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Transcript of Change happens at the building level and it will not happen without the principal. Carol Ann...
Change happens at the building level and it will not happen without the principal.
C
arol Ann Tomlinson
If you think everyone is going to differentiate
instruction in a year or two, it would be better to not ask them to do anything.
Carol Ann Tomlinson
Four Common Barriers to DI
Four Common Barriers to DI
• Lack of curriculum clarity
Four Common Barriers to DI
• Lack of curriculum clarity• Lack of understanding of where
students are and who they are
Four Common Barriers to DI
• Lack of curriculum clarity• Lack of understanding of where
students are and who they are• Lack of use of effective
instructional approaches
Four Common Barriers to DI
• Lack of curriculum clarity• Lack of understanding of where
students are and who they are• Lack of use of effective
instructional approaches• Inability to manage flexible
settings
Differentiated Instruction
Training of TrainersMCIU #23
Day 3
Outcomes Day 3• Welcome, Feedback and Application
• Discussion of Chapter 5 Key Points
• Know, Do and Understand--KDU
• Ongoing Assessment
• Tiered Lessons
• Wrap
4 Pillars of DI
Differentiated Instruction
Applying DI in the Classroom
• Individually—p. 57Individually—p. 57
• Share in triadsShare in triads
• Share at tables listening for Share at tables listening for something noteworthy for whole something noteworthy for whole groupgroup
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Applying DI in the Classroom
• Something noteworthy to Something noteworthy to share with the group share with the group
Chapter 5 Analysis
• Select 2 key points from Select 2 key points from Chapter 5 Chapter 5
• Site the points and how they Site the points and how they are connectedare connected
• Listen for instruction for how Listen for instruction for how to share with the group to share with the group
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KDU Planning
• Complete pages 199 and 200
• Consider a unit that is coming up or one that you would like to tweak
• Feel free to work on your own or with a partner
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What is essential content?
What the learner should know, understand and be able to do at the end of a unit of instruction (uses levels of learning). Answers the question “Why should we learn this?”
Makes connections between isolated facts and skills so they have meaning.
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Know, Do, Understand
KNOW - Facts that are discrete pieces of information we believe to be true.
– Freezing occurs at 32 degrees.– Humans should get 8 hours of sleep.
DO - Skill or doing something with the knowledge gained
– Writing a paragraph– Finding a main idea
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UnderstandUNDERSTAND – includes big ideas,
essential questions, and concepts
Concepts:• Conflict • Systems • Patterns • Change
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UnderstandUNDERSTAND – includes big ideas,
essential questions, and concepts.
Essential Questions: • How are form and function related in Biology?• How do effective writers hook and hold their
readers?• What are the limits of mathematical
representation/modeling?
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KDU – 1st grade MathKnow: • Shapes have names• Vocabulary: circle, triangle, square, rectangle Do: • Compare and contrast different shapes• Separate a mixture of shapes of different sizes into like
categoriesUnderstand: Shapes• Objects have various characteristics which can be used
to group them.
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KDU – 2nd grade LA"Ronald Morgan Goes To Bat"
Know: • Who is Ronald Morgan• What kind of baseball player he is Do: • What do his friends think of him? Find the passage that shows this.• What does his coach think of him? How do you know?
Find the passage that shows you the answer.• Determine what Ronald's problem is. • Describe how he solves his problem.Understand: Problems• Identifying problems in stories and how characters
solved the problems helps students understand problems and stories.
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Grade 6Social Studies
Students will: Know:
Names and roles of groups in the feudal class system.
Do: Research See events through varied perspectives Share research & perspectives with peers
Understand: Roles in the feudal system were interdependent. A person’s role in the feudal system will shape his/her perspective on events.
KDU – HS CirculationKnow: • 3 types of blood vessels—arteries, veins and capillaries. • Human heart has 4 distinct chambers. • Blood flows away from the heart in arteries and back to the heart in
veins. Do:• Trace the blood flow through the heart and lungs• Analyze the effect of different chemicals on blood vesselUnderstand: Interdependence, health• Describe in detail how the circulatory system and other systems are
interdependent. • Understand that heart health is an interaction of genetics and
environment.
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KDU Planning
• Complete pages 199 and 200
• Consider a unit that is coming up or one that you would like to tweak
• Feel free to work on your own or with a partner
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A Reminder…Clarity about what students should
KnowUnderstandBe Able to Do
as a result of a unit, lesson, week, etc. Is the foundation of
Durable Learning for All Students
Meaningful Preassessment
Useful Ongoing Assessment
Fair and Valid Summative Assessment
Defensible Adaptations for Advanced & Struggling Learners
(It’s THAT important!!)
Ongoing Assessment
“Most important thing we do.”
Rick StigginsJournal of Staff Development, Spring
1999
Lesson Planning and Assessment
• Objective/purpose: The what and the why.
• Anticipatory set: What will the students do?
• Input/modeling: What do I want the students to know or do? How will I actively engage them?
• CHECK FOR UNDERSTANDING: What will the students do? When will they do it? How will collect the data?
Lesson Planning and Assessment
• Guided practice: How will the students practice the new learning? How will I monitor the practice?
• Independent practice: Remind students it is perfect practice that makes perfect.
• Closure: What will students do to summarize the learning?
Diagnostic Assessment Planning
• Review diagnostic assessment examples pages 156 to 169
• Consider the unit that you did the KDU and develop 2 possible “ongoing assessments”
• Feel free to work on your own or with a partner
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Evidence of Understanding
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Creating a Powerful Product
1. Identify the essentials of the unit/study
K-U-D2. Identify format(s)
“Packaging options” 3. Determine expectations for quality
Content-Process-Product
4. Decide on scaffolding you may need to build
Promote success5. Develop a clear product assignment6. Differentiate the assignments based on:
Readiness-Interest-Learning profile7. Coach
For success!
Creating a Powerful Product, cont’d
MapDiagramSculptureDiscussionDemonstrationPoemProfileChartPlayDanceCampaignCassetteQuiz ShowBannerBrochureDebateFlow ChartPuppet ShowTour
LectureEditorialPaintingCostumePlacementBlueprintCatalogueDialogueNewspaperScrapbookLectureQuestionnaireFlagScrapbookGraphDebateMuseumLearning CenterAdvertisement
Book ListCalendarColoring BookGameResearch ProjectTV ShowSongDictionaryFilmCollection
Trial
Machine
Book
Mural
Award
Recipe
Test
PuzzleModelTimelineToyArticleDiaryPosterMagazineComputer ProgramPhotographsTerrariumPetition DriveTeaching LessonPrototypeSpeechClubCartoonBiographyReviewInvention
PRODUCT CHOICES CHARTAuditory Visual Tactile-Kinesthetic
Audio recordingAutobiographyBookClassifyingCommentaryCrossword puzzleDebate or panel talkDialogueDocumentaryEditorialEssayExperimentFact fileFamily treeFinding patternsGlossaryInterviewJournal or diaryLearning Center taskLetter to editorLimerick or riddleMysteryNewspaperOral reportPattern and instructionsPetitionPosition paperPress conferenceReadingScavenger huntSimulation gameSong lyricsSpeechStory or poemSurveyTeaching a lessonTrip itineraryWritten report
AdvertisementArt galleryBrochureCoat of armsCollageColoring bookComic book or stripCostumeDecorationDesignDiagramDioramaDrawing or paintingFilmstripFlannel boardFlow chartGraphic organizerGreeting cardHidden picturesHyperStudio or other multimedia presentation softwareIllustrated manualIllustrationsLearning Center visualsMagazineMapMuralPamphlet with pictures or iconsPhoto albumPhoto essayPicture dictionaryPolitical cartoonPortfolioPosterRebus storyScrapbookSlide showTransparency talkTravelogueTV programVideoWeb site
Acting things outActivity plan for tripAnimated movieCollectionComposing musicDanceDemonstrationDioramaDramatizationExhibitExperimentField experienceFlip bookFlip chartGameGame showHow-to bookInventionJigsaw puzzleLearning center—hands-on tasksManipulativesMobileModelMuseum exhibitPapier-mâchéPhotographPlay or skitPop-up bookProject cubePuppet showRap or rhymeReader’s TheaterRhythmic patternRole-playScale drawingSculptureSimulation gameSurveyTV broadcast
Research indicates students learn best when assessment…
• Gives them effective feedback• Informs and directs instruction• Actively involves them in their own
learning• Is used by students to assess
themselves and understand how to improve
Assessment Promoting Deep Understanding
• Directions: Based on your interest or learning style choose a processing activity that will best promote your learning– Choices
•Double entry journal •Concept map•Graphic organizer
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Preassessment key points:
• Explain to the students that you are doing preassessment and why
• The better you understand the KDU the more focused the preassessment can be
• Give the preassessment 2 weeks before the unit
87 % Classrooms
NAEP Study
87 % Classrooms
50 % Disengaged
NAEP Study
Tiered Analysis
•Process your understanding of Tiered lessons by:–Planning a tiered lesson (p 80 or 106, see examples on 107-109)
–Challenge--planning tiered Cube/Think Dots (p 101)
–Plan a tiered menu (p 102)
READING as a gatekeeper for knowledge in secondary classrooms
– Important for teachers to know how the students are reading
– Need to know who’s having difficulty and who needs advanced materials
READING as a gatekeeper for knowledge in secondary classrooms
– If can’t read textbook how can we find a work around?
– What can I do to foster growth as a reader?• tape• text resources
• netTrekker • buddies
•www.lexile.com
What’s With Your Text Book?
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What’s With Your Text Book?
• McDougal Little—Tiered alternatives presented in teacher’s guide
• Prentice Hall—developing webquests for math and science texts
• Holt—Live Link= chunks reading for lower levels; science labs leveled A, B, C
• Tech Paths—Curriculum mapping and lesson sharing software
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Tiered Analysis
•Complete the Tiering Analysis Organizer by
•Reviewing 360 to 365 in Binder or
•Reviewing 136 to 140 in Text
•Then share your analysis
Tiered Analysis
•Process your understanding of Tiered lessons by:–Planning a tiered lesson (p 80 or 106, see examples on 107-109)
–Challenge--planning tiered Cube/Think Dots (p 101)
–Plan a tiered menu (p 102)
DI—Then and Now
I used to think DI was…
Now I know DI is…
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Outcomes Day 3• Welcome, Feedback and Application
• Discussion of Chapter 5 Key Points
• Know, Do and Understand--KDU
• Ongoing Assessment
• Tiered Lessons
• Wrap
Pillar Fortifying Tasks for Day 4
• Apply one or more strategy noting your intent, results and student reaction (3-5)
• Formative assessment• Assessment variety• Tiered lesson• Other…
• Read chapter 6 highlighting 6 key points
• Extra Credit: Read chapter(s) 2, 3 or 4 highlighting 6 key points
Think big, start small but start now.