teachers are more likely differentiation in middle modeled
TRANSCRIPT
DifferentiationinMiddle
andHighSchoolâ Part1KRISTINAJ DOUBET, PH.D. [email protected]
JAMESMADISONUNIVERSITY
INTERNATIONALLEADERS INEDUCATIONPROGRAM
MARCH29, 2017
@KJDoubet
DevelopedwithJessicaHockett,Ph.D.
TodayâsApproach
âą Teachersaremorelikelytomimicthatwhichhasbeenexplicitlymodeled.
âą Examples andexperiences equipteacherstotransferideasandstrategiestotheirownclassrooms.
©2016BYDOUBET &HOCKETT
SO....
...whatISDifferentiation,
really???
©2016BYDOUBET&HOCKETT 4
DifferentiationISâŠ
Makingsureallstudentsgetwhat
theyneedtosucceedand
growâŠevenifthatmeansdifferentstudentsgetdifferentwork
Tailoringinstructionto
meetthevaryinglearningneedsofadiversestudent
body.
©2016BYDOUBET&HOCKETT 5
Good Differentiation is NOTâŠâŠjust âdifferent.â
©2016BYDOUBET&HOCKETT 6 Tomlinson©2016BYDOUBET&HOCKETT
7
©2016BYDOUBET&HOCKETT
8
DifferentiationisNOTâŠAonce-in-a-bluemoonâeventâ
©2016BYDOUBET&HOCKETT
9
DifferentiationisNOTâŠ
Aneverydaynecessity
MathâąExitCard:Studentsweregiven3wordproblemsandaskedtosetupandsolveeach
âąPattern:StudentseitherâGotitâ(setupandandsolvedall3correctly)orâMadeErrorsâ(ineithersetuporinsolving;notallthesameerrors)
âąTask1:Yousolvedalloftheseequationscorrectly.Nowmakeupthreeequationsforotherstosolve:onethatâsharderthanthoseyoujustsolved,onethatâsataboutthesamelevel,andonethatâseasier.
âąTask2:[This#]oftheequationsthatyousolvedareincorrect.Findtheincorrectsolutionsandfixthem.
*AdaptedfromWiliam (2011).EmbeddedFormativeAssessment
GoodDifferentiationisNOTâŠ
...justâmoreâvs.justâlessâ.
.
©2016BYDOUBET&HOCKETT 11
GoodDifferentiationisNOTâŠ
Appetizingvs.Unappetizing
©2016BYDOUBET&HOCKETT 12
GoodDifferentiationisNOTâŠ
...relegating students to static ability groups
©2016BYDOUBET&HOCKETT 13
HighExpectationsâŠ
StudentswillUNDERSTANDTHATâŠâŠ Metaphorsandsimilesallowustocommunicate meaninginwaysthatnormallanguagecannot.
⊠Metaphorsandsimilescommunicate ideasbymakingsensoryconnections.
StudentswillKNOWâŠâŠ Definitionsofmetaphor,simile,figurativelanguage,imagery,stanza,couplet,freeverse
StudentswillBEABLETOâŠâŠ Usemetaphorsandsimilestoconveydescriptions⊠Writeinagivenstanzaformat
©2016BYDOUBET
EXITCARD(previousclass)Name:_____________________________Period:________
1. Whatisaâmetaphorâ?
2. Giveatleasttwoexamples.
3. Explainwhysong-writersandpoetsusemetaphors.
©2016BYDOUBET
Warm-up Journal Prompt: Describe yourself in such a way that someone who had never
met you would feel as though they know you well.
âMEâ Metaphor Poem1.Comb your journal entry and circle the descriptions of yourself that you believe are the most important.
2.Choose something to compare yourself to that captures all of these aspects of your personality. It can be something abstract, something in nature, a machine of sorts, a song, a force, a colorâthe only thing it CANâT be is another person.
3. Write a poem comparing yourself to what you chose in step 2 â without using âlike or ââasâ. Strive for at least 4 stanzas (line lengths in stanzas can vary). Let us see the real you.
A
B
âMEâ Metaphor Poem1.Comb your journal entry and circle the descriptions of yourself that you believe are the most important.
2.Now think of things that are like each of those aspects of your personality. These things can be abstract, from nature, electronics, colors, etc. âthe only thing they CANâT be are people.
3. Write a poem made up of couplets â one couplet comparing yourself to each thing you chose in step 2 â without using âlike or ââasâ. Strive for at least 6 comparisons. Let us see the real you. ©2016BYDOUBET
I am a powder kegMy anger builds until someone
makes it explode.I am an eraser â
Eliminating all the bad thoughts from my mind.I am a puppy â
Loyal and friendly to those I loveI am an ant â
Everyone looks down on me.I am nothing â
No one can see me.But I am something â
Brilliant and intelligent.Who am I?
Powder keg, eraser, puppy, ant, nothing, and something.
I amMe.
~April ~7th Grade
I am Love âI am cherished.
I am looked for often,But seldom foundâŠ
I am Love âsometimes sweet,
But always with the potentialTo bite you in the backâŠ
I am Love âOh-so-precious,
But youâd better believe you can seeThe ugly side of meâŠ
I am Love âA big heart full of joy,A calm, quiet day with a big storm brewing,
A bird soaring higher and higherInto that dangerous sky.
~Jasmine~7th Grade
Equally Respectful? ©2016BYDOUBET
18 19
TalkwithanElbowPartner
âąWhatwasaffirmedforyou?âąWhatsurprisedyou?âąWhatchallengedyou?
WorkshopDrivingQuestions
Whatisdifferentiation?Whatareitsfoundationalprinciples?Howcanwediscoverstudentneedsâ bothasagroupandasindividuals?Howcanteachersdifferentiateforstudentreadiness,interest,andlearningprofile?Howcanteachersmanagedifferentiationandmakeitâworkâ?
©2016BYDOUBET&HOCKETT 21
YouChoose
WriteaâWikipediaâstyledefinitionofdifferentiationthatyoufeelclarifiesitskeyintent,elements,andprinciplesâ inotherwords,adefinitionthatcouldclarifythinkinginyourschool/classroom.Usetheâseealsoâoption,ifyouâdlike.
©2016BYDOUBET&HOCKETT 22
1. Pick a column2. Think and write silently3. Be ready to share when time is called
âą Explaintoateachernewtothefieldwhatdifferentiationisintermsofwhats/hewouldbedoingintheclassroomâ andwhy.Theexplanationshouldhelptheteacherdevelopanclearpictureofwhatdifferentiationlookslikeinaction.Youcanwritethemanote,ifyouwant.
âą Developametaphor,analogy,orvisualsymbolâevenalogoâ thatyouthinkrepresentsandclarifieswhatâsimportanttounderstandaboutdifferentiationâskeyintent,elements,andprinciples.
Adapted From Carol Tomlinson, 2006
NextSteps
1. Movetotheareaoftheroomassignedtoyournumber/choice.
2. Inthatareaoftheroom,findapartner.Shareandcompareyourwork.Thenfindanotherpartnerandshareagain.
3. Makesureyoudiscusssimilaritiesandareasofoverlap.
©2016BYDOUBET&HOCKETT 23
Directions
4. Wheninstructed,moveintoamixedpairortrio.5. Inturn,sharewhatyourtaskwasandhowyou
responded.Noteareasoveroverlapandareasofdistinction.Payparticularattentiontothecontentofyouranswersratherthanhowyoucommunicatedthatcontent.
6. Returntoyourhometablesandidentifycommonpointsofagreementaboutwhatdifferentiationisandisnot.
7. Now,compareyourthinkingwiththegraphic©2016BYDOUBET&HOCKETT 24
Creative Intelligence
Analytical Intelligence
Practical Intelligence
Triarchic Teaching- Sternberg
©2016BYDOUBET&HOCKETT 25
TriMind HistoryPrompts
FromCarbaugh,E.M.&Doubet,K.J.(2016).Thedifferentiatedflippedclassroom.ThousandOaks,CA:CorwinPress.p.76.
Option1Option2Option3
Tri-MindExampleâ Geometric
Sequences(HeatherWaller)
FromCarbaugh,E.M.&Doubet,K.J.(2016).Thedifferentiatedflippedclassroom.ThousandOaks,CA:CorwinPress.p.76.
Tri-Mind:EvaluatingaScientificArgument/Claim
Dr.JessicaHockett â13
AnalyticalThinking Task CreativeThinkingTask PracticalThinkingTask
Useachart,diagram,ortabletodepictandanalyzethestrengthsandweaknessesof[thisauthorâs/scientistâs]scientificclaims,evidence,andreasoning.Includeanexplanationthatreflectsyouranalysisandsupportstheconclusionsyouâredrawing.
Imagineyouare goingtointerview[thisauthor/scientist] onyourradioorTVshowregardingthescientificclaimsandevidenceinthearticleyouread.Generatealistofquestionsthatprobehisclaims,evidence,andreasoning.Explainwhyyouareaskingeachquestionâthatis,whatinorabouttheargumentispromptingyoutoposeeachquestion.
Takeonthevoiceofsomeoneimpacted bythis [authorâs/scientistâs]claimandcreatearesponsethateithersupportsorrefutestheclaim.Ineithercase,besuretosituatetheclaiminrealityandprobehisclaims,evidence,andreasoningaccordingly,explainingwhy youaresupportingorchallengingthem.
TriMind Example:CharacterizationDirectandIndirectCharacterizationinâTheNecklaceââ RebeccaBunker
Analytical Creative Practical
âą Analytical: CompareandcontrasttheprotagonistMathilde Loisel toherhusbandMonsieurLoisel.Describebothofthemusingdirectandindirectcharacterization.Youmustuseexamplesfromthetexttosupportyourresponse.Youmayeitherwriteyourresponseorpresentyourfindingsinadiagram.
âą Creative: PretendyouareMonsieurLoisel.HowwouldyoudescribeyourwifeMathilde Loisel?Usedirectandindirectcharacterizationtodescribeher.Youmustuseexamplesfromthetexttosupportyourresponse.Besuretotake onMonsieurâsvoiceinyourresponse.
âą Practical: Thinkofoneofyourfriends.Describehimorherusingbothdirectandindirectcharacterization.IsyourfriendmoresimilartotheprotagonistMathildeLoisel orherhusbandMonsieurLoisel?Howaretheysimilar?Youmustuseexamplesfromthetexttosupportyourresponse.
âą ASTRATEGYFORDESIGNINGINSTRUCTIONAL
TASKSANDASSESSMENTSTHATCONTAIN
ANALYTICAL,PRACTICAL,ANDCREATIVE
ELEMENTS
Tri-Mind
Book:pp. 216-222
Readiness Interest LearningProfile
Teacherscandifferentiateaccordingtostudent
whenthegoal
is
AcademicGrowth Motivation Efficiency
whenthegoal
is
whenthegoal
is
BasedonTomlinson,201431
ReadinessWhereastudentisinhisorhergraspoflearninggoalsatacertainpoint
intime
InterestPassions,affinities,
kinshipsthatmotivatelearning
LearningProfileHowastudentprefersor
seemstolearnbest
Teacherscandifferentiatebyadjusting
Tomlinson,2014
accordingtopatternsinstudent
ContentTheâstuffâthat
studentsgrapplewithtoreachthelearninggoals
ProcessHowstudentstakeinand
makesenseofthecontent
ProductHowstudentsshowtheirknowledge,
understanding,andskill
Differentiation
isateacherâsproactiveresponsetolearnerneeds
andguidedbygeneralprinciplesofdifferentiation
BuildingClassroomCommunity
High-QualityCurriculum
OngoingAssessment
FlexibleGrouping&Management
TeachingUpthruRespectfulTasks
shapedbymindset
usingavarietyofstrategies.32
Community=DifferentiationâsAffectiveFoundation
©2016BYDOUBET&HOCKETT 33
SurveySays!
ĂŒFormasub-groupof3people.
ĂŒAssigneachgroupmembertostudyoneofthetheinventoriesonthefollowingpages§ Page12§ Page13§ Page88
ĂŒBereadytosharewhatportions/itemswouldbegoodforyourstudent.
ĂŒShareyourimpressionsinturnâandaddyourownideastothoseofyourcolleagues.
©2016BYDOUBET&HOCKETT 34
ContentAreaConnections
âąMathâą FactFactsâą PieCharts
âąScience:âąMyPeriodicTableâTheElementsofMe
âąATopographicalMapofmyLife
âąMyPersonalEcosystem
âąSocialStudies:âąUnearthingMe:MyPrimarySourcesandArtifacts
âąATimelineofmyLife
âąLanguageArts:âą SoundtrackofmyLife
âą PersonalCrest
©2016BYDOUBET&HOCKETT36©2016BYDOUBET&HOCKETT
37
InterestPre-Assessment
©2016BYDOUBET&HOCKETT 39
DesignaPieChart toshowwhatyouâreinterestedinMakeatleast5sections;representyourinterestsindecimals,fractions,andpercents.
PieChartstobeusedlatertointroduce
PercentagesandProbability
©2016BYDOUBET&HOCKETT 40
JFHMSâ 7th Grade
PieChartsusingPaperPlatesâ Alsoa
Pre-AssessmentonPercentages
©2016BYDOUBET&HOCKETT 41
ThisAssessmentisalignedto
Me-Graphs
©2016BYDOUBET&HOCKETT CATâ UVAâ03
âąListitemsonX-axisâąClassitems(all)âą LowStressitems(all)âą Personalchoiceitems(individual)
âąYaxisrepresentsstudentâsskill/comfortlevelâąPostGraphsandmakecommentsandgeneralizationsâąAdaptasyearprogresses
0
1
2
3
4
5
6
7
8
ReadingforFun ReadingforInfo Writing RoomClean Studying BeingaFriend Choice1:Soccer Choice2:Madden
September December
SampleMeGraph- Jake
CommunityisnotjustaboutTeacherandStudent;rather,itâsaboutStudentsandtheirPeersBUILDINGCOMMUNITY
©2016BYDOUBET&HOCKETT
Astrategyforengaginglearnersinquickconversationarounddifferentaspectsofatopicorconcept.
ShakeânâShare
©2016BYDOUBET&HOCKETT
ExplainIt
Explainwhyteaching/leadinginschoolsisharderthanitlooks.
GreetingQuestion:CatsorDogs?
©2016BYDOUBET&HOCKETT
InterpretIt
Howisteachinglikepoppingpopcorn?Whatelseisitlike?
(Makeametaphor.)
GreetingQuestion:SaltyorSweetSnack?
©2016BYDOUBET&HOCKETT
HavePerspectiveOnItGreetingQuestion:iPhoneorAndroid
Discusstheadvantagesofacollaborativeclassroomfromthe
perspectiveofaparentorstudent.
©2016BYDOUBET&HOCKETT
EmpathizeWithIt
Whymightcollaborativeclassroomsbedifficultfor
somestudents?
GreetingQuestion:RainyDaysâ ThumbsUPorDOWN?
©2016BYDOUBET&HOCKETT
Self-ReflectOnIt
Whatâsonethingyounowknowaboutmanagingactiveclassroomsthatyouwishyouwouldâveknown
onyourfirstday?
GreetingQuestion:DisneyLandorDisneyWorld?
(ORCaliforniaorFlorida)
©2016BYDOUBET &HOCKETT
ShakeânâSharePrompts:Community-Building
Turn 1:Chooseonewordtodescribeyourweekend.Explainwhyyouchosethisword.
Turn2:Whatâsyourfavorite thingforbreakfast?Whatmakesitthebestthingforbreakfast,inyouropinion?
Turn3:Howisschoollikeashoppingmall?Whatelseisitlike?
Turn4:âIdonâtknowknowhowto___________,butIthinkitwouldbecooltolearnto_______becauseâŠ.â
Turn5:Whatthreethingsdoyouwishyouhadknownabout[lastyearâsgradelevel]thatyouknownow?
Turn6:Whatâsonethingyouwoulddoto improvethephysicalenvironmentofthisclassroom?
©2016BYDOUBET &HOCKETT
ShakeânâSharePrompts:ScienceReviewExplain
Explainwhatacellisandhowitworks.Usethewordsbalance,system,structure,andfunctionifyoucan.
InterpretHowisacell likeacar?Whatelseisitlike?
ApplyWhatwouldhappentootherstructuresinacell ifthenucleusstoppedworking?Bespecific!
HavePerspectiveOnHowandwhyareplantandanimalcellssimilaranddifferent?
EmpathizePutyourselfintheshoesofacellmembrane.Whatwouldyouâletinâ?Notletin?Why?
Self-ReflectHowcouldyoubestshowwhatyouunderstandaboutcell transport?
BasedonWiggins&McTigheâs SixFacetsofUnderstanding©2016BYDOUBET&HOCKETT
Astrategyforengaginglearnersinquickconversationarounddifferentaspectsofatopicorconcept.
ShakeânâShare
Discusshowyoumightusethisinyourclassroom.
Whatarethebenefits?
FastFacts!
4-(i4)wordstodescribeyou
2+(2-3)+4ofyourfavoriteactivitiesoutsideofschool
80+1thingsyouplantodoafterhigh
school
300x10-2 ofyourfavoritebooks
!(1) Usetheindexcardstoprovidethefollowinginformationaboutyourself:
(2)Next,inyourquad,compareyouranswersthenumbersolutionsforeachprompt.Makeanynecessaryrevisions.
(3)Asagroup,createafour-wayVennDiagramthatdepictsthesimilaritiesanddifferencesamongyou.(Rememberthatyourcardsareaâhands-onâtool!)
AliCurwin
54©2016BYDOUBET ©2016BYDOUBET&HOCKETT 55AliCurwin
AttendanceQuestionsAssoonasthebellrings,Carsonbeginstakingattendancewithanâattendancequestion.âThequestionchangeseveryday.Studentsrespondwhenshecallstheirnameswiththeirresponsetothedayâsquestion,andperhapsabriefjustificationfortheirresponse.âOkay,people,thisisabigonetoday.Definitiveanswer.CokeorPepsi?âOnanotherday,shebegins,âOkayfolks,youâvejustbeengivenasamplerboxofRussellStovercandy,butthemapismissing.Youbiteintoapieceandmuchtoyourdismay,findoutyouâvechosena______________.âBeforelong,thestudentsbringherslipsofpaperandwhisper,âHereâsanattendancequestion.Thisisareallygoodone.ââIlovetheideathatIstartoffallmyclasseswitheverykidspeaking,everykidhavingarightanswer,rightaway,âexplainsCarson.âAndthentheyalsostarttomakeconnectionsaroundtheroom.â
Tomlinson,C.A.&Doubet,K.J.(2005).Youâvegottoreachthemtoteachthem.EducationalLeadership,62(7),8-15.
FromtheclassroomofJulieMallory,EvanstonTownshipHighSchool
GraffitiWallTeacherwritesaphrase,topic,orcategoryontheboard.
Studentsrespondwithideasandperspectives.
KellyâsTwist
KellyFreehillâ ViaTwitterâ September7,2012
WorkshopDrivingQuestions
Whatisdifferentiation?Whatareitsfoundationalprinciples?Howcanwediscoverstudentneedsâ bothasagroupandasindividuals?Howcanteachersdifferentiateforstudentreadiness,interest,andlearningprofile?Howcanteachersmanagedifferentiationandmakeitâworkâ?
©2016BYDOUBET&HOCKETT 59
Interaction=DifferentiationâsSocialFoundation
©2016BYDOUBET&HOCKETT 60
âą Youâllformgroupsaccordingtothecolorofyourcard.
âą Meetinthecorrespondingareaoftheroom.âą Staystandingwhenyougetthere!
Frontoftheroom
Blue Pink
PurpleOrange Green
©2016BYDOUBET&HOCKETT
TeaParty
TeaParty
âąYouâllhave30-45secondstosharewhatâsonyourcardsandmakepredictions,askquestions,etc.âąWhentimeiscalled,pairupwithanewgroupmember(same-coloredcard)andrepeattheprocessuntilnotified.âąMakesureyoureferencethepreviouscard(s)youâveseenineachnewgrouping/discussionâąReturntoyourtablewhentimeiscalled.
©2016BYDOUBET&HOCKETT 62
TeaParty:WeThinkâŠ
Asasmallgroup,writeabriefâWethinkâstatement thatpredictswhatthearticlemightbeaboutandwhy.âWethinkthisarticleisaboutâŠ
becauseâŠ
©2016BYDOUBET&HOCKETT 63
ReadtheArticle
Asyouread,usetheseLogographicCues:âŠïżœ =Iknewthat!âŠïżœ =Importantinformation/statistic/quoteâŠ? =DebatableorQuestionableideaâŠ! =Interesting...Iwanttoexplorethis⊠further
After youread:âą Goback andunderlinethephrasesfromthecolored
cards.âą Whatdidyoupredictedcorrectly?Whatsurprised
you?âą Bereadytodiscusswithyourgroup.
©2016BYDOUBET&HOCKETT64
Discussion
Connections:Whatconnectionsdoyoudrawbetweenthisstudy/articleandyourownlifeorlearning?
Ă Ă Challenge:Whatideas,positions,orassumptionsdoyouwanttochallengeorarguewithinthestudy/article?
Î Concepts:Whatkeyconceptsorideasdoyouthinkareimportantandworthholdingontofromthestudy/article?
Î Changes:Whatchangesinattitudes,thinking,oractionaresuggestedorreflectedbythestudy/article, formiddleandhighschoolteachers?
MakingThinkingVisible(2011),Ritchhart,Church,andMorrison©2016BYDOUBET&HOCKETT
65
1. Make aclaimandexplain yourrationale.Saywhatyouthink,andwhy.
ThemostimportantthingIlearnedtodayis__________Because:_________________[
2.Addorsupportingevidencefortheclaim. Readyourpeerâsclaim.Inthisbox,addsomethingthatwouldsupport thatclaimormakeitstronger.
Pretendtoagreeandaddmoreevidence/support
3.Makea counter-claimorprovideevidencethatchallengestheclaim. Inthisbox,make aclaimorprovideevidencethatarguesagainstwhatiswritteninboxes1and2.
Iseeyourpointbut_____________
Haveyouconsidered___________
4.Add yourâtwocents.â Readwhatiswritteninthethreeboxes.Addyouropinionandyourreasoninginthisbox.
Closehoweveryouwouldliketo.
©2016BYDOUBET&HOCKETT66
1. Make aclaimandexplain yourrationale.Saywhatyouthink,andwhy.
Themostpowerful/importantportionofthistextis__________Because:_________________[explaintheideaâsvirtues]
2.Addorsupportingevidencefortheclaim. Readyourpeerâsclaim.Inthisbox,addsomethingthatwouldsupport thatclaimormakeitstronger.
Youcanincludeyourownideasand/orcitethosefromthereadings.
3.Makea counter-claimorprovideevidencethatchallengestheclaim. Inthisbox,make aclaimorprovideevidencethatarguesagainstwhatiswritteninboxes1and2.
Youcanpointoutweaknessesintheportionorsuggeststrengthsofadifferentportion.Includeyourownideasand/orcitethosefromthereadings.
4.Add yourâtwocents.â Readwhatiswritteninthethreeboxes.Addyouropinionandyourreasoninginthisbox.
Youcanincludeyourownideasand/orcitethosefromthereadings.
©2016BYDOUBET&HOCKETT67
1.Solve theproblemandshowhowyousolvedit.
2.Check thesolution.ReviewtheprocessandsolutioninBox1.Givetworeasonsyouthinkitiscorrectorincorrect.
3. Provideanotherwayofsolvingtheproblem. SolvethisprobleminawaythatâsdifferentfromtheprocessusedinBox1.
4.Detect errorsandmisconceptions. NoteanyerrorsormisconceptionsyouseeinBoxes1,2,or3.Ifyoudonâtseeany,explainwhyyouagreewithwhatiswritten.
©2016BYDOUBET&HOCKETT 68
NowâŠÂ§ Readwhatwaswrittenyourownpaper.
§ Inyourgroup,identifythe2-3strongestargumentsorpoints.(Itdoesnâtmatterwhowrotethem.)
©2016BYDOUBET&HOCKETT 69
LOGOGRAPHICCUESASTRATEGYDEVELOPEDBYKYLENE BEERS(2002) IN
WHICHSTUDENTSCOMEUPWITHVISUALSYMBOLS,
ORLOGOGRAPHS, TOSERVEASSIGNPOSTS INTHEIRREADINGTHATALERTTHEMTOIMPORTANTASPECTS
OFTHETEXTORNARRATIVE.
©2016BYDOUBET&HOCKETT 70
Book:p.118-119
ASTRATEGYTHATINVITESSTUDENTSTO
ENGAGEWITHORSTUDYSMALLPIECESOFA
TEXTTHEYâLLBEREADINGTOBUILD
INTERESTINWITHANDMAKEPREDICTIONS
ABOUTTHETEXT(BEERS,2002)
TeaParty(a.k.a.PuzzlePieces)
Book:p.96
©2016BYDOUBET&HOCKETT 71
DebateTeamcarouselASKSSTUDENTSTOENGAGEINTHEPROCESS
OFCLAIM/COUNTERCLAIMWITHEVIDENCE
(INCLUDINGTEXTUALSUPPORT);ALL
STUDENTSBOTHâTALKâANDâLISTENâ
Book:pp.132-134
©2016BYDOUBET&HOCKETT 72
Adifferentiatedclassroomisfirstaninteractiveclassroom.
©2016BYDOUBET&HOCKETT