Assignment Goal
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Step 2: Sort Student Assignments Based on Level of Performance
Step 3: What do you observe about this student work?
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Step 4: What can your students do in relation to the goal?
Step 5: What are your next steps?
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Analyze the Assignment
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Analyze 3 Student Responses
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12
opic 2: Peer Reading & Responding
Purpose:
•
Examine & discuss the first drafts of the
Instructional Context section of the entry.
•
Read and respond to a colleague’s writing.
•
Give feedback to colleagues through
prompting questions & discussion.
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13
Using the AAT when a member of a cohort or PLC: 4a,4d,4e,4f
Enhanced Architecture of Accomplished Teaching
START HERE:
•ASSESSMENT OF
STUDENTS
•Who are they?
•Where are they now?
•What do they need and
when do they need it?
Domain 1 –
Planning &
Preparation
1b – Knowledge
of students
1f – Designing
Student
Assessment
•Where should I begin?
Reflect on student learning, the
effectiveness of instructional design,
particular concerns and issues.
Domain 1 – Planning &
Preparation
1a,1b,1c,1d,1e
Set high, worthwhile goals
appropriate for these students, at
this time, in this setting
Implement instruction designed to attain
these goals.
Set new high and worthwhile goals that
are appropriate for these students at this
time.
Provide timely, meaningful feedback to
students about their level of
accomplishment of the targeted goals.
Domain 1 –
Planning &
Preparation
1a,1b,1c,1d,
1e
Domain 4
4a
Reflecting
on
Teaching
Domain 3 –
Instruction
3a, 3b, 3c,
3d,3e
Evaluate student learning in
light of the goals and the
instruction.
Domain 1 – Planning & Preparation- 1d
Domain 3 – Instruction – 3d
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Three Types of Thinking/Writing
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Topic 3: Reviewing the Rubric and the
Standards to Plan the Entry
Purpose:
•
•
When teachers unpack the standards & the
rubrics, they get a clearer picture of what
accomplished teaching looks like in their
certificate area.
Standards & rubrics help teachers guide their
choices & planning for featured lessons.
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The Architecture of Accomplished Teaching Is
A Framework for Writing About Teaching
 First, focus on the
students, answering key
questions based upon
what you know about
your students.
 Next, focus on reading &
understanding the
standards, instructions
and rubrics.
 Set worthwhile learning
goals that are reasonable
and justifiable for these
students at this point in
time.
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Assessors
evaluate & score
your responses
through the lens
of the rubrics,
which are
derived from the
Standards.
Knowledge of
students
Goal Setting
Implementing
Instruction
Instructional
strategies
Assessment
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Portfolio Instructions
EA Science: Written Commentary
Knowledge
of students
Goal Setting
Implementing
Instruction
Instructional
strategies
Assessment
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Knowledge of
Students
Goal Setting
Implementing
Instruction
Instructional
strategies
Assessment
.22
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Center at Illinois State University. All Rights Reserved.
Assessors
evaluate & score
your responses
through the lens
of the rubrics,
which are
derived from the
Standards.
Knowledge of
students
Goal Setting
Implementing
Instruction
Instructional
strategies
Assessment
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distudentsassessmentmodificationsf09edis411.wikispaces.com
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Tomlinson 2013 ascd.org
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Topic 4: Coherent Instruction
Purpose:
Clarify what coherent instruction
means & Show how the elements of
instruction must relate to another
logically & purposefully
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To Summarize,
First,
Focus
on the
Students
Where are my students
intellectually, socially &
emotionally?
What can my students do at this
time in relation to the content
addressed by this component?
Clarify the student background
knowledge that helps them to
be prepared for this content.
29
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Next, consider how the
standards are
unpacked to connect
with student skills &
abilities in this content
area
How do my students learn best in
relation to the content for this
component?
What is the ability range of the
class in relation to the content
addressed in this component?
What are my students’ interests
that impact my planning for the
content addressed in this
component?
What is a realistic, measurable
learning goal for my students at
this point in time?
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Align Targets, Goals, Assessments & Instruction
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Ask Yourself These Questions:
Learning objectives: What do I want students to
know how to do as a result of this lesson?
Assessments: What kinds of tasks will reveal
whether students have achieved the learning
objectives I have identified?
Instructional strategies: What kinds of activities
in and out of class will reinforce my learning
objectives and prepare students for learning the
content and process goals in this content area?
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Resource 2.9 Planning Coherent Instruction
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Topic 5: Planning Instruction &
Next Work Sample Collection
Purpose:
•
•
To consider the factors that may
determine teaching decisions.
To support candidates as they draft
the Planning /Instruction & other
parts of the entry.
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Resources for Planning Next Steps
• C2 Resource 2.17 Drafting the Planning & Instruction
Sections of the Entry
• C2 Resource 2.4 –Analyzing Student Work Activity 1A & 1B
• Revisit C2 Resource 2.9 Planning Coherent Instruction
• Review & Revisit C2 Resource 2.10 Planning Instruction /
Types of Learning Activities
35
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Preparing for the Next Session

Continue to read and highlight key concepts in all standards required
by this entry.

Revise your goals and rationale for your entry as needed. Revise the
Instructional Context section of the Written Commentary.

Bring a draft of the next section in your entry. This may be the
planning and instruction sections of the Written Commentary.

Consider your assessment information: Do you need to do further
assessment to go along with your revised goals?

Bring student work samples for 3 students to the next cohort session –
you’ll need the same work sample again unless you decide to use a
different sample. You’ll also need additional work samples.
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Closure

Analyzing Student Work:
How does what I know about my students influence my practice? How can I learn
more about my students?

Reading & Responding to A Colleague’s Entry: What did I learn about my
students and my teaching as a result of the conversation with my colleague?

Examining Content Area Standards, Rubrics & Instructions: How can I
describe what accomplished teaching looks like in my certificate area? What am I
already doing that demonstrates accomplished teaching?

Coherent Instruction: How can I use my standards and student assessment
information to write clear, concise goals? How can I plan for coherent instruction
based upon my analysis of student work?

Planning the next steps for this entry: How will I select my next student work
sample? What’s my approach to diffrentiating for my students?
37
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•
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
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Resource Center at Illinois State
University. All Rights Reserved.
38
Be Sure to
Reflect on:
• Students
• Teaching
Strategies
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Questions?
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