so … how do we do it
DESCRIPTION
SO … how do we do it. Studying Students . •Personally –Interests (current and potential) –Expression style preferences –Product style preferences –Passions –Self awareness •Academically –Readiness –Prior Knowledge. Why ASSESS ?. - PowerPoint PPT PresentationTRANSCRIPT
SO … how do we do it
Studying Students
•Personally–Interests (current and potential)–Expression style preferences–Product style preferences–Passions–Self awareness•Academically–Readiness–Prior Knowledge
Why ASSESS?
FOR INSTRUCTION AS INSTRUCTION OF INSTRUCTION
Preassessment Formative Summative
Don’t take time to assess, unless you are going to take action with what you discover.
TRADITIONAL & REVISED INSTRUCTIONAL ASSESSMENT MODEL
PRETEST TEACH TEACH TEACH POST TEST
ASSIGN GRADES
PRETEST ANALYSE DATA PRETEST
DI TEACH MONITOR ADJUST TEACH
POST TEST
Ainsworth, L & Viegt, D. (2006). Common formative assessments: How to connect standards-based instruction and assessments. Alexandria, VA: ASCD.
EASY TO USE ASSESSMENTS
1. DRA’S2. STATE ASSESSMENTS3. OBSERVATIONS4. LEARNING PROFILES5. KWL6. JOURNALS7. PRODUCTS8. ENTRANCE/EXIT CARDS
Preassessment Tool: A Modified K-W-L
WHAT THE STUDENT ALREADY
KNOWS
WHAT THE STUDENT NEEDS TO
KNOW
WHAT THE STUDENT WANTS
TO KNOW
K NW
-Prior Experiences-Knowledge-Skills-Accomplishments-Attitudes
Self-rating of current proficiency with unit objectives
Interests-Questions-Ideas for exploration or investigation
PRE ASSESSMENT: JOURNALS
Ask students to describe processes/ examples or provide reflections related to a curriculum objective
TELL ME WHAT YOU KNOW ABOUT FRACTIONS
PREASSESSMENT TOOL: LISTS AND SURVEYS
*TELL ME ALL THE WORDS THAT COME TO MIND WHEN I SAY…*NAME ALL THE FACTORS OF______*NAME THE STATES IN NEW ENGLAND
Reflect With A Colleague…
1.In what ways are these forms of assessment being used in your district?
2.To what extent is each being used effectively?
3.What implications do your reflections have for your move toward differentiated classrooms?
Telling Time: Grade 1
Work with a colleague to review the following samples of 1st grade work.
Reflect on how the “critical difference” among these students
Mathematics, Grade 1: The student will be able to tell and write time to the hour and half hour on an analogue and digital clock.
KNOW YOUR STUDENTS
Optional Learning Profile Components
•Interests•Learning Style/Preferences•Goals•Other?
I am good at I’m ok Could use some help
Reading
Math
Science
Social studies
Computers
Art
PE
INTERESTS
NAME
Music
Fine Arts
Sports
Technology
Math
Reading
Other
Ways to learn I like this I would like
Talking with others
Reading
Watching/ viewing
Computer
Making Things
Working in a Group
Working Alone
Working with a partner
Show what I know My 5 choices I’d like to be better at:
Reports
Talking
Projects
Art Work
Diagrams/Charts
Helping Others
Media
Exit or Entrance Cards
3 Identify 3 ah ha’s from today’s lesson.
2 Pose 2 new questions you now have
1 Name 1 thing you will remember forever.
Now let’s match
The curriculum The most critical learning style
-Content - Interest-Process - Learning style-Product - Readiness/Prior knowledge
What is Rigorous Curriculum?
Rigor is teaching the proper balance between facts, concepts and principals
FACTS
CONCEPTS
GENERALIZATIONS
THEORYREPRESENTATIVE TOPICS
ACTIVITIES, TOOLS,
RESOURCES AND PRODUCT
DISCIPLINE BASED KNOWLEDGE
PRINCIPLES
Rigor is teaching the proper balance between facts, concepts and principals…….
Multiple Intelligence AssignmentsVerbal Visual Musical KinestheticWrite a story Make a chart Write a song Make up or
adapt a game
BEWARE
FUN, DIFFERENTIATED… BUT WHAT IS THE OBJECTIVE? WHAT CONCEPT OR PRINCIPAL IS BEING TAUGHT..UNDER NEW STANDARD, MAKE SURE YOU CAN ANSWER THESE QUESTIONS. DOES THIS HAVE CONCEPTS..?
TEACHERS MUST DISTINGUISH BETWEEN
INDURING UNDERSTANDING
IMPORTANT TO KNOW AND DO
WORTH BEING FAMILIAR WITH
Wiggins, G. & McTighe, J. (1999.) Understanding by design.Alexandria: VA: ASCD
Big idea what we want students to retain
Possible content for unit
Student should be familiar with
EXAMPLE 1To celebrate President’s Day, Grade 1 teacher, Emily Rosen, planned a special day for her students. She showed students pictures of George Washington and President Lincoln. Then, she had her students paste lengths of black yarn onto a picture of Lincoln to show his beard. They put elastics around their pictures to make masks and wore them in a parade around the school to celebrate this special day.
EXAMPLE 2To celebrate President’s Day, Janet Henry decided to link the holiday to a discussion about leaders. She collected some picture books about presidents, coins of all types, and paper currency in small denominations.She began by giving each child a penny, and asked her students to tell her about the face on the coin. Then, she asked them a series of questions: Whose face is on the coin? Do other coins have different people on them? What might you have to do to get your face on a coin?Some students wanted to find out more about famous American presidents. She had a separate conversation with these students about Lincoln and birthday celebrations. She made a mental note to watch the kids who wanted to learn more for other opportunities to facilitate their learning in this area.
Grade 1President’s Day, Standard 1: Significant events and themes in U.S. History; GLE: Explain the significance of historical figures and/or history-related holidays
**Rigor?
KUDsKNOW
*FACTS*VOCABULARY*DATES*PLACES*NAMES
UNDERSTAND*CONCEPTS*PRINCIPALS*CONTENT *SPECIFIC RULE
DO*THINKING SKILLS*PLANNING SKILLS*DOING SKILLS
LET’S TAKE A LOOK AT WHAT EACH IS……..
KNOW… I WANT STUDENTS TO
HAVE KNOWLEDGE OF
FACTS MULTIPLICATION TABLE
DATES 1492
DEFINITIONS AN ISLAND IS A BODY OF LAND SURROUNDED BY WATER
PLACES, PEOPLE WASHINGTON D.C. IS THE NATION’S CAPITOL
UNDERSTAND, I WANT STUDENTS TO
UNDERSTAND THAT
BIG IDEA MULTIPLICATION IS ANOTHER WAY TO DO ADDITION
PRINCIPLES PEOPLE MIGRATE TO MEET THEIR NEEDS
ESSENTIAL UNDERSTANDINGS THE HEART IS ESSENTIAL TO THE FLOW OF BLOOD
STUDENTS SHOULD BE ABLETO DO THE SKILLS OF A DISCIPLINE
BASIC SKILLS SOLVE A PROBLEM TO FIND PERIMETER
SKILLS OF INDEPENDENCE WRITE A WELL SUPPORTED ARGUMENT
SKILLS OF PRODUCTION CONTRIBUTE TO THE SUCCESS OF A GROUP
SKILLS OF DISCIPLINE ANALYSE A TEXT FOR MEANING
KNOW UNDERSTAND DO
TO TYPE HOW TO CHANGE POSITION AND TEXT BOX
To make a presentation of a powerpoint to an
audience with confidence and clearity using all
learned techniques
TO INSERT SLIDES HOW TO MOVE THEM INTO POSITION AND
TO TRANSITION HOW TO CHANGE INDIVIDUAL SLIDES
TO COPY HOW TO COPY FROM WITHIN THE POWERPOINT AND FROM EXTERNAL
TO ANIMATE ADD POINTS TO SLIDE ONE AT A TIME ETC
2. Use the chart as a framework to guide instruction.3. Display the KUD chart so students know the expectations
.Tomlinson, Carol Ann. “Educators at Work: Differentiating Curriculum and Instruction.”
1. Before beginning any unit, decide what you want students to Know (K), Understand (U), and Do (D.) Keep in mind the following elements that differentiate each of these processes.
Know: (facts, vocabulary, definitions, places, information)Example: Multiplication tables
Understand: (essential truths, principles and generalizations, big ideas of a discipline, I want students to understand that…)Example: I want students to understand that multiplication is another way to add numbers
Do: (basic skills, thinking skills, planning skills, uses verbs or phrases)Example: Students solve problems requiring multiplication
Know Understand that … Do
§ The seven key concepts of magnets.
§ How to conduct a science experiment
§ . § Key vocabulary (Content
Obligatory): magnet, magnetic field, repel vs. attract, force, north pole vs. south pole.
§ § Key language (Content
Obligatory): language used to predict, analyze/explain and synthesize.
§ Learning strategies: note taking, using resources.
Magnets affect us in many ways in our daily lives.
The scientific method involves processes such as observation, prediction, data collection, analysis, drawing conclusions and evaluation.
Good language learners use their background knowledge about a new topic.
Learning grammar forms that relate to prediction, explanation and synthesis allows us to be specific about reporting on our experiment.
§ Use key (and expanded) vocabulary and language to communicate about content.
§ § Use identified
learning strategies to maximize learning about content.
4th grade science
Fractions, Grade 5•Know:–Sums, differences, estimate•Understand:–That fractions are part of a whole–That our previous understanding about multiplication and division can help us understand how to multiply and divide fractions•Do:–Use strategies (e.g., equivalent fractions) to add and subtract fractions–Explain why the procedures for multiplying and dividing fractions make sense
Grade 5 CCSS Number and Operations
KNOW:
UNDERSTAND:
DO:
KUD TEMPLATE
In a Differentiated Classroom……
The teacher may vary the KNOWS and Doswith caution and based on evidencethat a student needs to learn backwards and forward to catch up- or that a studentneeds to move ahead in order to keep learning
The UNDERSTANDS are the constant fulcrum on which differentiation pivots for all students
SO MANY CHOICES
Which ONE Difference Will I Address With Choice
Prior Knowledge? Learning Styles?•Interests? Reading Ability?
BEGIN WITH A FEW INSTRUCTIONAL STRATEGIES THAT WORK FOR YOU AND YOUR CHILDREN
Grouping Strategies
Definition:The varied approaches to arranging students for effective learning in the classroom
Purpose:To enhance the depth or breadth of student learning; to promote reflection, to address student differences; to provide teachers with opportunities to observe students in varied settings; to provide students with opportunities to work in varied settings that nurture their unique abilities and talents; to minimize heterogeneity, to make learning more efficient
Characteristics:Aligned with the content goals, teaching methods and students’ learning needs; varied
Grouping Options
•Homogeneous•Heterogeneous•Cross-Grade Grouping•Cluster•Interest-based•Across Class
COMPARING SMALL GROUP OPTIONS
CO OPERATIVE
*
ABILITY
*
FLEX
*
* * *
** *
* * *
Comparing Small Group Options
COOPERATIVEGROUPS*VARIED ROLES
*HETEROGENEIOUS ABILITY
*INTERACTIVE
*SIMILAR TASKS
ABILITY GROUPS *TEND TO BE FIXED
*BASED ON PRIOR ACHIEVEMENT
*HOMOGENIOUS BY ACHIEVEMENT
*CAN EFFECT STUDENT’S EXPECTATIONS
FLEXIBLE GROUPS
*FLEXIBLE MEMBERS
*BASED ON VARIETY OF FACTORS
*STUDENT LED*PROMOTES OWNERSHIP
*UNDERSTANDING ENHANCES SELF ESTEEM
Flexible, Small Groups: An Operational Definition
Within class groupings in which:•Membership varies •Group longevity varies•Group size varies (2-10)
How Can We Use Grouping Formats to Support Differentiation
DIFFERENCES AMONG STUDENTS
• Academic Differences – Developmental readiness – Prior knowledge/Opportunity to learn – Reading level – Concept and skill attainment • Cognitive Differences – Schemas – Thinking skills – Learning rate • Personal Differences – Interests – Learning styles – Motivation
GROUPING -Avoid the one-size-fits-all model of curriculum and instruction – Teach to small groups to address learners‘ academic and cognitive differences – Use a variety of factors to group students – Locate contracts and centers to deliver and manage small group learning – Develop in-class extensions around the interests of individuals and small groups of students – Provide opportunities for students to work in small groups or individually to pursue their own questions – Provide opportunities for students to present their work to small groups of peers
Which ONE Difference Will I Address With Choice?
•Prior Knowledge?•Learning Styles?•Interests?•Reading Ability?
Grade 5: Explorers
•STRAND 1.1 –Significant events and themes in United States history. –1. Explain how specific individuals and their ideas and beliefs influenced U.S. history (e.g. John Smith, Anne Hutchison, Uncas, Benjamin Franklin). •STRAND 2.1 Access and gather information from a variety of primary and secondary sources including electronic media, recordings and text.–1. Locate and gather information from primary and secondary sources.–2. Answer questions about content gathered from print and non-print sources.–3. Summarize information about primary and secondary sources.•STRAND 3.1 Use evidence to identify, analyze and evaluate historical interpretations–1. Make and support judgments about the quality of information in text material.•The Class–Very diverse: interests, levels of motivation, ability to engage in abstract thinking
Example 1: Grade 5: Explorers
Ms. Johnson thoroughly enjoyed the social studies unit on explorers that she covered at the beginning of school in grade 5. She always began with a story about explorers to the new world because students always enjoyed hearing the life stories of famous explorers like Columbus. She even used some primary source documents like excepts from Columbus‘s ship log
Subsequently, she covered other significant explorers including Jacques Cartier (French), Henry Hudson (Dutch), and John Cabot and Francis Drake (English).
For the final project, she had each student create a log of a sea voyage. They had to include the following key terms in sentences that demonstrated they understood the meaning of the terms: colony, contagious disease, expedition, navigate, Northwest Passage, and technology.
Example 2: Grade 5 Explorers
We‘re going to make our own definition of explorer at the end of this unit. Before we are able to make our definition, I want you to consider the names of American people on this list. When you have done some initial research about two or three, you are to choose one explorer and answer the following questions about him:
1.Who was this explorer to the Americas?2/What adjectives describe him most accurately?3. Describe the historical time period in which he lived.4. Which group(s) of people value his contribution?5. Why is the contribution valued/6. In your opinion, what impact or legacy does the exploration have on American history?7. Should students study explorers?
Defend your answer. You will use at least five resources, one of which must be electronic and one must be a primary source document. You will be making a presentation—alone, with a partner or in a group of three--to the class on your explorer in any format you wish. When everyone has made his or her presentation, we will work as a class to define the word explorer,‘ what role explorers played/play in the course of American history, and discuss the value of studying explorers."
a RAFT is…
•…an engaging, high level strategy that encourages writing across the curriculum•…a way to encourage students to…
–assume a role–consider their audience–write in a particular format–examine a topic from a relevant perspective
•All of the above can serve as motivators by giving students choice, appealing to their interests and learning profiles, and adapting to student readiness levels.
Carol Tomlinson
The RAFT strategy…
•Forces students to process information, rather than just writing out answers to questions.
•Students are more motivated to undertake the writing assignment because it involves them personally and allows for more creative responses to learning the materials
• Be differentiated in a variety of ways: readiness level, learning profile, and/or student interest • Be created by the students or Incorporate a blank row for that option • Be used as introductory ―hooks into a unit of study • Keep one column consistent while varying the other columns in the RAFT grid Carol Tomlinson
RAFTs can…
Map Reading, Grade 3
•Know:
–Parts of a map, map symbols, different types of maps •Understand:
–That there are many more types of maps that we imagine–Depending upon one‘s occupation, one is more likely to use some types of maps more than other types –That we use maps for different purposesDo:
•Strand 2.1 Access and gather information from a variety of primary and secondary sources.•GLE Answer questions about content gathered from print and non-print sources.•Strand 2.2 Interpret information from a variety of primary and secondary sources•GLE Compare and summarize information from political and physical maps by using map symbols.•Compare and summarize information from charts and graphs.
ROLE AUDIENCE FORMAT TOPIC
Tourist Friend, Teacher Post Card How far I travelled from CT to DC
Cartographer Assistant E-Mail Design a Map of Hartford
National Park Service
Hikers Elevation Map of Hiking Trails
Tri-Fold Map of Local Trails
Planning Board Mayor or City Council Member
Speech, Presentation
“Best Location for a Recreation Center and Pool Complex”
Meteorologist Company CEO PowerPoint with Local and Regional Maps
“Making the Case for Locating Farms That Will Produce High-Yield Crops”
Completing Your RAFT
Target the lesson•Identify the KUDs•Select the important info and ideas•Complete one column at a time•Brainstorm critical roles•With whom might each converse?•What is a likely format?•What are some likely topics
Which ONE Difference Will I Address With Tiering
•Prior Knowledge?•Learning Styles?•Interests?•Readiness to Learn?
What is TIERING?
Tiering is a strategy teachers use to increase the match between students’ various levels of learning readiness to the content and instruction of particular lessonsIt is NOT TEARING!!
Tiering: DI vs. Tiering: SRBI
Creating a Tiered Lesson
1. Identify grade level and subject2. Target the concepts/principles that may require tiering3. Target the critical students difference to be addressed (e.g., learning rate, prior knowledge, readiness)4. Visualize the differences in prior knowledge for above-grade level, on-grade level and below grade level students5. Vary the content, teaching strategies, learning activities, resources, and/or products to address students‘ readiness levels6. Reflect
Which ONE Difference Will I Address With Tiering?
•Prior Knowledge?•Learning Styles?•Interests?•Readiness to Learn?
Ways to Address Readiness
•Books, materials/resources at different reading levels•Highlighted texts•Materials in a student‘s first language•Small group instruction•Peer teaching•Varied homework assignments•Provide more/less background information
•More/Fewer examples•Pacing adjustments•Books on tape•Models of quality at the student‘s level•Skill-based learning centers•Tiering•Different vocabulary lists
Front-Loaded Vocabulary
WHAT
•Teach the few vocab words on which the topic pivots•Teach them before the unit to students who need extra time•Post them; refer to them; review with them
WHO
•Students who struggle with vocabulary •Students with learning challenges•Students with weak background knowledge•Students who didn‘t know the words on the preassessment
DESIGNING A TIERED LESSON PLAN
COMPONENT NOVICE APPRENTICE PRACTITIONER
Goal
Teaching
Learning
Product
Resources
Tiering for Struggling Learners: DECREASING the Cognitive Load
What is the representative topic?–How can I break it down into smaller parts?–Can I change it into something more familiar?–Can I provide more examples to help ensure understanding? –Can I gather reading materials that are at students‘ instructional reading level?
Tiering for Advanced Learners: INCREASING the Cognitive Load
–Make the TOPIC less familiar–Make the TOPIC more abstract–Use the big idea in the TOPIC to require students to bridge across time periods, cultures, disciplines–Require comparison/contrast among two examples of the TOPIC–Require increasingly more difficult thinking skills (e.g., inference-making, synthesis (Learning activity)–Use more challenging reading materials (Resources)
Name:
Grade: Concept or standard
Tier 1
Tier 2**
Tier 3
** ALWAYS START ON LEVEL
CT SS Grade 1-2: Social Studies
GRADE 1
•Standard 1: Content Knowledge 1.1 (Significant events and themes U.S. history)–(1) Apply terms related to time (e.g., past, present, future, hours days weeks, months, years)
GRADE 2•Standard 1: Content Knowledge 1.1 (Significant events and themes U.S. history)–(1) Apply terms related to time (e.g., decades, centuries and generations)
Designing a Tiered Lesson Plan: SS, Gr. 1-2CurrentCompreh.
Novice Apprentice Practitioner
Content goal Create a timeline by drawing pictures and writing a 3-4 word description on a pre-labeled timeline
Create a timeline by drawing pictures, writing a one sentence description, and labeling each event.
Create a timeline by drawing pictures, writing 2-3 sentences that capture cause and effect and labeling each event
Peeling Back the Tiered Lesson Plan
CurrentCompreh.
Novice Apprentice Practitioner
ContentGoal 3-4 word
description Pre-labeled timeline (DECREASE cognitive load)
One sentence description for each event (INCREASE cognitive load) No pre-labeled timeline INCREASE (cognitive load)
Two or three sentence description No pre-labeled timeline Addition of cause and effect statement (INCREASE cognitive load)
Benefits of anchor activities:• Can be used to differentiate activities on the basis of student readiness, interest, or learning profile• Allow students time to work on independent research, to explore a concept more deeply, and to enrich their skill development • Can be used as a management strategy when working with small groups of students• Can be a vehicle for making the classroom more student-centered
Steps:1. Explain each anchor activity, model and practice the procedure with the whole class.2. Be clear on expectations—establish clear policy for accountability, evaluation, and value.3. Develop ground rules with students.4. Only use tasks that require some time and thinking—it’s not worth the time of making theanchor activity to have the student be able to finish it easily and quickly.5. Provide clear instructions, materials, responsibilities, and expectations.6. Develop an anchor activity that has students using multiple skills and several contentoutcomes.
Guided Practice
Create a TIERED LESSON in a content area and topic of choice
Your Turn
•Identify a grade level and select a unit of your choice. •Check your standards to make sure you are ―on target.‖•Write down the ―essential understandings:‖ facts, concepts and principles (KUDs) related to your unit.•Anticipate ONE critical student difference that might emerge from pre-assessment data (e.g. prior knowledge, reading, learning rate).•Brainstorm 2-3 different ways to differentiate the unit to attend to the targeted student difference.•Vary the content, teaching strategies, learning activities, resources, and/or products to address students’ readiness levels•Explain in 3-4 sentence why you believe the differentiation will address your targeted student difference.
Creative Tension…Any change comes from creative tension. *Creative tension is the difference between the vision (where we want to be) and current reality (where we are). *By harnessing creative tension, we can learn to use the energy it creates to move current reality toward the vision. *Our role is to make sure that there is both an accurate picture of the current reality and a complete picture of the desired future.
Senge,P. (1990). The Fifth Discipline: The Art and Practice of The Learning Organization. New York: Doubleday
“I was put on earth by God in order to accomplish a certain number of things…right now I am so far behind…
I will never die!”-Calvin and Hobbes
What do you already know about differentiation?What do you already do with regard to differentiation?What additional changes would be called for in your classroom to provide broader or richer differentiation?What do you want to learn about?What do you want to learn how to do?What will you do with what you learn?What are some benefits of differentiation to you (personally and professionally) and to your students that might encourage you to invest time and effort in providing differentiated instruction?What are some factors that might discourage your investment of time and effort in providing differentiated instruction?What changes do you expect to see in instruction? Students?
DID THESE QUESTIONS GET ANSWERED?
CALI (Connecticut Accountability for Learning Initiative)Connecticut State Department of EducationDweck, Carol, “Mindset”Indiana Department of Education, The Access Center: Improving Outcomes for All Students K-8SERC (State Educational Resource Center) The Access Center: Improving Outcomes for All Students K-8Tomlinson, C.A. (2011) 6 Guidelines & Some Tools Tomlinson, C.A. (1999) How to Differentiate Instruction in Mixed Ability Classrooms. Alexandria, Virginia Turville, Joni, “Differentiation by Readiness”
CREDITS