di & gt workshop part two

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DI & GT WorkshopPart Two

DI & GT WorkshopPart Two

Facilitated by:Dr. Stephen Schroeder-Davis

[email protected]

Facilitated by:Dr. Stephen Schroeder-Davis

[email protected]

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From Lo to High Prep DILo-Prep High-PrepFrom Lo to High Prep DI

Lo-Prep High-Prep Book choices Homework options Varied pacing with

anchor options Open-ended

activities Multiple levels of ?’s Work alone, pairs,

trios, quads Product options

Book choices Homework options Varied pacing with

anchor options Open-ended

activities Multiple levels of ?’s Work alone, pairs,

trios, quads Product options

Tiering activities, products, centers

Tiering (centers) Contracts Complex instruction Think-tac-toe Pre-assessments and

compacting Interest groups &

centers

Tiering activities, products, centers

Tiering (centers) Contracts Complex instruction Think-tac-toe Pre-assessments and

compacting Interest groups &

centers

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Know, understand, be able to . . .

Know, understand, be able to . . .

Know: facts, vocabulary, dates, places, names, examples, but NOT in isolation.

Understand: major concepts, statements of truth, connections, key ideas. Anything that helps students make connections and get the “point” of the lesson.

Be able to: apply and transfer the skills of any discipline and to think like the professionals who work in the field.

Know: facts, vocabulary, dates, places, names, examples, but NOT in isolation.

Understand: major concepts, statements of truth, connections, key ideas. Anything that helps students make connections and get the “point” of the lesson.

Be able to: apply and transfer the skills of any discipline and to think like the professionals who work in the field.

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From Lo to High Prep DIFrom Lo to High Prep DIAnchor ActivitiesStratified questions (Bloom & open-ended)Choice boardsProduct differentiation (Sternberg &

Gardner)TieringLayered curriculumThe parallel curriculum

Anchor ActivitiesStratified questions (Bloom & open-ended)Choice boardsProduct differentiation (Sternberg &


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http://www.ready.gov http://www.ready.gov

If you have set yourself on fire, do not run.

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http://www.ready.govhttp://www.ready.gov

If you hear the Backstreet Boys, Michael Bolton or Yanni on the radio, cower in the corner or run like hell.

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That closet door in your bedroom leads to the gates of Hell. Don't go there.

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If your intended destination is suddenly vaporized, consider pulling over and watching the cool light show.

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Confused languageConfused languageHer vocabulary was as bad as, like, whatever.

The little boat gently drifted across the pond exactly the way a bowling ball wouldn’t.

McBride fell 12 stories, hitting the pavement like a Hefty bag filled with vegetable soup.

He fell for her like his heart was a mob informant, and she was the East River.

She had a deep, throaty, genuine laugh, like that sound a dog makes just before it throws up.

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Using Anchor(ing) Activities

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RAPID ROBIN

The “Dreaded Early Finisher”

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“I’m Not Finished” Freddie

“It takes himan hour-and-a-halfto watch 60 Minutes.”

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One premise in a differentiated

classroom:“ In this class

we are never finished---

Learning is aprocess thatnever ends.”

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Anchor ActivitiesAnchor activities

are ongoing assignments that students can work on independently throughout a unit, a grading period or longer.

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Some Anchor Activities “Brain Busters” Learning Packets Activity Box Learning/Interest Centers Vocabulary Work Accelerated Reader Investigations MSPAP or CRT Practice Activities Magazine Articles with Generic Questions or Activities Listening Stations Research Questions or Projects Commercial Kits and Materials Journals or Learning Logs Silent Reading (Content Related?)

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The Purpose of an Anchor Activity is to:

Provide meaningful work for students when they finish an assignment or project, when they first enter the class or when they are “stumped”.

Provide ongoing tasks that tie to the content and instruction.

Free up the classroom teacher to work with other groups of students or individuals.

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Using Anchor Activities to Create Groups

Teach the whole class to work independently andquietly on the anchor activity.

Half the class workson anchor activity.

Other half works ona different activity.

Flip-Flop

1/3 works onanchor activity.

1/3 works on adifferent activity.

1/3 works withteacher---direct

instruction.

1

2

3

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ANCHOR ACTIVITIESCan be:used in any subject

whole class assignments

small group or individual assignments

tiered to meet the needs of different readiness levels

Interdisciplinary for use across content areas or teams

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ANCHOR ACTIVITIESWork best:when

expectations are clear and the tasks are taught and practiced prior to use.

when students are held accountable for on task behavior and/or task completion.

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Planning for Anchor Activities

Subject/Content Area:

Name and description of anchor activity:

How will activity be introduced to students?

- Points - Percentage of Final Grade- Rubric - Portfolio Check- Checklist - Teacher/Student Conference- Random Check - Peer Review- On Task Behaviors - Other _______________

How will the activity be managed and monitored?

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Practicing with anchor activities

Practicing with anchor activities

Please share with your table and the whole group any anchoring activities you have used.

Using the template, take 15 minutes to brainstorm some possible anchoring activities.

Share with your table and the whole group.

Please share with your table and the whole group any anchoring activities you have used.

Using the template, take 15 minutes to brainstorm some possible anchoring activities.

Share with your table and the whole group.

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KNOWLEDGE: Information retrieval--remembering/recall

COMPREHENSION: Taking new information via some form of communication and being able to make some use of the materials or ideas

APPLICATION: Applying information correctly

ANALYSIS: The identification or classification of elements and relationships among elements

SYNTHESIS: The generation of new and creative ideas

EVALUATION/JUSTIFICATION: The ability to make judgments about the value of knowledge

BLOOM’S

TAXONOMY

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Applying Bloom’s TaxonomyApplying Bloom’s Taxonomy

Level: KnowledgeInformation retrieval remembering/recall

Materials/Situations: Events, people, newspapers, magazine articles, definitions, videos, dramas, textbooks, films, television programs, recordings, media presentations

Measurable Behaviors: Define, describe memorize, label, recognize, name, draw, state, identify, select, write, locate, recite

Level: KnowledgeInformation retrieval remembering/recall

Materials/Situations: Events, people, newspapers, magazine articles, definitions, videos, dramas, textbooks, films, television programs, recordings, media presentations

Measurable Behaviors: Define, describe memorize, label, recognize, name, draw, state, identify, select, write, locate, recite

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Level: Comprehension Taking new information via some form of

communication and being able to make some use of the materials or ideas

• Materials/Situations: Speech, story, drama, cartoon, diagram, graph, summary, outline, analogy, poster, bulletin board

• Measurable Behaviors: Summarize, restate, paraphrase, illustrate, match, explain, defend, relate, infer, compare, contrast, generalize

Level: Comprehension Taking new information via some form of

communication and being able to make some use of the materials or ideas

• Materials/Situations: Speech, story, drama, cartoon, diagram, graph, summary, outline, analogy, poster, bulletin board

• Measurable Behaviors: Summarize, restate, paraphrase, illustrate, match, explain, defend, relate, infer, compare, contrast, generalize

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Level: Application Applying information correctly

• Materials/Situations: Diagram, sculpture, illustration, dramatization, forecast, problem, puzzle, organizations, classifications, rules, systems, routines

• Measurable Behaviors: Apply, change, put together, construct, discover, produce, make, report, sketch, solve, show, collect, prepare

Level: Application Applying information correctly

• Materials/Situations: Diagram, sculpture, illustration, dramatization, forecast, problem, puzzle, organizations, classifications, rules, systems, routines

• Measurable Behaviors: Apply, change, put together, construct, discover, produce, make, report, sketch, solve, show, collect, prepare

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Level: Analysis The identification or classification of elements and

relationships among elements

Materials/Situations: Survey, questionnaire, an argument, a model, displays, demonstrations, diagrams, systems, conclusions, report, graphed information

Measurable Behaviors: Examine, classify, categorize, research, contrast, compare, disassemble, differentiate, separate, investigate, subdivide

Level: Analysis The identification or classification of elements and

relationships among elements

Materials/Situations: Survey, questionnaire, an argument, a model, displays, demonstrations, diagrams, systems, conclusions, report, graphed information

Measurable Behaviors: Examine, classify, categorize, research, contrast, compare, disassemble, differentiate, separate, investigate, subdivide

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Level: Synthesis

The generation of new and creative ideas

Materials/Situations: Experiment, game, song, report, poem, prose, speculation, creation, art, invention, drama, rules

Measurable Behaviors: Combine, hypothesize, construct, originate, create, design, formulate, role-play, develop

Level: Synthesis

The generation of new and creative ideas

Materials/Situations: Experiment, game, song, report, poem, prose, speculation, creation, art, invention, drama, rules

Measurable Behaviors: Combine, hypothesize, construct, originate, create, design, formulate, role-play, develop

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Level: Evaluation/Justification

The ability to make judgments about the value of knowledge

Materials/Situations: Recommendations, debate, editorials, self-evaluations, group discussions, court trial

Measurable Behaviors: Compare, recommend, assess, value, apprise,

solve, criticize, weigh, consider, debate

Level: Evaluation/Justification

The ability to make judgments about the value of knowledge

Materials/Situations: Recommendations, debate, editorials, self-evaluations, group discussions, court trial

Measurable Behaviors: Compare, recommend, assess, value, apprise,

solve, criticize, weigh, consider, debate

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Putting Bloom’s to work:Putting Bloom’s to work:

At your tables, sort the “biography” cards in ascending order from lowest to highest (simple to complex) thinking levels.

Choose a spokesperson to read the cards and discuss the process with the large group.

Be prepared to discuss.

At your tables, sort the “biography” cards in ascending order from lowest to highest (simple to complex) thinking levels.

Choose a spokesperson to read the cards and discuss the process with the large group.

Be prepared to discuss.

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Effective Schools and Teachers X2

Effective Schools and Teachers X2

Average school & teacher

Ineffective teacher in an ineffective school

Ineffective Teacher in an Effective School

Effective Teacher in an Ineffective School

Average Teacher in an Effective School

Effective Teacher in an Effective School?

Average school & teacher

Ineffective teacher in an ineffective school

Ineffective Teacher in an Effective School

Effective Teacher in an Ineffective School

Average Teacher in an Effective School

Effective Teacher in an Effective School?

50%6%37%63%78%96%

50%6%37%63%78%96%

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Promoting Higher Order Thinking

Promoting Higher Order Thinking

The griney grollers grangled in the granchy gak.

What kind of grollers were they?

What did the grollers do?

The griney grollers grangled in the granchy gak.

What kind of grollers were they?

What did the grollers do?

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• In what kind of gak did they In what kind of gak did they gangle?gangle?

• Place one line under the subject Place one line under the subject and two lines under the verb.and two lines under the verb.

• The griney grollers grangled in The griney grollers grangled in the granchy gak.the granchy gak.

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Upping the AnteUpping the Ante

In one sentence, explain why the grollers were grangling in the granchy gak. Be prepared to justify your answer.The griney grollers grangled in thegranchy gak.If you had to grangle in a granch gak, what one item would you choose to have with you and why?

In one sentence, explain why the grollers were grangling in the granchy gak. Be prepared to justify your answer.The griney grollers grangled in thegranchy gak.If you had to grangle in a granch gak, what one item would you choose to have with you and why?

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MoralMoralStudents can answer low-levelquestions without thinking.

Students enter & exit classrooms

with no more understanding ofwhat they’ve learned than the“Griney Groller” taught you!

Students can answer low-levelquestions without thinking.

Students enter & exit classrooms

with no more understanding ofwhat they’ve learned than the“Griney Groller” taught you!

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Why teach higher order thinking?

Why teach higher order thinking?

“Every day thinking, like ordinary walking, is a natural performance we all pick up. Good thinking, like running a fast race, is a technical performance . . .

“Every day thinking, like ordinary walking, is a natural performance we all pick up. Good thinking, like running a fast race, is a technical performance . . .

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Sprinters have to be taught to run Sprinters have to be taught to run well; good thinking is the result of well; good thinking is the result of good teaching, which includes much good teaching, which includes much practice.” David Perkinspractice.” David Perkins

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Why is it important to develop HOTS?

Why is it important to develop HOTS?

In our increasingly complex and specialized society, it is becoming imperative that individuals become capable of thinking divergently and creatively. It is also important that individuals see the relationships between seemingly diverse concepts.

In our increasingly complex and specialized society, it is becoming imperative that individuals become capable of thinking divergently and creatively. It is also important that individuals see the relationships between seemingly diverse concepts.

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Wait Time(s)Wait Time(s)

“Waiting’ briefly (5-10 seconds) before accepting responses - and again after the student response - has the effect of increasing the depth of students’ answers. In addition, wait time increases student-to-student interaction.

“Waiting’ briefly (5-10 seconds) before accepting responses - and again after the student response - has the effect of increasing the depth of students’ answers. In addition, wait time increases student-to-student interaction.

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“Higher Level” Questions

Produce Deeper Learning Than “Lower Level Questions”

“Higher Level” Questions

Produce Deeper Learning Than “Lower Level Questions”

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The common feature of higher-

level questions is a requirement that

students restructure

information or apply knowledge in

some way.

The common feature of higher-

level questions is a requirement that

students restructure

information or apply knowledge in

some way.

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Questioning ProtocolsQuestioning ProtocolsEVERYBODY is QuestionedEVERYBODY Justifies answers

NOBODY gets to say “I don’t know”

EVERYBODY is QuestionedEVERYBODY Justifies answers

NOBODY gets to say “I don’t know”

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Levels of AbstractionLevels of AbstractionRecall

Translate & paraphrase

Interpret (provide the essential meaning)

Classify(arrange according to commonalities)

Recall

Translate & paraphrase

Interpret (provide the essential meaning)

Classify(arrange according to commonalities)

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•Apply to Apply to familiar familiar situationssituations

•Analysis (compare, contrast)Analysis (compare, contrast)

•Synthesis (re-create to form a coherent Synthesis (re-create to form a coherent whole)whole)

•Evaluation (to determine and defend a Evaluation (to determine and defend a value)value)

•Extrapolation (transfer to Extrapolation (transfer to novelnovel situations) situations)

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Examples of stratified tasks

for fourth grade electricity


for fourth grade electricityRed Task (easier) Draw and label a diagram of a complete circuit. Gather and label a collage of objects that are

conductors and insulators.Blue Task (more complex) Use a Venn diagram or T-chart to explain how a

parallel circuit compares with a series circuit. Design a poster illustrating three electrical safety

tips.Black Task (most complex) Describe or illustrate three ways the world would be

different if electricity had not been discovered. Create a brochure advertising the benefits of a new

product that uses electricity.

Red Task (easier) Draw and label a diagram of a complete circuit. Gather and label a collage of objects that are

conductors and insulators.Blue Task (more complex) Use a Venn diagram or T-chart to explain how a

parallel circuit compares with a series circuit. Design a poster illustrating three electrical safety

tips.Black Task (most complex) Describe or illustrate three ways the world would be

different if electricity had not been discovered. Create a brochure advertising the benefits of a new

product that uses electricity.

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for fifth grade biographies


for fifth grade biographiesRed Task (easier) Draw a timeline of important events in the person’s life. List four reasons the person is famous (include drawings or

photos).Blue Task (more complex) Write an article for People magazine describing the person’s

contributions to society. Compare and contrast two famous people we have studied.

Describe how they were similar and different.Black Task (most complex) Describe or illustrate three ways the world would be different

if this person had not been born. Choose the person you believe has contributed the most to

society and write a recommendation for the “hall of fame”. Support your choice with examples and logic.

Dodge, J. 2005

Red Task (easier) Draw a timeline of important events in the person’s life. List four reasons the person is famous (include drawings or

photos).Blue Task (more complex) Write an article for People magazine describing the person’s

contributions to society. Compare and contrast two famous people we have studied.

Describe how they were similar and different.Black Task (most complex) Describe or illustrate three ways the world would be different

if this person had not been born. Choose the person you believe has contributed the most to

society and write a recommendation for the “hall of fame”. Support your choice with examples and logic.

Dodge, J. 2005

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Mixing Gardner & BloomMixing Gardner & Bloom

Write 3 journal entriesin an immigrant’s diary. . . (interpersonal)

Write 3 headlines thatyou would find in theRenaissance Times . . .(verbal-linguistic)

Write 3 journal entriesin an immigrant’s diary. . . (interpersonal)

Write 3 headlines thatyou would find in theRenaissance Times . . .(verbal-linguistic)

that compare threeways life in Ireland wasdifferent than life inNew York City.

(analysis)

that show yourunderstanding of howlife has changed sincethe Middle Ages.(analysis)

that compare threeways life in Ireland wasdifferent than life inNew York City.

(analysis)

that show yourunderstanding of howlife has changed sincethe Middle Ages.(analysis)

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Write a book forchildren . . . (verbal-linguistic)

Gather an artifact boxthat includes at least 10items from youreveryday life . . . (bodily - kinesthetic)

Write a book forchildren . . . (verbal-linguistic)

Gather an artifact boxthat includes at least 10items from youreveryday life . . . (bodily - kinesthetic)

that explains and compares

rational and irrationalnumbers.(analysis/synthesis)

that use or represent(decimals, percents,geometric shapes etc).(application)

that explains and compares

rational and irrationalnumbers.(analysis/synthesis)

that use or represent(decimals, percents,geometric shapes etc).(application)

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Invent your ownmythological creature

toinvite to diner . . . (verbal-linguistic)

Create a treasure chestfor the novel we arereading . . . (bodily-kinesthetic)

Invent your ownmythological creature

toinvite to diner . . . (verbal-linguistic)

Create a treasure chestfor the novel we arereading . . . (bodily-kinesthetic)

and create a story aboutThe dinner consistent withYour character’s personality.(synthesis)

that demonstrates yourunderstanding of thesetting, characters,symbols,and themes andinclude an explanation foreach item. (analysis)

and create a story aboutThe dinner consistent withYour character’s personality.(synthesis)

that demonstrates yourunderstanding of thesetting, characters,symbols,and themes andinclude an explanation foreach item. (analysis)

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Create an illustrated booklet

on the body systems . . .

(verbal-linguistic andspatial)

Create a photojournalabout the biome we arestudying . . . (naturalist/spatial)

Create an illustrated booklet

on the body systems . . .

(verbal-linguistic andspatial)

Create a photojournalabout the biome we arestudying . . . (naturalist/spatial)

to show how at least twoorgans function in morethan one system.

(analysisand synthesis)

that compares plant and animal life and land andclimate in winter andsummer. (synthesis)

to show how at least twoorgans function in morethan one system.

(analysisand synthesis)

that compares plant and animal life and land andclimate in winter andsummer. (synthesis)

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Practicing with Bloom & Gardner

Practicing with Bloom & Gardner

Using p.96 as a guide, complete the template on p. 98 and transfer it to a transparency.

Select a spokesperson to present your final product to the group

Using p.96 as a guide, complete the template on p. 98 and transfer it to a transparency.

Select a spokesperson to present your final product to the group

Using pp. 98 & 99 as guides, complete the template on p. 100 and transfer it to a transparency.

Select a spokesperson to present your final product to the group.

Using pp. 98 & 99 as guides, complete the template on p. 100 and transfer it to a transparency.

Select a spokesperson to present your final product to the group.

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Tic-Tac-Toe / BingoTic-Tac-Toe / Bingo

TTT or Bingo activities can be used to differentiate content or levels of content

Use when there are two or more types of tasks you want students to practice

Allowing students to choose tasks gives them input into their learning and can assist in motivating them through interest

TTT or Bingo activities can be used to differentiate content or levels of content

Use when there are two or more types of tasks you want students to practice

Allowing students to choose tasks gives them input into their learning and can assist in motivating them through interest

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Tic Tac Toe Non-Fiction Books

Create crossword puzzle of vocabulary words

B

Write a newspaper article using facts from the book

B

Create a board game using the facts from the book.

A

Create an informational brochure with the facts A

Create a topic web for the facts B

Create a PowerPoint presentation of the facts A

Construct a diagram, model, or chart of facts B

Role-play a news report with the facts A

Create a rap, poem, or song with the facts A

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Tic Tac Toe Fiction Books

Write a new ending, an epilogue or sequel to the story

A

Compose a letter to a character, the author or between two characters A

Write and dramatize a commercial promoting the book

A

Illustrate a poster about the book

B

Construct story map or storyboard of events ALL

Script and role-play a scene from the book B

Compare, contrast two characters on a chart A

Write a character sketch

B

Create a conversation between 2 characters

A

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Math Review Tic Tac Toe

Solve three problems using both analytical and graphing methods. B

Create a way of demonstratingunderstanding of the concepts and ideas in the chpt. A

Define the chapter’s vocabulary words with sketches or drawings. B

Solve two ofthe challenge problems A

Take end of chapter test ALL

Complete every fourth problem in chpt. review B

Create three wordproblems usingthe chapter’s information. A

Solve one evennumbered application problem from each section B

Identify four waysthat concepts or ideas are used in the “real world” A

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Practicing with choice boards

Practicing with choice boards

Using either the CD Roms, examples from the power point, or the handouts, construct a choice board with your table.

Transfer the template choice board to a transparency.

Select a spokesperson to present your board to the group.




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RAFTRAFT

Role, Audience, Format and Topic Can be used as a type of reading reflection strategy Can be used in any subject area to enhance conceptual

understanding Decide:

Important concepts/principles/content Find a variety of resources Brainstorm possible roles for students to assume How will the RAFT match the student

Role, Audience, Format and Topic Can be used as a type of reading reflection strategy Can be used in any subject area to enhance conceptual

understanding Decide:

Important concepts/principles/content Find a variety of resources Brainstorm possible roles for students to assume How will the RAFT match the student

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Romeo and Juliet RAFTRomeo and Juliet RAFTROLE AUDIENCE FORMAT TOPIC

Juliet Nurse Song “The perfect man”

Lady Capulet Benvolio Formal request Help me understand my son

Benvolio Romeo Note Juliet WHO?

Paris Lord Capulet Petition Reasons I’d be a good husband

Tybalt Lord Capulet Sketch Guess who came to your party

Juliet Lady Capulet Practicing a speech

Help me tell dad I’m married

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RAFT ActivitiesRAFT Activities

Provide insight into charactersUnderstanding of the relationship between

characters and audienceDevelops other insights into conflicts

Provide insight into charactersUnderstanding of the relationship between

characters and audienceDevelops other insights into conflicts

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Role-a-die-RAFTRole-a-die-RAFTROLE AUDIENCE FORMAT TOPIC

1)Settler Adult Government Song Tell of the journey

2) Native Adult back home Sketch What lies ahead

3) Scout Native Leader Poem Trials & Tribulations

4) Government Child back home Model Need resources

5) Military Diary Letter HELP!

6) Settler Child Person in another country

Map How exciting

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Story StartersStory StartersWHAT WHO WHERE WHEN

1) Scared Romeo Chapel Late at night

2) Happy Juliet Bedroom Early morning

3) Brave Benvolio Court yard Noon

4) Forgetful Nurse Public Square Twilight

5) Angry Lord Capulet Balcony After the party

6) Sad Lady Montague

At home Before the party

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Practicing with RAFTPracticing with RAFTUsing either the CD Roms, examples

from the power point, or the handouts, construct a choice board with your table.






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Role Audience Format Topic

Practice with RAFTPractice with RAFT

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Totally 10: Differentiated ScoresTotally 10: Differentiated Scores

Scores are calibrated according to BloomTasks are scored at various levels depending on

level of challengeStudents must “score” a 10Students must select tasks from at least 2

categoriesProjects are graded on qualityWeight your grades based on level of challenge

and contribute to a final overall grade

Scores are calibrated according to BloomTasks are scored at various levels depending on

level of challengeStudents must “score” a 10Students must select tasks from at least 2

categoriesProjects are graded on qualityWeight your grades based on level of challenge

and contribute to a final overall grade

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Totally 10: A Mythology example


Score 2 (20% of final grade)Construct a family tree with various

mythological creaturesCreate a poster showing

corresponding Greek and Roman gods and goddesses and creation myths

Create a story featuring a mythical creature

See Heacox, D. Differentiating Instruction in the Regular Classroom, Free Spirit Press

Score 2 (20% of final grade)Construct a family tree with various

mythological creaturesCreate a poster showing

corresponding Greek and Roman gods and goddesses and creation myths

Create a story featuring a mythical creature


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Score 4 (40% of final grade)Make a chart or diagram comparing

and contrasting a mythical character from another culture to one from Greece or Rome

Select a contemporary super hero and write a newspaper article describing how this hero has mythical traits


Score 4 (40% of final grade)Make a chart or diagram comparing

and contrasting a mythical character from another culture to one from Greece or Rome

Select a contemporary super hero and write a newspaper article describing how this hero has mythical traits


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Score 6 (60% of total grade)Write an original dialogue between two

mythical characters. Make sure their discussion is consistent with their adventures and characteristics as detailed in our readings.

Design a mystery book of mythical characters with enough details to help a knowledgeable reader discover their identities


Score 6 (60% of total grade)Write an original dialogue between two

mythical characters. Make sure their discussion is consistent with their adventures and characteristics as detailed in our readings.

Design a mystery book of mythical characters with enough details to help a knowledgeable reader discover their identities


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Totally 10 (100% of final grade)Create a mythical character for the

present time. Write a sketch to identify your character’s personality, appearance, and powers. Including mythical elements, dramatize, do storytelling, make a video, create a comic book, or select another way to tell one of your creation’s adventures.


Totally 10 (100% of final grade)Create a mythical character for the

present time. Write a sketch to identify your character’s personality, appearance, and powers. Including mythical elements, dramatize, do storytelling, make a video, create a comic book, or select another way to tell one of your creation’s adventures.


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Totally 10 Practice2 pts 4pts 6pts

10pts

Totally 10 Practice2 pts 4pts 6pts

10pts

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Triarchic (Sternberg’s) Intelligence

Triarchic (Sternberg’s) Intelligence

Analytic intelligence: these people do well with school tasks such as organizing information, seeing cause and effect, taking notes, and memorizing.

Practical intelligence: these people like to see how things “work,” and learn better by using ideas rather than just learning ideas. They need to solve problems in a meaningful context.

Creative intelligence: these people like to experiment with ideas and come at things in fresh and surprising ways. They think divergently.

Analytic intelligence: these people do well with school tasks such as organizing information, seeing cause and effect, taking notes, and memorizing.

Practical intelligence: these people like to see how things “work,” and learn better by using ideas rather than just learning ideas. They need to solve problems in a meaningful context.

Creative intelligence: these people like to experiment with ideas and come at things in fresh and surprising ways. They think divergently.

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Sample DI Lessons using Triarchic Intelligence: Biology


KnowCell Parts and functionsUnderstandA cell is a system of interrelated partsBe able toAnalyze the interrelations of cell

parts and functionsPresent understandings in a clear,

useful, interesting, and fresh way

KnowCell Parts and functionsUnderstandA cell is a system of interrelated partsBe able toAnalyze the interrelations of cell

parts and functionsPresent understandings in a clear,

useful, interesting, and fresh way

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AnalyticalUse a cause & effect chain to show

how cellparts are interrelated and how they

functiontogether.

All Triarchic lessons adapted from C. Strickland & Cheryl Dobbertin, ASCD

AnalyticalUse a cause & effect chain to show

how cellparts are interrelated and how they

functiontogether.

All Triarchic lessons adapted from C. Strickland & Cheryl Dobbertin, ASCD

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PracticalFind or create a system that would serve asan analogy to the cell system. Illustrate

yoursystem in a way that will help viewersunderstand the cell system better.

PracticalFind or create a system that would serve asan analogy to the cell system. Illustrate

yoursystem in a way that will help viewersunderstand the cell system better.

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Creative - Choice AUse unlikely material to depict thestructure and function of a cell.

Selectmaterials and arrange them in a way

thatwill explain the cell to viewers.

Creative - Choice AUse unlikely material to depict thestructure and function of a cell.

Selectmaterials and arrange them in a way

thatwill explain the cell to viewers.

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Creative Choice - BTell a story that helps us understand

thecell as a system. Use characters anddevelop a plot, setting, conflict and

otherliterary devices.

Creative Choice - BTell a story that helps us understand

thecell as a system. Use characters anddevelop a plot, setting, conflict and

otherliterary devices.

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Sample DI Lessons using Triarchic Intelligence: Division


KnowHow division worksUnderstandThe importance of divisionBe able toApply the principles of division in novelsettings

KnowHow division worksUnderstandThe importance of divisionBe able toApply the principles of division in novelsettings

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AnalyticalYour friend needs a really clear step-by-stepexplanation of how division works. Please createone and use both words and numbers to explain. PracticalShow how someone would use division at home,school, and work. Show examples. CreativeFind a new way to demonstrate what division is allabout and how it works.

AnalyticalYour friend needs a really clear step-by-stepexplanation of how division works. Please createone and use both words and numbers to explain. PracticalShow how someone would use division at home,school, and work. Show examples. CreativeFind a new way to demonstrate what division is allabout and how it works.

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Sample DI Lessons using Triarchic Intelligence: Language

Arts

Sample DI Lessons using Triarchic Intelligence: Language

ArtsExperts suggest that an effective plot hasevents that:Follow a logical sequenceHas compelling charactersHas a convincing resolutionYour job is to evaluate or create a plot basedon these criteria by completing one of thefollowing:

Experts suggest that an effective plot hasevents that:Follow a logical sequenceHas compelling charactersHas a convincing resolutionYour job is to evaluate or create a plot basedon these criteria by completing one of thefollowing:

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Analytical choicesAnalytical choicesA. Select a story you believe has an

effective plot based on “expert” criteria and provide specific support from the story to defend your position. Or

B. Select a story you believe has an effective plot, despite the fact that is violates “expert” criteria, and explain how the author accomplished this.

A. Select a story you believe has an effective plot based on “expert” criteria and provide specific support from the story to defend your position. Or

B. Select a story you believe has an effective plot, despite the fact that is violates “expert” criteria, and explain how the author accomplished this.

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Practical choicePractical choice

Make a digital video based on a literarywork of your choice. Be sure your storyboards fit the criteria for an effective plotand be able to defend your plot line with anarrative, bullet points, or a graphicorganizer.

Make a digital video based on a literarywork of your choice. Be sure your storyboards fit the criteria for an effective plotand be able to defend your plot line with anarrative, bullet points, or a graphicorganizer.

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Creative choiceCreative choice

Propose an original story with an effective plot. You may write the story, stroyboard it, or may a flow chart. Then defend your work and prove it has a compelling plot!

Propose an original story with an effective plot. You may write the story, stroyboard it, or may a flow chart. Then defend your work and prove it has a compelling plot!

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Practicing with SternbergPracticing with Sternberg

Using “Handout 14” as a guide:Create three (or more) tasks all built

around the same outcome/goal, providing at least one analytical, practical, and creative option.

Transfer the template to a transparency.

Select a spokesperson to present to the group.

Using “Handout 14” as a guide:Create three (or more) tasks all built

around the same outcome/goal, providing at least one analytical, practical, and creative option.

Transfer the template to a transparency.

Select a spokesperson to present to the group.

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Tiering DefinedTiering Defined

Varied levels of activities are offered to ensure that students

explore ideas at a level that builds on their prior knowledge and prompts continued growth.

Tomlinson, 1995

Varied levels of activities are offered to ensure that students

explore ideas at a level that builds on their prior knowledge and prompts continued growth.

Tomlinson, 1995

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Tiering’s benefitsTiering’s benefits

“When a teacher tries to teach something to the entire class at the same time, chances are one-third of the kids already know it; one-third will get it; and the remaining one-third won’t, so two-thirds are wasting their time.”

Lilian Katz, cited in ASCD inquiry kit, 1996.

“When a teacher tries to teach something to the entire class at the same time, chances are one-third of the kids already know it; one-third will get it; and the remaining one-third won’t, so two-thirds are wasting their time.”

Lilian Katz, cited in ASCD inquiry kit, 1996.

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Tiered AssignmentsTiered Assignments

Parallel tasks at varied levels of complexity, depth, and abstractness with various degrees of scaffolding, support or direction

All activities are engaging, offer an appropriate level of challenge and respectful

Assignment can be based on teacher assessment or student choice

Parallel tasks at varied levels of complexity, depth, and abstractness with various degrees of scaffolding, support or direction

All activities are engaging, offer an appropriate level of challenge and respectful

Assignment can be based on teacher assessment or student choice

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Tiered Assignments can be “tiered” by:Tiered Assignments can be “tiered” by:

Difficulty Number of steps to the complete the process Level of language used

Complexity of content (concept) Lower to higher level of concepts usedSelect a template that stratifies difficulty

Complexity of process (thinking skills) Lower to higher level of thinking skills used See Blooms’ Taxonomy

Product (learning style) Mode of presentation See Sternberg or Gardner

Difficulty Number of steps to the complete the process Level of language used

Complexity of content (concept) Lower to higher level of concepts usedSelect a template that stratifies difficulty

Complexity of process (thinking skills) Lower to higher level of thinking skills used See Blooms’ Taxonomy

Product (learning style) Mode of presentation See Sternberg or Gardner

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Sample DI Lesson: Tiering Sample DI Lesson: Tiering KnowThe format and language appropriate

for a complaint letter UnderstandHow to use persuasive language

effectivelyBe able toProduce an effective complaint letter in

the appropriate format based on a prompt

KnowThe format and language appropriate

for a complaint letter UnderstandHow to use persuasive language

effectivelyBe able toProduce an effective complaint letter in

the appropriate format based on a prompt

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Step Two: Pre-assessStep Two: Pre-assessImagine you have found a bug in

your cheeseburger. Write a complaint letter to McBurgers.

From this you discover that all students know how to complain, but:

No one knew the proper formatAbout 1/2 knew the appropriate

language

Imagine you have found a bug in your cheeseburger. Write a complaint letter to McBurgers.

From this you discover that all students know how to complain, but:

No one knew the proper formatAbout 1/2 knew the appropriate

language

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Step Three: Pre-assessment

Step Three: Pre-assessment

Create folders of effective complaint letters, ineffective letters, and non-complaint letters

Ask students to sort the letters into three groups. Check for understanding.

Ask students to analyze the key characteristics of the language and format of effective complaint letters.

Create folders of effective complaint letters, ineffective letters, and non-complaint letters

Ask students to sort the letters into three groups. Check for understanding.

Ask students to analyze the key characteristics of the language and format of effective complaint letters.

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Step Four: Layered Complexity

Step Four: Layered Complexity

Group B (those who get the language, but not the format)

Provide a folder containing complaint letters

with grade level readability and consistent

Format.This is the middle level task

Group B (those who get the language, but not the format)

Provide a folder containing complaint letters

with grade level readability and consistent

Format.This is the middle level task

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Be able to do: BBe able to do: BSituation: One of the two games you

ordered from Super Software - Tomb Raider - came in a ripped package and does not work. The other game - Off Road Adventures - works fine.

Your task: Write a complaint letter to Super Software using the information provided.

Use the correct language and format, including only the necessary - but sufficient - information.

Situation: One of the two games you ordered from Super Software - Tomb Raider - came in a ripped package and does not work. The other game - Off Road Adventures - works fine.



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Equalize for Struggling Learners

Equalize for Struggling Learners

Group A students don’t get the language or the format. Therefore their task is

Simpler: fewer letters to analyzeMore concrete: Letters in the folders

are easier to read and have consistent, straightforward formats

More scaffolding: teacher or designee works more closely with this group as needed

Group A students don’t get the language or the format. Therefore their task is

Simpler: fewer letters to analyzeMore concrete: Letters in the folders

are easier to read and have consistent, straightforward formats

More scaffolding: teacher or designee works more closely with this group as needed

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Be able to do: ABe able to do: ASituation: A game you ordered from Super

Software - Tomb Raider - came in a ripped package and does not work.



Situation: A game you ordered from Super Software - Tomb Raider - came in a ripped package and does not work.



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Equalize for advanced students

Equalize for advanced students

Group C students immediately grasped the format and already had the language.

Therefore:Put some distracters in their folder.They should have more complicated

and sophisticated letters to analyze and a much “fuzzier” problem to address.

They will receive less scaffolding.

Group C students immediately grasped the format and already had the language.

Therefore:Put some distracters in their folder.They should have more complicated

and sophisticated letters to analyze and a much “fuzzier” problem to address.

They will receive less scaffolding.

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Be able to do: CBe able to do: CSituation: You recently ordered a video

game system from a software company. The game does not work and you intend to return it.

Your task: make up a name and address for the company. Think of all the details you would have to include in your complaint letter and the approach you will take to resolve the issue.

Write an effective complaint letter using appropriate language and format.

Situation: You recently ordered a video game system from a software company. The game does not work and you intend to return it.

Your task: make up a name and address for the company. Think of all the details you would have to include in your complaint letter and the approach you will take to resolve the issue.

Write an effective complaint letter using appropriate language and format.

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Tiered AssessmentTiered AssessmentTasks for A, B, and C are of different

complexity but with the same outcome:

How will you assess each group?How will you assess each individual?How will you grade each group?How will you grade each individual?What do parents, students, and

administration need to know about this?

Tasks for A, B, and C are of different complexity but with the same outcome:

How will you assess each group?How will you assess each individual?How will you grade each group?How will you grade each individual?What do parents, students, and

administration need to know about this?

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Tiered examplesTiered examples Grade level three, math “patterns.”Know How to tell time to the nearest 5 minute interval and

to the nearest minute, using analog and digital clocks.

Understand Time follows a pattern. Time helps us organize our lives.Be able to Read the time on an analog clock. Match analog time to digital time. Match the time on an analog clock to it written form.Essential question: Why is being able to tell time

important?

Grade level three, math “patterns.”Know How to tell time to the nearest 5 minute interval and

to the nearest minute, using analog and digital clocks.

Understand Time follows a pattern. Time helps us organize our lives.Be able to Read the time on an analog clock. Match analog time to digital time. Match the time on an analog clock to it written form.Essential question: Why is being able to tell time

important?

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After pre-assessment, groups are formed based

on readiness

After pre-assessment, groups are formed based

on readinessTelling time on the quarter hour and

half hour.Telling time at 5 minute intervals.Telling time to the nearest minute.All students build a clock to satisfy

their respective tasks. Students who finish early have a Time Memory Game to play as an anchor activity.

Telling time on the quarter hour and half hour.

Telling time at 5 minute intervals.Telling time to the nearest minute.All students build a clock to satisfy

their respective tasks. Students who finish early have a Time Memory Game to play as an anchor activity.

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Generic examples of tieringGeneric examples of tieringStudents work on the same outcome, but

with different levels of difficulty (leveled books, for example)

Students work on the same content or materials, but different outcomes are expected (students are reading maps, but the tasks are stratified by complexity).

Students work on the same topic or themes, but use different materials and/or have different outcomes (in a holocaust unit, different novels are required with choices of varying complexity as a product).

Students work on the same outcome, but with different levels of difficulty (leveled books, for example)

Students work on the same content or materials, but different outcomes are expected (students are reading maps, but the tasks are stratified by complexity).

Students work on the same topic or themes, but use different materials and/or have different outcomes (in a holocaust unit, different novels are required with choices of varying complexity as a product).

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Practicing tieringPracticing tiering

http://www.doe.state.in.us/exceptional/gt/tiered%5fcurriculum/welcome.htmlUsing the website above, the CD ROM,

or “Handout 29,” construct a tiered lesson.

Transfer the lesson from the template to a transparency.

Select a spokesperson to share your product with the class.

http://www.doe.state.in.us/exceptional/gt/tiered%5fcurriculum/welcome.htmlUsing the website above, the CD ROM,

or “Handout 29,” construct a tiered lesson.

Transfer the lesson from the template to a transparency.

Select a spokesperson to share your product with the class.

http://www.doe.state.in.us/exceptional/gt/tiered%5Fcurriculum/welcome.html




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Layered CurriculumLayered CurriculumCompatible with Brain ResearchAligned with Bloom’s TaxonomyAllows for choice and learning

preferenceStudent-centeredCreates a defensible and

understandable grading structure

Nunley, K. www.help4teachers.com

Compatible with Brain ResearchAligned with Bloom’s TaxonomyAllows for choice and learning




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Layered Grading TemplateLayered Grading Template

A LayerCritical

Thinking

B LayerApplication

C LayerKnowledge

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A LayerCritical

Thinking

B LayerApplication

C LayerKnowledge

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Layered CurriculumLayered CurriculumCompatible with Brain ResearchAligned with Bloom’s TaxonomyAllows for choice and learning




Compatible with Brain ResearchAligned with Bloom’s TaxonomyAllows for choice and learning




111


A LayerCritical

Thinking

B LayerApplication

C LayerKnowledge

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A LayerCritical

Thinking

B LayerApplication

C LayerKnowledge

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B LAYER

A LAYER

C LAYER

A ALAYER

B LAYER

C LAYER

Dr Kathie Nunley’s Layered CurriculumAdditional information and support available at: http://Help4Teachers.com

http://help4teachers.com/

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C LAYER: Basic rote learning. Facts, vocabulary, skills. Students demonstrate a basic understanding of material. Differentiate instruction - especially in this layer. Offer a wide variety of assignment choices to meet the learning styles and ability of all your students.

A LAYER: Critical thinking and analysis of real world issues.

A LAYER

B LAYER

B LAYER: Application of ideas gained in the C layer. Each assignment should reflect a unique student perspective.

Dr Kathie Nunley’s Layered CurriculumAdditional information and support available at: http://Help4Teachers.com

http://help4teachers.com/

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Layered Curriculum:Sample Plant UnitLayered Curriculum:Sample Plant Unit

Level C: Maximum 65 points in this section. Listen to the lecture. Take notes (5 pts daily) Design a poster of the pine tree life cycle (15) Choose one or two worksheets (5 pts each) Do the seed lab&complete the worksheet (10) Read text 1, chapter 12, and do the worksheet (10) Find 10 leaves showing 3 different venations. Make rubbings

and label them. (5) Read text 2 and be able to answer questions 9-16 on page 343.


Level C: Maximum 65 points in this section. Listen to the lecture. Take notes (5 pts daily) Design a poster of the pine tree life cycle (15) Choose one or two worksheets (5 pts each) Do the seed lab&complete the worksheet (10) Read text 1, chapter 12, and do the worksheet (10) Find 10 leaves showing 3 different venations. Make rubbings

and label them. (5) Read text 2 and be able to answer questions 9-16 on page 343.


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Layered Curriculum:Sample Plant UnitLayered Curriculum:Sample Plant Unit

Level B: Maximum 15 points. Choose one. Flower dissection (bring in a flower, dissect and

mount individual parts and label them)Scavenger hunt - see list on board (this requires an

outside pass)Does Miracle-Gro work? Design and implement a

lab to prove or disprove your hypothesis


Level B: Maximum 15 points. Choose one. Flower dissection (bring in a flower, dissect and

mount individual parts and label them)Scavenger hunt - see list on board (this requires an

outside pass)Does Miracle-Gro work? Design and implement a

lab to prove or disprove your hypothesis


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Layered Curriculum:Sample Plant Unit Layered Curriculum:Sample Plant Unit

Level A: Maximum 20 points. Choose one.

Are bio-engineered plants safe to eat?Can we prevent bio-terrorism?Are pesticide on crops safe to eat?

Nunley, k. @ www.help4teachers.com

Level A: Maximum 20 points. Choose one.

Are bio-engineered plants safe to eat?Can we prevent bio-terrorism?Are pesticide on crops safe to eat?

Nunley, k. @ www.help4teachers.com

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Practicing with layered curriculum

Practicing with layered curriculum

Using the website: www.help4teachers.com

The “Layered Curriculum” workbook, or

The examples provided:Create a “mini-unit” with a “C,” “B,”

and “A” layer. Make sure you identify the content area, grade level, and essential questions or KUD’s

Using the website: www.help4teachers.com

The “Layered Curriculum” workbook, or

The examples provided:Create a “mini-unit” with a “C,” “B,”

and “A” layer. Make sure you identify the content area, grade level, and essential questions or KUD’s

http://www.help4teachers.com/

http://www.help4teachers.com/

di & gt workshop part two

Documents

class workson anchor

anchor optionsopen

onanchor activity

adifferent activity

meaningful work

ona different activity

groups of students

generic questions