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BL Design, ISS Model, and Differentiation

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N o r t h I r e d e l l H i g h S c h o o l ’s B L D e s i g n

• Station Rotation Option 1 • Station Rotation Option 2

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At NIHS our beginning attempts to do Blended Learning Classes will have

the students split into two groups

Configuration 1: • Group A – direct instruction• Group B – one-to-one with computers

or

Configuration 2: • Group A – direct instruction• Group B – working in small, collaborative groups

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Many other configurations are possible!

Remember the core principals of BL are• small groups or one-to-one instruction.• differentiation; a more student-centered learning

experience.• using digital content and assessments for quicker

learning and assessment feedback.• encouraging students to set personal goals and learn to

be independent.

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At the end of Reece’s session, she’s asking for . . .“Think of three lessons in which you could employ the Blended

Learning methodology.” AND

“Please write down your ideas on the exit ticket and be ready to share with the whole group at the end.”

This session is going to have teachers apply that idea, while experiencing a differentiated learning environment for themselves.

Teachers will have independent time to plan in-depth for a differentiated lesson or unit OR

Teachers will participate in a small group discussion about differentiation and then begin to plan for it in an upcoming lesson or unit.

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Di f fe ren t ia t ion and the ISS Mode l

Think about an upcoming skill or concept you will be

teaching in the next few weeks and move through the 5

learning-centered questions (the ISS Model) to begin

planning your unit/lesson.

1. What do students need to know?

Resource: ISS Curriculum Guides

2. How will they learn it?

Resource:

Marzano's Nine High Yield Instructional Strategies

Differentiated Core Instruction

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Di f fe ren t ia t ion and the ISS Mode l

3. How will we know they've learned it?Resources: Questioning Strategiesi3 Pinterest Page @ Formative Assessment

4. What will we do if they don't learn it?Resources: What can I do now?

5. What will we do if they already know it? Framing question: For students who already know it,

how can you utilize questions from Levels 4-6 to deepen students' understanding?

Resources: RBT Question Stems

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Here we a re . . .