Module 3:
Data-Informed Differentiated Instruction
This module assumes you know and can do the following: (click to open drop-down)
Use assessment in your current practice
Use formative assessment and use results to give feedback
Competency
Continually assess student progress against clearly defined standards, goals, and outcomes to identify specific topics in which each student needs additional support to achieve mastery of a concept or skill. (Aurora Institute)
Learning Outcomes
Describe data-informed differentiated instruction and why it is important.
Differentiate the product for instructional units.
Learn about cognitive complexity.
What I will DO in this module:
Explain key elements of data-informed differentiated instruction.
Differentiate instruction based on readiness pre-assessment and formative assessment data.
Differentiate the product for instructional units.
LEARNING PATHWAY
Start with the pre-assessment (below) to determine your path.
Use the Module Slide Deck in the Module Resources below to begin your learning pathway.
The learning tasks below are in a similar order to the order of the Module Slide Deck, and slide numbers are often referenced for your convenience.
Assessment and Feedback Module 3 Pre-Assessments.pdfLAUNCH
TALK ABOUT
What is your typical approach to starting the year with your students?
How do previous years' assessment and performance data come into play?
CONSIDER
Working vertically with your content area or colleagues above/below you in grade: How does vertical articulation affect what you begin teaching?
LEARN
COLLABORATE
With colleagues/coaches/specialists - what level or systems of supports do you have available to respond to student needs?
LEARN ABOUT
The 3 types of differentiation from Carol Ann Tomlinson
Student work analysis
Flexible grouping
Instructional elements - differentiating product, process, content
Cognitive complexity frameworks
SHARE
Which types of differentiation do you respond with the most?
How does DATA inform your responses?
REFLECT
TALK ABOUT/THINK ABOUT
How will you use the on-going assessment process to inform your instructional decisions?
How will the members of your teacher team support each other?
How will you use your system of support to ensure data-based differentiated instruction is happening for students?
DO
Create a calendar to collaborate with colleagues around assessment data
Consider using Student Work Analysis Protocol for Instructional Purposes
MODULE RESOURCES
Data Informed Differentiated Instruction Module_060520.pdfStudent Work Analysis for Instruction Protocol_032720.pdf
Data Informed Differentiated Instruction Recording_070220.mp4
Data Informed Differentiated Instruction Module_060520Assessment and Feedback Module 3 Pre-Assessments.pdf
Classroom Assessment Learning Module: Data Informed Differentiated InstructionCHECKPOINT
Use the Checkpoint to help you check your thinking and doing with the learning targets in this module, determine whether you are ready to move on to the next module, and select “must do” or “may do” content of this module that is needed for additional clarification and/or practice.
Self-assessment
Examine one of your instructional units
Use the appropriate Hess Rigor Matrix to create several product options aligned to the learning target(s) that are comparable in cognitive complexity to the standards and to one another
CELEBRATION OF LEARNING
Use the Celebration of Learning to synthesize key ideas gained, network with others inside and outside of your district, crowdsource knowledge and/or design ideas, and to extend your learning beyond this module.
Reflect with a colleague regarding your current use of data to shift instruction to a more differentiated approach; set a goal with that colleague as an accountability partner
Create plans with your collaborative teacher team building in considerations for differentiating process, product, and content
Share your plans with your students and get their input (voice) about how to differentiate based on data
Keep Learning!
