Planet MI Task - Carol Tomlinson

Transcription

Differentiating Instruction and
21st Century Skills: Preparing all
Learners for the World Ahead
Hawker Brownlow Conference
Brisbane, Australia
July 30-31, 2011
Carol Ann Tomlinson
William Clay Parrish, Jr. Professor
University of Virginia
<[email protected]>
Goals for the Session
To provide an opportunity for you to:
• extend your understanding of 21st
Century Skills
• consider ways in which these skills are critical for all students
in your school/district/classroom
• think about fundamental beliefs & practices for 21st century
teaching in terms of key elements of differentiation (mindset,
curriculum, assessment, instruction, & management).
• reflect, ask questions, think ahead
Copyright 2012 Carol Tomlinson
1
Did
You
Know
???
Up Close and Personal
Students create book trailers using PhotoStory and iMovie as well as music
to brings the ideas in the book to life. “It causes the students to hone in
on the message of the book and to use higher order thinking.”
The school has recently invested in a new digital format and students can
already access over 800 titles that they can download 24 hours a day, 7 days
a week.
Students download books as well as audio on their
notebooks, iPads, and cell phones. “We need to tap into
students’ idea of reading and listening on the go.”
We are now putting QR (quick response) codes on the
front of all our books that enable students to read the
codes with their mobile devices and access reviews written by teachers and other
students, or links to on-line reviews, or U-Tube clips.”
“Struggling or reluctant readers, learning-challenged, second language learners,
and gifted readers all benefit from these services.”
The Sun-Herald, July 29, 2012
2
Think about it…
What do you think the term
“21st Century Skills”
means?
List what you understand
to be “21st Century Skills.
Take a couple of minutes to make some notes on these questions
with a colleague or two seated near you.
3
21st Century Skills
• Core Subjects (English, reading or arts,
world languages, arts, history, government &
civics) & 21st Century Themes (global awareness; finance/economics, &
entrepreneurial literacy; civic literacy; health literacy)
* Learning and Innovation Skills (creativity and innovation skills, criticalthinking and problem-solving skills, communication & collaboration skills)
* Information, Media, & Technology Skills (information literacy, media
literacy, ICT [information and communication technology] literacy)
* Life Skills (flexibility & adaptability, initiative & self-direction, social &
cross-cultural skills, productivity & accountability, leadership &
responsibility)
st
Partnership for 21 Century Skills
Yong Zhao (2009) Catching Up or Leading the Way – Alexandria, VA: ASCD , 146.
21st Century Skills
Digital-Age Literacy: basic scientific, economic, and technological
literacies; visual and information literacies; multicultural literacy
and global awareness)
Inventive Thinking: adaptability/managing complexity; selfdirection, curiosity, creativity, and risk taking, higher-order
thinking and sound reasoning.
Effective Communication : teaming, collaboration, and interpersonal skills; personal, social, and civic responsibility; interactive communication)
High Productivity & Quality, State-of-the-Art Results : ability
to prioritize, plan, and manage for results; effective use of
real-world tools; the ability to create relevant, high-quality
products (Lemke et al., 2003, p. 9)
NCREL
Yong Zhao (2009) Catching Up or Leading the Way. Alexandria, VA ASCD , 147.
4
21st Century21Competencies
1. Communication in the mother tongue
2. Communication in foreign languages
3. Mathematical competencies and basic competences
in science and technology
4. Digital competence
5. Learning to learn
6. Social and civic competences
7. Sense of initiative and entrepreneurship
8. Cultural awareness and expression
European Union
Yong Zhao (2009) Catching Up or Leading the Way – Alexandria, VA: ASCD , 148
Critical Reflection
Every day we are exposed to huge amounts of information, disinformation, and
just plain nonsense. The ability to distinguish fact from factoid, reality from
fiction, and truth from lies is not a “nice to have” but a “must to have” in a world
flooded with so much propaganda and spin.
Critical reflection enables us to see the world from multiple points of view
and imagine alternative outcomes.
Empirical Reasoning
Thinking empirically is a form of social
responsibility. The methods of science
offer us a way of thinking that is a strong
framework for a healthy and viable
approach to problem solving and living
together peacefully.
P. Cookson. (2009) What Would Socrates Say? Educational Leadership, 67(1), pp.10-12.
5
WHAT WOULD SOCRATES SAY? (cont’d)
Collective Intelligence
Echoing our culture of possessive individualism, education
has taken on the role of dispensing “cultural capital” to individuals
on the basis of a merit system that is a camouflaged proxy
for social class and social position.
There is a great deal of talk about teamwork today; the real
basis of teamwork is the willingness to think collectively to solve
common problems.
Metacognition
To solve the 21st century’s challenges we will need an
education systems that doesn’t focus on memorization,
but rather on promoting those metacognitive skills we
need if we perceive that our learning is not going well.
Metacognition is a fancy world for a high-order learning
process that most of us use every day to solve thousands
of problems and challenges. When we think about
thinking, we turn our mental pictures around ever so
slowly to view them from different angles.
need if we
P. Cookson. (2009) What Would Socrates Say? Educational Leadership, 67(1), pp. 10-12.
6
Think about it…
To what degree does your
list of 21st Century Skills
match or diverge from
these frameworks?
Distill into one concise
sentence what you see
as the essence of 21st
Century skills. Be ready to
share your sentence.
Take a couple of minutes to share some thoughts on these questions
with the colleagues you met with a few minutes ago.
As you watch:
 Think about the nature of 21st Century
Skills. Which of them do you see them
here?
Compare likely outcomes for students in
this class to those in a more “typical” class
in terms of skills the students use.
In this class, what is the nature of:
learning environment
curriculum
assessment
instruction
management
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CORE Questions
What does this information mean?
Why does this information matter?
How is the information organized to help people use it better?
How do these ideas make sense?
Why do they matter?
How can I use these ideas and skills?
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CONNECTIONS Questions
In what other contexts can I use what I’ve learned?
How do these ideas and skills work in other contexts?
How do other contexts cause me to change my earlier
understandings?
How do I adjust my ways of thinking and learning when I
encounter new contexts?
How do I know if my adjustments are effective?
How does looking at one thing help me understand another?
Why do different people have different perspectives on the
same issue?
How are perspectives shaped by events and circumstances?
In what ways is it helpful for me to examine varied perspectives
on problems and issues?
How do I assess the relative strengths and weaknesses of
differing viewpoints?
Practice Questions
What are the theories that govern knowledge in this field? How do practitioners/experts
organize their knowledge and skills in the field?
How do the concepts and principles that form the framework of the discipline get
translated into practice by those in the field?
What are the features of routine problems in the field?
How does a practitioner know which skills to use under given circumstances?
What strategies does the practitioner use to solve non-routine problems in the field?
What tools does a practitioner use in his/her work?
How does one gain access to and skill in using those tools?
What constitutes meaningful evidence vs. less useful information in the field or instance?
On what basis does a practitioner make educated guesses?
On what basis does a practitioner draw conclusions?
What are the methods used by practitioners and contributors to the field to generate new
knowledge and solve problems?
What personality traits support productivity in the field?
What drives the work of practitioners in the field?
What are indicators of quality work in the field?
According to what standards does the field measure success?
What are the ethical issues & standards of the field?
9
Think about it…
Assuming all classes in this school
have the same sort of curriculum
and thinking focus as this one:
Do you think students in the school
leave well prepared for the
21st Century ?
•What do you think it’s like
to teach there?
•What do you think the culture
of the school is like?
•How do you suppose it got that
way? (What do you
suppose the principal values?)
Talk with a fence partner or two about these questions and your
response to the video description in general.
10
Kids differ as learners.
To learn well each learner needs:
challenge
success
connection
fit
It’s unlikely we’ll systematically achieve those things
by ignoring student differences.
Attending to the differences requires a flexible approach to
teaching
Attention to student differences (if it is to succeed) must be
rooted in solid curriculum and informed by persistent
assessment.
Tomlinson • 00
11
Differentiation is not a
set of strategies, but
rather a way of
thinking about
teaching & learning.
12
Differentiation is
a sequence of common sense decisions
made by teachers
with a student-first orientation
Adam Hoppe, 2010
Ensuring an environment that actively supports students
in the work of learning (mindset, connections, community)
Absolute clarity about a powerful learning destination—
(KUDs, engagement, understanding)
Persistently knowing where students are in relation
to the destination all along the way
Adjusting teaching to make sure each student
arrives at the destination (and, when possible,
moves beyond it)
Effective leadership & management of flexible classroom routines
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Environment
Curriculum
Leadership
Management
Instruction
Assessment
14
THE HALLMARK OF EFFECTIVE TEACHING
Environment, Curriculum, Assessment, Instruction & Leadership/Management Working Together
(with an elbow partner or two)
How do these perspectives on differentiation fit with your
thinking? How are they different?
What questions remain unanswered for you? What are you
wondering about, skeptical about, or need to know more
about at this point?
15
16
Environment Curriculum Assessment Instruction
1
Leadership/Management
Creating a
LEARNING
Environment
in a
Differentiated
Classroom*
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moves beyond it)
1. What does classroom environment have to do with students’
academic success?
2. How does what teachers believe and do affect what students
believe and do?
3. How does what students think and do impact their academic
success and that of their peers?
4. How are you doing with mindset, connections,
& community?
5. How can you do better?
18
Please stand up
Find two people you
don’t already know
Discuss the comments
on the slide that
follows.
What does it imply to you?
Do you agree?
Disagree?
See a connection with
your work?
Think anything would
change in school if
most teachers
enacted the idea?
Leading means going first, and in going first, you can
trust me, for I have tested the ice. I have lived. I now
know something of the rewards as well as the trappings
of growing toward adulthood and making a world for
yourself.
Although the going first is no guarantee
of success (because the world is not
without risks and dangers), in the
pedagogical relationship, there is a more
fundamental guarantee: No matter what, I am here.
And you can count on me.
van Manen, M. (1991). The tact of teaching: Toward a pedagogy of thoughtfulness. Albany, NY,
State University of New York, p. 38.
19
•
The teacher trusts the potential of each student to work with complex
content and procedures.
•
The teacher connects with each student in order to understand the
student’s strengths and needs, and to support the risk of learning.
•
The students connect with one another.
•
They know how to work as a community of learners.
•
They learn to invest in one another’s success.
•
Each students feels accepted, affirmed in the
classroom.
•
Each student feels consistently challenged and
supported in the tackling the challenge.
The Teacher
The Student
The Content
Artful Teaching as a Love Triangle
Tomlinson, 1995
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Teaching happens when a teacher says, “I am
so excited to share these ideas that are so
important to me with these people who are
so important to me.”
Tomlinson--1995
Great teaching happens when the teacher says, “And I’ll do
whatever it takes to make it work for every student!”
That’s what differentiation is about—the determination to
connect the best content with each learner in a way that
changes his or her life for the better.
Tomlinson--1995
21
Those outside teaching assume that passion
for one's subject is all one needs to be a great
teacher. It's necessary, but not enough. To
have any chance of success as a teacher, you
also have to have a passion for seeing young
people develop. You have to like being with
them, because as a teacher, you're going to
spend a lot of time in their company. And then,
you have to figure out ways of making the
subject that you feel so passionate about
accessible to those who don't yet "get" why
this subject is so important.
The Teacher
<Dylan_Wiliam_website/Blog/Entries/2011/3/11>
The Kids
The Content
Tomlinson. 1995
Every key principle of differentiated instruction exists for that
purpose and should be used in a way that works toward that end.
An environment that actively supports student success
Growth mindset teaching
Teacher student connections
Community
High quality curriculum
Clear KUDs
Focus on student understanding
A plan to engage learners
Respectful tasks
Teaching up
Assessment to inform instruction
Pre- and formative assessment
Aligned with KUDs
Used by teacher and student to build to success
Practice to support a growth mindset
3-P grading (performance, process, product)
Responsive Instruction
Aligned to KUDs
Informed by assessment
Addressing readiness, interest, learning profile
Multiple strategies
Flexible grouping
Flexible Management
Leadership
Routines
22
Note key attributes of Captain
Sullenberger’s thinking during the
time he was making decisions about
the problem he encountered and
was acting on those decisions.
What do you find to be the most
compelling thing he has to say?
Why does it strike you as the most
important?
How would you characterize him as
a pilot based on this interview
segment?
What does any of this have to do
with teaching?
Host: We entered all of the flight data into a computer
(speed, location, landing distance, etc.)
Sir, the computer said you couldn’t land the
plane successfully.
Captain Sullenberger: Then I’m glad a
computer wasn’t flying the plane.
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MINDSET
CONNECTIONS
COMMUNITY
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•Success comes from being
smart
• Genetics, environment
determine what we can do
•Some kids are smart—some
aren’t
•Teachers can’t override
students’ profiles
•Success comes from effort
•With hard work, most students
can do most things
•Teachers can override students’
profiles
•A key role of the teacher is to set
high goals, provide high support,
ensure student focus—to find
the thing that makes school
work for a student
To Believe in You
Is all that I need
To make believing
More than making believe.
Sister Corita
25
“The literature is full of examples of teachers enabling students,
even the most unlikely ones, to learn to outstanding degrees and
reach beyond prediction to a self-confident, socially committed
state of growth.”
Successful teaching begins by establishing a supportive
relationship with students that clearly indicates your
belief in the capacity of each student to succeed and
provides a support system to ensure that success.
Joyce, B., Wolf, J., & Calhoun, E. (1993). The self-renewing school. Alexandria, VA:
Association for Supervision and Curriculum Development, p. ix.
The Mindset Questions
1. What do you think measured intelligence
has to do with success?
2. To what degree do you believe the brain is
malleable?
3. What do you believe about the role of
effort in success?
4. Do you buy the idea that with hard work
& good support, almost any student
can accomplish what he/she needs
to accomplish in school?
5. What do you do to reinforce or challenge
your beliefs in these areas in your
classroom?
26
It’s not just Dweck!!
“After forty years of intensive research on school learning
in the United States as well as abroad, my major
conclusion is: What any person in the world can learn,
almost all persons can learn, if provided with the
appropriate prior and current conditions of learning.”
Bloom, B. (1985). Developing talent in young people. New York: Ballentine.
(T)he link between, say, I.Q. and job performance is
distinctly underwhelming. On a scale where 0.1 or below
means virtually no correlation and 0.7 or above implies a
strong correlation (your height, for example, has a 0.7
correlation with your parents' height), the correlation
between I.Q. and occupational success is between 0.2
and 0.3.
Gladwell, M. (2002). The talent myth. New Yorker.
27
Consider the Differences…
Growth
Mindset
Learners
Accept
Feedback
More Embrace
Readily Challenge
Fixed Mindset
Learners
Work Harder
Persist Longer
Grow
More
Academically
Learning Oriented
Cheat
More
?
Get angry
Give
with
Up
Feedback Resist
Grow
Faster
Challenge Less
Academically
Reject
Hard
Work
Reward Oriented
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Brain’s Plasticity
Research Findings
Its ability to
continually learn
and reorganize
itself as a result of input
from the environment.
“An average student with a teacher whose teacherstudent interactions scored 1 standard deviation
below the mean in Emotional Support would, on average,
place in the 41st percentile in end-of-year tests.
The same student with a teacher whose interactions
scored 1 standard deviation above the mean in
emotional Support would, on average, place in the
59th percentile in end-of-year tests.”
Allen, J., Gregory, A., Mikami, J, Hamre, B., & Pianta, R. Predicting Adolescent Achievement with the CLASS-S
Observation Tool. A CASTL Research Brief. University of Virginia, Curry School of Education
29
Shapes
Student SelfPerception
TALK ABOUT IT…
What are the
implications
of mindset for
differentiation??
For teaching
21st Century Skills?
Who
Coverage vs.
Whatever it
Takes
How
Mindset
Where
Builds or
Erodes
Group Trust
What
I teach what I
believe you
can learn
30
Question:
In what ways do your
faculty and school
support development of a
fluid teacher and student mindset?
In what way do your
faculty & school encourage
development of a
fixed teacher and student mindset?
Growth Mindset Message
1.Your effort predicts your success.
2. If you work hard and smart, you will grow in
the required knowledge understanding, & skill.
3. If you continue that pattern there is no reason
you can’t achieve & even exceed those goals.
4. The way we work in this
class will help you see the
link between your effort &
your success.
5. I believe in you and will
work with you to support
your success.
31
Mindset isn’t just about believing.
It’s about enacting those beliefs—living them out—hour by hour,
day by day, plan by plan.
Everything else that follows about differentiation has the aim
of helping us live out the belief that every student
is capable and worthy—
That they can do what’s necessary for success—
And that we can do what’s necessary to support that success.
Without a growth mindset, it’s difficult to believe or teach as though
virtually all of our students can succeed with 21st Century skills.
How we feel about and talk with students
impacts their mindset, the environment, and achievement.
How we organize the curriculum for success impacts student
mindset, the environment, and their success,
How we use assessment, provide feedback, and handle grading
impacts student mindset, the environment, and their success.
How we plan instruction impacts student mindset, the environment, and
their success.
How we set up and guide the classroom impacts student mindset, the
environment, and their success.
32
MINDSET
CONNECTIONS
COMMUNITY
Teachers discover that they need to develop
and maintain personal relationships with the
students they teach -- because for most
students, meaningful interaction with a
teacher is a precursor to academic learning.
Huberman, 1983 in
The New Meaning of Educational Change
(3rd Edition) by Michael Fullan
2001, New York: The Teachers College Press, p. 33
33
A Simple Idea for Connecting with Kids
Name________________ Date________ Pd._________
Best Thing about the Week ___________________________________________
Lord of the Flies Anticipation Guide
Warm-up Activity: Read the statements below and write an “A” next to any with
which you agree, a “D” by any with which you disagree, and “NS” if you’re not sure
how you feel. Explain BRIEFLY why you feel as you do.
1. _____________ Children are capable of horrific behavior.
_________________________________________________________________
Explain:
_________________________________________________________________
2.
Some alternatives: Action State (wishing I were skateboarding); How you’re feeling about
the novel; favorite movie; do you like hot dogs; worried about; etc.
Mark Myles
Teacher-Student Connections Bridge the Risk of Learning
34
To care for
another person,
in the
most significant sense,
is to help him grow
and
actualize himself.
Assessment Strategies For Self-Directed Learning by Arthur L. Costa & Bena Kallick
Experts in Assessment Series • Corwin Press, Thousand Oaks, Calif., p.169
MINDSET
CONNECTIONS
COMMUNITY
35
•Establishes the framework for a responsive classroom
Each student’s need for a “next step”
Responsibility for own growth
“We’ve got your back” mentality
Competition against self (vs. others)
Fair as each student getting what he/she needs to succeed
Working like colleagues
•Begins with teacher mindset
•Extends to student belief in one another
•Supports the belief that we win or lose
together
•Ensures security/safety necessary for
academic growth
•Enables students to work as a team
•Provides the teacher with “teammates” too
Team
•
•
•
•
•
•
“Group” and “team” are not synonymous
Teams have a common purpose
Their members are interdependent
They are complex
The members of a team have complementary skills
They generate synergy through a coordinated effort that allows each member
to maximize his/her strengths and minimize his/her weaknesses
• Team members have to learn how to help one another reach their potential
• They must work in an environment that allows everyone to go beyond his/her
limitations
• Team members practice both their individual skills as well as group skills
Wikipedia--Team
36
DI Team
•
•
•
•
•
•
•
Shared vision about the nature and purpose of the class
Shared responsibility for classroom operation
Competition against self rather than against one another
Emphasis on growth and celebration of growth
Partnership with the teacher in making learning work for everyone
Learned responsibility for self, others, and all
Interdependent work in which the absence of any member lessens
the effectiveness of the group
Wikipedia--Team
•
The teacher trusts the potential of each student to work with complex
content and procedures.
•
The teacher connects with each student in order to understand the
student’s strengths and needs, and to support the risk of learning.
•
The students connect with one another.
•
They know how to work as a community of learners.
•
They learn to invest in one another’s success.
•
Each students feels accepted, affirmed in the
classroom.
•
Each student feels consistently challenged and
supported in the tackling the challenge.
37
(First work alone, then with
with two fence partners)
Based on this explanation of mindset/connections, and
community, first work alone to write a “HEADLINE” that
shows what you believe is the essence, “punchline,” big idea,
key principle behind this three-part idea as it relates to a
classroom based on 21st Century Skills.
Now, please share your headline with two fence partners.
be ready to share one from the group that you feel is helpful
in revealing the core of the idea.
Headline
Purpose: To help students focus and reflect on what’s important or what’s the
essence of an idea, a discussion, a reading, an experience, a process.—
to make thinking visible.
Directions: Write a headline about this topic (issue, experience, etc.) that captures
a core idea we should remember (on adding machine tape, strips of poster board)
Can be done individually or with a small group.
Next, share the headlines within a small group—being sure to explain the thinking
or reasoning behind the headline.
Teacher makes a collection of headlines that represent the group’s thinking. May
ask the class to find common themes, different ways of looking at the topic, etc.
Over time, help students distinguish between headlines that are just clever or just
summarize and those that really reveal the big idea or essence of a topic/event.
Richhart, R., Church, M., & Morrison, K. (2011). Making thinking visible. San Francisco: Jossey-Bass.
38
8th Graders’ Headlines in a Math Unit on Exponential Growth
Numerous numbers with naughty naughts
You Never Know!
Is Bigger Always Better?
Exponential Growth, in the real World, Out
of the Book, Affects our Small World After All!
Richhart, R., Church, M., & Morrison, K. (2011). Making
thinking visible. San Francisco: Jossey-Bass.
2
Quality Curriculum
& Differentiation
39
moves beyond it)
1. How are you doing with student engagement? How can you
do better?
2. How are you doing with goal clarity? How can you do better?
3. How are you doing with promoting student understanding?
How can you do better?
4. How are you doing with “teaching up”? How
can you do better?
40
Please stand up
Find your role-alike
partners.
Discuss the comments
on the four slides that
follow.
What is the theme of
the slides? Do you
accept the theme as
correct or not? Why?
What are the implications
for curriculum—and for
educators as curriculum
developers or designers?
We are always coming up with the emphatic
facts of history in our private experience and
verifying them there. All history becomes
subjective; in other words there is properly
no history, only biography. Every mind must
know the whole lesson for itself--must go
over the whole ground. What it does not see,
what it does not live, it will not know.
Ralph Waldo Emerson in Essay on History in
Creative Curriculum Leadership by Dale L. Brubaker, Corwin Press, p. 7
41
Curriculum is the environment in the school
and in the classroom. You have there in
miniature what you have in life outside
of the classroom and the school. Curriculum
is therefore life! That’s why it is so vital and
exciting. That’s what makes it important.
There’s nothing out there that doesn’t relate
to curriculum.
--James B. Macdonald (1977) in Creative Curriculum Leadership
By Dale L. Brubaker • Corwin Press, California • p.13
A Curriculum That Creates Thinkers
When we connect school learning
with students’ real lives, suddenly,
their work in school becomes
urgent and important. Students
begin to see the way education
can impact their lives, and the
way they can use it to make an
impression on the world.
Supporting English Language by Farin A. Houk • Heinemann Press, Portsmouth, NH • p 85
42
The business of schools is to produce work that
engages students, that is so compelling that students
persist when they experience difficulties, and that is
so challenging that students have a sense of
accomplishment, of satisfaction--indeed, of delight-when they successfully accomplish the tasks assigned.
Inventing Better Schools, Schlechty
This I Believe: Science Nourishes the Mind and Soul
Brian Greene, Professor of Physics & Mathematics, Columbia University
…just as our experience playing baseball is enormously
richer if we know the rules of the game, the better we
understand the universe's rules -- the laws of physics -the more deeply we can appreciate our lives within it.
I believe this because I've seen it.
43
I've seen children's eyes light up when I tell them about
black holes and the big bang. I've received letters from
young soldiers in Iraq telling me how reading popular
accounts of relativity and quantum physics has provided
them hope that there is something larger, something
universal that binds us together.
Which is why I am distressed when I meet students
who approach science and math with drudgery. I
know it doesn't have to be that way.
But when science is presented as a collection of facts
that need to be memorized, when math is taught as
a series of abstract calculations without revealing its
power to unravel the mysteries of the universe, it can
all seem pointless and boring.
44
Even more troubling, I've encountered students who've
been told they don't have the capacity to grasp math and
science.
These are lost opportunities.
I believe we owe our young an education that captures the
exhilarating drama of science.
I believe the process of going from confusion to
understanding is a precious, even emotional,
experience that can be the foundation of selfconfidence…
45
If you want to build a ship,
don’t drum up people to collect wood
and assign them tasks,
but rather teach them
to long for the
immensity of
the sea.
Antoine de Saint-Exupery
Planet MI Task
V/L
L/M
Write a story Make a
about your
chart that
planet
compares
your planet
to Earth
M/R
B/K
Make up a
song about
your planet
Make up or
adapt a
game about
your planet
(Saturn ringtoss, etc.)
Beware of Twinky DI
46
WHAT you differentiate impacts
both HOW you teach
and WHO you teach!
QUALITY CURRICULUM:
THE SHORT VERSION
Do I get
how this
works?
(Understanding)
Does this
connect to
my life?
Engagement + Understanding
(sense & meaning) = Success
(Engagement)
47
However we conceive it, every lesson plan should be, at its plan at its
heart, motivational plan. Young learners are motivated and engaged by a
variety of conditions. Among those are:
novelty
cultural significance
personal relevance or passion
emotional connection
product focus
choice
the potential to make a contribution or
link with something greater than self
Tomlinson • 2003 • Fulfilling The Promise...
48
Movie Time….
What’s Important in this Clip?
1) In the way the teacher thinks about
designing curriculum?
2) About the teacher herself?
3) About what’s going on for the students?
18:26-20:01
&
Describe something you do/have done in your
class that is especially effective in engaging
students in thinking and investing in learning.
Why did it work? How did you know it was
working?
49
The Goal of Learning is Ultimately for Students to
Retain
Apply
Transfer
Transform
what they learn.
Arguably, if any student can’t do these things, that student hasn’t learned!!
50
Rote vs. Higher-level Processing
Rote-knowledge
processing
Higher-level
processing
Teachers Must Distinguish
Between:
Worth Being Familiar With
Important to Know and Do
Enduring
Understandings
51
Meaning comes from
“big ideas”
& leads to:
durability & usefulness
of knowledge:
understanding,
transfer, critical thought,
& innovation-as well as fostering
alignment between
content goals,
assessment,
instruction,
& differentiation.
Differentiating Instruction and
21st Century Skills: Preparing all
Learners for the World Ahead
Hawker Brownlow Conference
Brisbane, Australia
July 30-31, 2011
DAY 2
Carol Ann Tomlinson
William Clay Parrish, Jr. Professor
University of Virginia
<[email protected]>
52
Did
You
Know
???
(2006 version)
Some insights about medical school teaching
• Despite dramatic changes in the world, the practice of medical education hasn’t
changed in a century.
• It makes little sense to teach massive amounts of facts in depth. Medical
knowledge doubles every 15 years.
• About half of knowledge becomes obsolete every five years.
• Students have traditionally sat and tried to absorb information for two years,
being told it would begin to have some meaning once they began clinical
work at the end of the two years.
• We’ve made the assumption was that students
had to learn at lower levels of Bloom’s
taxonomy before they could work at upper
levels.
• The approach was excessively long, inflexible,
and not learner-centered—one-size-fits-all.
• There is little to support any of those attributes.
53
for Education
IN
OUT
Applying Knowledge
Problem Solving
Dialogue
Facilitating
Critical Thinking
Simulation
Teams
Hands On
Individualized Learning
Self-Directed Learning
Regurgitating Facts
Rote Learning
Lecture
Telling
Memorizing
Observation
Sole Practitioners
Passive Listening
One Size Fits All
Top Down Learning
“Adjusting the Prescription: The Medical School Overhauls its Century Old Educational Approach,”
The University of Virginia Magazine, Spring, 2011 by Maura Singleton, p. 39.
1. Quality curriculum helps us grapple with our lives and circumstances. It
dignifies learners and learning. It connects us with the world.
2. Quality curriculum engages learners (helps them make meaning).
3. Quality curriculum results in learner understanding (helps them make sense).
3. Quality curriculum supports a LEARNING environment.
4. Quality curriculum has clear, explicit knowledge, skill, and understanding
goals.
5. Quality curriculum can both subsume and extend the reach of required content
(standards, goals, benchmarks).
54
Creating common learning goals
We have to know where we
want all students to end
up before we can think
intelligently about how
we want them to get
there!
Differentiation is seldom about
different outcomes for different
kids. It’s about different ways to
get kids where they need to go.
Planning a Focused Curriculum Means
Clarity About What Students Should …
KNOW
– Facts
– Vocabulary
– Definitions
• UNDERSTAND
– Principles/
generalizations
– Big ideas of the
discipline
• BE ABLE TO DO
– Processes
– Skills
•I get what it says. I can explain it.
•It means something to me. I get why/how it works.
55
KNOW
Facts, names, dates, places, information
•
•
•
•
•
•
There are 50 states in the US
Thomas Jefferson
1492
The Continental Divide
The multiplication tables
Procedural information (how to…)
BE ABLE TO DO
Skills (basic skills, skills of the discipline, skills of
independence, social skills, skills of production)
Verbs or phrases (not the whole activity)
–
–
–
–
–
–
Analyze
Solve a problem to find perimeter
Write a well supported argument
Evaluate work according to specific criteria
Contribute to the success of a group or team
Use graphics to represent data appropriately
56
UNDERSTAND
Essential truths that give meaning to the topic
Stated as a full sentence
Begin with, “I want students to understand THAT…”
(not HOW… or WHY… or WHAT)
–
–
–
–
Multiplication is another way to do addition.
People migrate to meet basic needs.
All cultures contain the same elements.
Entropy and enthalpy are competing
forces in the natural world.
– Voice reflects the author.
57
KNOWs
Facts, names, places, dates, lists, information, steps in a process or sequence
Noun-heavy
UNDERSTANDs
Big ideas, statements of truth, insights, ahas, principles, generalizations
Written as a complete sentence
The sentence must be able to begin with the stem, I want my
students to understand that… (not understand how, understand
what, understand why, or understand who…)
DOs
Actions students will perform
Verbs or verb phrases
Not the whole activity
58
KUD Mini-workshop
Work with a colleague or two
to classify
the following learning goals
Are These Knows, Understands, or Dos?
ENGLISH
•An audience member’s response to a work is colored by his/her prior
experiences.
•Types of literary genres include fiction, non-fiction, drama, and poetry.
•Project the student’s voice into his/her work through reflective
interpretation of prior events
MATH
•Apply geometric properties and relationships, including the
Pythagorean theorem.
•Irrational numbers in decimal form are non-terminating and nonrepeating.
•The dimensions of a figure exist in an interdependent relationship with
the figure’s perimeter, area, and volume.
59
ENGLISH
•An audience’s response to a work is colored by his/her prior
experiences. (UNDERSTAND)
•Types of literary genres include fiction, non-fiction, drama, and poetry.
(KNOW)
•Project the student’s voice into his/her work through reflective
interpretation of prior events. (DO)
MATH
•Apply geometric properties and relationships, including the
Pythagorean theorem. (DO)
•Irrational numbers in decimal form are non-terminating and nonrepeating. (KNOW)
•The dimensions of a figure exist in an interdependent relationship with
the figure’s perimeter, area, and volume. (UNDERSTAND)
SCIENCE
•Design an experiment in which one variable is manipulated over many
trials.
•An experiment is a structured test of a hypothesis.
•Accurate observations and evidence are necessary to draw realistic and
plausible conclusions.
HISTORY
•Formulate historical questions and defend findings based on inquiry and
interpretation.
•Exploration and colonization results in the redistribution of population.
•The Middle Atlantic region was settled chiefly by English, Dutch, and
German-speaking immigrants seeking religious freedom and economic
opportunity.
60
SCIENCE
•Design an experiment in which one variable is manipulated over many
trials. (DO)
•An experiment is a structured test of a hypothesis. (KNOW)
•Accurate observations and evidence are necessary to draw realistic and
plausible conclusions. (UNDERSTAND)
HISTORY
•Formulate historical questions and defend findings based on inquiry and
interpretation. (DO)
•Exploration and colonization results in the redistribution of population.
(UNDERSTAND)
•The Middle Atlantic region was settled chiefly by English, Dutch, and
German-speaking immigrants seeking religious freedom and economic
opportunity. (KNOW)
Differentiation in UbD
Stage 1 - Desired Results
Established Goals/ Content Standards
Understandings
Essential Questions
Knowledge
Skill
BIG IDEAS
Skills, Knowledge
Other Evidence:
Stage 2 - Assessment
Evidence
Performance Tasks
Other Evidence
Evidence
Key Criteria
CRITERIA
Other Evidence:
Stage 3 - Learning
Plan
Tasks, Practice
Tomlinson & McTighe
61
The teacher may vary the KNOWS & DOs
with caution and based on evidence
that a student needs to learn backwards
as well as forward to catch up—or that a
student needs to move ahead in order
to keep learning.
The UNDERSTANDS are the constant fulcrum
on which effective differentiation pivots
for all students.
They create clear learning goals
Allow us to align goals, assessments, teaching,
and learning tasks
They allow us to incorporate standards AND make
meaning for students
They give us a basis for differentiation.
Who needs which K’s & D’s
How do we ensure that every student gets
meaningful access to the U’s
They tell us what strugglers should invest in
They give us a platform for extending for advanced
students
62
The “Equalizer”
1. Foundational
Transformational
2. Concrete
Abstract
3. Simple
Complex
5. Smaller Leap
Greater Leap
6. More Structured
More Open
7. Clearly Defined Problems
8. Less Independence
4. Fewer Facets
Fuzzy Problems
Greater Independence
Multi-facets
9. Slower
Quicker
Abstract
Concrete
Concepts
Principles
Essential Questions
Lens on Life
Meaning
Topics
Facts
Incidents
Dates
Vocab.
Skills
Exemplars
K
U
Tools
D
21st Century Curriculum As A Mobile In Balance
Tomlinson ‘98
63
A Powerful Activity
is one in which
Students make or do something
Using essential knowledge and essential skills
In order to arrive at or explore an essential
understanding.
The knowledge and skills are in service of
understanding,
NOT ends in themselves!
Some Examples
of
Classroom
KUDs
64
KNOWs
Facts, names, places, dates, lists, information, steps in a process or sequence
Noun-heavy
UNDERSTANDs
Big ideas, statements of truth, insights, ahas, principles, generalizations
Written as a complete sentence
The sentence must be able to begin with the stem, I want my
students to understand that… (not understand how, understand
what, understand why, or understand who…)
DOs
Actions students will perform
Verbs or verb phrases
Not the whole activity
A Street Through Time:
An Elementary Social Studies Lesson
As a result of this lesson, students should:
KNOW:
Definition of culture
Elements of culture (explain, illustrate)
UNDERSTAND:
All cultures share common elements.
Each cultural element is shaped by time, place, and each other
cultural element.
People shape their culture and are shaped by it.
BE ABLE TO:
Gather information
Organize information
Use information to draw informed conclusions
Evaluate conclusions based on evidence
Tomlinson ‘03
65
KUDs in Action…
Could you use these ideas to differentiate instruction for all students?
Know:
Fiction, Change, Reader’s Role
Understand:
Fiction is never an answer, always a question.
Fiction is always about change.
In good fiction, the reader asks, “What if I were the character? What would I do?”
In good fiction, the reader asks, “What motivates human beings to do what they do?”
Through good fiction, readers try on lives to see which one fits.
In good fiction, the epiphany is a sudden breakthrough of understanding—of
self-awareness.
Good fiction changes readers.
Do:
Use the strategies of a successful reader
Support, illustrate, and/or refute the unit’s principles in a blog or vlog
What’s the comparison between this as a starting point for differentiation vs.
a list of terms, skills, worksheets, or chapter questions?
Principles derived from Past Perfect, Present Tense by Richard Peck, New York: Dial, pp. 1-3
Unit Overview
Grade 3: Biography/Autobiography
Know
•
Biography (definitions/characteristics)
•
Autobiography (definitions/characteristics)
•
Descriptive adjectives (definition/list)
•
Traits
•
Theme (definition/examples)
Understand
•
Our decisions affect our lives.
•
Today’s decisions affect now and later.
•
It’s important to know traits you admire and to try to practice those things.
•
Successful people try to be true to what they believe.
•
Sometimes life doesn’t work like we want it to.
•
We can learn from both good times and difficult times.
•
People’s lives affect one another.
Be Able to Do
•
Define personal goals/traits
•
Describe/illustrate personal goals/traits
•
Use description effectively
•
Write complete sentences
•
Share writing with others
•
Evaluate own writing according to set criteria
•
Interpret biographical writing
•
Write autobiographically
66
Grade 5 Orchestra
Music KUDs
Know
Parts of an instrument
Care of an instrument
Basic procedures/processes of a rehearsal
Note on the scale at a beginner’s range
Note values (rhythm) at a beginner’s range
Ways posture and playing position affect tone production
Ways parts can interact rhythmically and harmonically at a basic level)
(imitation, unison, contrast, harmony, melody, accompaniment)
Understand
Making music is a way of joining the human quest for mastery, meaning, &
connection.
Writing music down lets people share their ideas over time.
Technical skills make musical expression possible.
Musicians break down complex music by isolating different elements (e.g., rhythm,
notes, tone).
Notes and clefs are a way of organizing the sound world.
Rhythm organizes the time and energy of sound and silence.
Do
Identify, decode, and perform notes on the clef relevant to their instrument
at a beginner’s range
Identify, decode, and perform rhythms using whole, half, quarter notes,
and pairs of eighth notes
Follow basic procedures of a rehearsal
Produce a solid, characteristic tone on an instrument
Play a part in an ensemble of different parts
Generate contrast in dynamics and articulation
ASL Music Teacher 2012
67
KUDs for a High School Math Unit on Number Theory
Know:
The layout of a number line
How to model integers and integer operations with two-colored counters
Notation of negative numbers
How to add, subtract, multiply and divide integers
Definitions of: Integer, Positive, Negative, Absolute Value
Number system
Understand:
A negative in mathematics always means “the opposite.”
Any number is a member of one or more number systems.
Each number system has clearly defined properties including basic operations.
Mathematical operations apply to and follow the same patterns within our
number systems and mathematical disciplines.
Do:
Model integers and integer operations in different ways
Apply and compute operations with Integers
Explain the relationships among positive and negative numbers
Apply integers to and solve real world situations
Nanci Smith
Crosscutting Concepts for Science and Engineering
Patterns.
• Observed patterns of forms and events guide organization and classification.
• Observed patterns prompt questions about relationships and the factors
that influence them.
2. Cause and effect: Mechanism and explanation.
• Events have causes, sometimes simple, sometimes multifaceted.
• A major activity of science is investigating and explaining causal relationships and
the mechanisms by which they are mediated.
• Such mechanisms can then be tested across given contexts and used to predict
and explain events in new contexts.
3. Scale, proportion, and quantity.
• In considering phenomena, it is critical to recognize what is
relevant at different measures of size, time, and energy.
• It is critical to recognize how changes in scale,
proportion, or quantity affect a system’s structure or
performance.
National Academy of Sciences (2012). A Framework for K-12 Science Education: Practices, Crosscutting
Concepts, and Core Ideas. Washington, DC: National Academies Press.
68
4. Systems and system models.
• Defining the system under study—specifying its boundaries and making
explicit a model of that system—provides tools for understanding and
testing ideas that are applicable throughout science and engineering.
5. Energy and matter: Flows, cycles, and conservation.
• Tracking fluxes of energy and matter into, out of, and within systems helps
one understand the systems’ possibilities and limitations.
6. Structure and function.
• The way in which an object or living
thing is shaped and its substructure
determines many of its properties
and functions.
Stability and change.
• For natural and built systems alike, conditions of stability and determinants of
rates of change or evolution of a system are critical elements of study.
69
non-negotiables of differentiation
Mindset
on-going assessment (pre-assessment, formative, summative)
flexible grouping
respectful tasks
readiness, interest, learning profile
teaching up
Know-Understand-Do (KUD)
instructional strategies for differentiation
21st Century Skills
Differentiation is a philosophy (more than a set of strategies) designed to
maximize the capacity of each learner.
Mindset shapes teaching and learning.
Teacher connection with kids opens them up to the risk of learning.
Community multiplies support for students & the teacher.
On-going assessment guides quality differentiation.
The quality of what we teach contributes to the impact of how we
teach-- & vice versa.
Clarity of learning goals (KUDs)
engagement & understanding
Differentiation is integral to achieving the goals of 21st Century Skills
Reflect on your philosophy and practice.
Analyze & critique differentiated tasks using key principles & vocabulary
Determine next steps in implementing differentiation for 21st Century Skills
in your work
Our goal should always be to create the richest, highest quality
curriculum we know how to create…
Then, differentiate to enable most students to succeed with it.
Differentiation should always be about lifting up---never about
watering down!!
70
Defensible Differentiation:
•Teaches
Always Up
•Waters
Never down
TASKS:
Clear KUDs
Require careful thought
Focus on understanding
Problems to solve/Issues to address
Use key knowledge & skills to explore,
or extend understandings
Authentic
Require support, explanation, application,
evaluation, transfer
Criteria at or above “meets expectations”
Require metacognition, reflection, planning,
evaluation
71
“Teaching up” is strongly
connected to both teacher &
student “mindset…”
How does that work?
Sara Kajder used understanding and
relevance to engage adolescents who were
turned off to reading.
In using this approach, she engaged their strengths and
interests, kept them thinking, and proved to them that
they were indeed thoughtful and capable readers and
human beings.
There is also a high degree of relevance involved in the
strategies because they tap into literacies central in students’
worlds.
Kajder, S. (2006). Bringing the outside in: Visual ways to engage reluctant readers.
Portland, ME: Stenhouse.
72
In the
beginning:
From no
response
to
Reading
as
tearing
things
apart,
Destructive,
Overwhelming
Iconic representations of self as reader
Graphic notes (storyboards or comics w/ summaries)
Visual read alouds/think alouds
Digital word walls
Image flash cards with digital word collections (including
international contributions of images from
epals.com)
Digital essays
On-line logs with images, video, and sound to interpret
and communicate ideas about text (blogs, vlogs)
On-line yearbook of learners’ journeys
73
“I don’t know what it is about this assignment but I have never
taken so much time to read something before. I think maybe
it’s because I’m taking the time to let the picture unfold in my
head.”
Later
in
the
Year…
“Part of me thinks I was tricked a little into this, but in
watching my video, I see myself as a reader. It isn’t pretty,
but it’s there in ways that I don’t see it if I just read through
these notes. Don’t know what’s up with that, but I’m going to
keep coming so I can figure it out.”
“It’s the author’s words working with my pictures and my words.
I understand in a completely different way.”
“What I think about reading is like the pencil sketch under a
painting. What I hear and see when I read provides some of
the layers. And I’m adding layers all the time when I think
about something new, or something happens that changes the
me that is doing the reading. To me, this is real reading, and
I finally see what it looks like.”
Teaching and Learning for
Understanding
K&D
U
Acquire
Make
Meaning
important
knowledge and
skills
of “big ideas”
Transfer
learning to new
situations
Wiggins & McTighe 2011
UD
K
74
New World Explorers
KNOW
• Names of New World Explorers
• Key events of contribution
UNDERSTAND
• Exploration involves
– risk
– costs and benefits
– success and failure
Do
• Use resource materials to illustrate
& support ideas
New World Explorers
Using a teacher-provided list
of resources and list of
product options, show
how 2 key explorers took
chances, experienced
success and failure, and
brought about both
positive and negative
change. Provide
proof/evidence.
Using reliable and
defensible research,
develop a way to
show how New
World Explorers were
paradoxes. Include
and go beyond the
unit principles
75
3
The Role
of Assessment
in Differentiation*
*(Look for ideas related to alignment, systems, & connections)
moves beyond it)
76
1) In what ways does assessment impact the parts
of the classroom system (community, environment,
curriculum, instruction)?
2) How does the nature of our assessment practices
align with our belief system about teaching and
about students?
3) How should assessment align with curriculum?
Please stand up
Work with your elbow
partners.
Discuss the process
on the 3 slides that
follow.
How are we doing with
the various indicators of
quality assessment?
List as many things as you
can think of that would
change if we adopted
each of them—all of them?
77
Characteristics of Assessment for Learning
Appropriate feedback is powerful in moderating student
achievement, and has an impact on students’ concepts of
themselves as learners.
Feedback should be specific, frequent, positive and
responsive to students. Some research indicates that the
provision of feedback in the form of comments, rather than
in the form of marks, enhances student learning and
transfers the responsibility for learning to the students
themselves.
Feedback should be specific to the task at hand, aligned with
assessment criteria, and enable students to know what to do
to improve.
Teachers should also provide opportunities for students to
give feedback to one another.
www.curriculum.edu.au; www.effectiveclassroomfeedback.com/user.guide.php
The conditions for successful formative assessment
include:
• The student and teacher share a common understanding of what
constitutes quality work. That is, they have the same standards for
achievement.
• Both student and teacher can compare the student's performance to
these standards.
The student assesses as s/he is working on the task at hand, and upon
completion.
The teacher may assess the completed work or while the work is in
progress.
• Following the assessment, teaching and learning activities are adjusted
to close the gap between the student's performance and the standard.
The teacher not only assesses the student's performance, but also
provides feedback (guidance) to the student enabling him/her to
improve his/her performance.
The student will use what s/he has learned from the assessment to
improve future performances.
The teacher also assesses the instruction that preceded the
performance. The teacher will adjust instruction based on this
assessment.
www.exemplars.com/resources/formative/
78
Studying your Students
Listen
Seek varied perspectives
Talk at the door
Start or stop class with kid talk
Give interest surveys
Use formative assessments Go to student events
Use small group instruction Watch before & after school,
& at lunch
Use dialogue journals
Keep student data cards
Have student conferences
Take notes during class
Host open room days
Attend extracurricular
Ask for student input
activities
Take notes while kids work
Use Sticky Note notebooks Ask parents
79
How did you feel about the role of assessment in your
work when you began teaching?
In what ways have your feelings remained the same
over time?
In what ways have they changed?
If someone did a study of assessment
in your classroom (or school or district),
what would the conclusion of the
study be about the role of
assessment?
…at the article on
assessment.
Note areas in the
progression that are
strong for you--& areas
with room for growth.
Jot down reactions,
questions, and points
you’d like to discuss.
Please read silently for
about ten minutes.
You’ll have time to talk
with colleagues after
the silent reading
time.
80
Newer Teachers
Veteran Teachers
Administrators
Which of the steps
in the author’s
progression do you
feel you were
prepared to
implement when
you entered
teaching & which
are newer ideas to
you. What
encourages you to
try these ideas?
What discourages
you from trying
them?
In what ways has
your journey
toward
understanding and
implementing rich
assessment
practices been like
the author’s? In
what ways has it
been different?
What would you
add to, eliminate
from, or modify in
the article based on
your experience?
If you were to do a
walkthrough in
your school, which
of the author’s
conclusions would
be common?
Which would be
rare? What might
you do to enhance
“informative
assessment” in
your building or
district?
Share by Role
Please find one or
two others whose
roles are like yours
and discuss the
prompts in the
column that
matches your
role.
WHAT CAN BE ASSESSED?
READINESS
Skills
Content
Knowledge
INTEREST
• Current
Interests
• Potential
Interests
• Talents/Passions
LEARNING
PROFILE
• Areas of Strength
and Weakness
• Learning
Preferences
• Self Awareness
Concepts/Principles
81
When we Assess:
A Diagnostic Continuum
Feedback and Goal Setting
Pre-assessment
(Finding Out)
Pre-test
Graphing for Greatness
Inventory
KWL
Checklist
Observation
Self-evaluation
Questioning
Formative Assessment
(Keeping Track & Checking-Up)
Small group check
Peer evaluation
3-minute pause
Observation
Talk-around
Questioning
Summative Assessment
(Making sure)
Exit Cards
Portfolio Check
Quiz
Journal Entry
Self-evaluation
Windshield Check
Unit Test
Performance Task
Product/Exhibit
Demonstration
Portfolio Review
Remember to check for prerequisite skills
Summative
assessment
Formative
assessments
Learning objective
Preassessment
82
Three Functions of Assessment:
(Why we Assess)
Assessment OF Learning
(Summative)
Assessment FOR Learning
(Pre- & Formative)
Assessment AS Learning
(Pre-, Formative & Summative)
•
There are very clear learning targets (KUDs).
•
The teacher is clear about prerequisite skills am he/she assumes students have.
•
The teacher knows where everyone is in relation to the KUDs
(& prerequisite skills).
•
The teacher knows what to do with the information from assessment to move
everyone forward—in UNDERSTANDING as well as knowledge & skills.
•
There is a system to keep track of everyone’s progress.
•
The teacher involves student in understanding
& investing in their growth.
•
Assessment helps students better understand
how DI works and how they can contribute
to their own success.
83
High School Biology Interest Survey
Directions: I’ll be a better teacher for you if I understand some of your interests. In each
box below, place an interest of yours. Write briefly about how you are involved with that
interest. Note also any ways you can think of that the interest might connect with science.
Interest:
Experience w/ it?:
Interest:
Experience w/ it?
Connection w/ Science?
Interest:
Experience w/ it?
Interest:
Experience w/ it?
Connection w/ science?
Example of a brief secondary interest pre-assessment.
84
Directions: Complete the chart to show what you know
about fractions.
Write as much as you can.
Information
Definition
Irony
Examples
NonExamples
Useful for pre-assessment & formative assessment of readiness in many grades & subjects
Learning Profile Pre-Assessment
85
1. Favorite subjects in school
=head color and body color
•
•
•
•
Math-purple
Science-red
Reading-blue
Writing-orange
2. Least favorite subjects
in school=hair color
(you can design fun hair)
3. If you are a boy, use shorts.
If you are a girl use the pants.
Make the color pants with your favorite color.
From Mr. Wasserman’s 5th grade classroom, Henrico County Schools, VA
4. Strongest multiple intelligence area=shirt color
•
•
•
•
•
•
•
•
intrapersonal-white
Interpersonal-red
Musical-blue
Kinesthetic-black
Logical mathematical-yellow
Verbal/linguistic-purple
Visual/spatial-orange
Naturalist-green
5. Learning preference
=shoe color
•
•
•
Visual-white
Auditory-black
Kinesthetic-brown
From Mr. Wasserman’s 5th grade classroom, Henrico County Schools, VA
86
6.If you prefer to work alone on project , put on stripes. If you
prefer to work in groups, draw polka dots on your shirts.
7. If you like to be challenged and learn new and difficult
things, design a hat for your self.
From Mr. Wasserman’s 5th grade classroom Henrico County Schools, VA
Symmetry Pre-Assessment
• Teacher models
symmetry/asymmetry once with
whole-class using two shapes.
• Teacher conducts individual
assessments with a bag of shapes.
• Students tell teacher “yes” or “no” to
“Does this have symmetry?”
and explain why.
87
- Kindergarten Teacher,
Evanston/Skokie District 65
Mesopotamia
What’s the
understanding
reflected in
this example?
Geography
Economy
Lifestyle
Select 2 and explain
how they are
connected
88
1. Please explain anything you know about the words below.
Producer __________________________________________________________
Consumer _________________________________________________________
What do you
Decomposer _______________________________________________________
think the
KUDs are for
Ecosystem _________________________________________________________
the lesson
assessed
Organism __________________________________________________________
here?
2. Tell how these words relate to one another or how they go together.
____________________________________________________________________
____________________________________________________________________
A Pre-assessment Focused on a “Big Idea” or Principle
Idea: Where people live affects how people live.
1) Unpack the idea. What does it mean to you.
2) Support the idea with examples or argue against it with
specific examples.
3) How might the idea apply to you or your family?
3) Where do you think we might be going with this idea?
89
High-School Physical Science
• Concept: Systems; change
• Lesson Topic: Investigating Energy
• STUDENTS WILL UNDERSTAND THAT…
– …the amount of energy in a system does not change.
• STUDENTS WILL KNOW
– Definitions and examples of types of energy (kinetic, potential,
thermal, nucleus, chemical potential sound, life, and electrical)
– Law of the conservation of energy
– Entropy – closed vs. open system
• STUDENTS WILL BE ABLE TO
–
–
–
–
Compare and contrast states of energy
Illustrate an energy transformation
Use diagrams and charts to illustrate scientific principles
Create an experiment which shows the conservation of energy
including an approximation of entropy
Physical Science
Formative-Assessment
C
A
B
A ball rolls down the hill from point A to point
B and then up the hill where it comes to a
stop at point C. Assume the ball is moving at
5 m/sec at point B.
•Does it have any energy at B or C? Explain.
•If it has energy at both points, at which point
does it have more energy? Why?
90
An Example of Pre-assessing Student Readiness in a Primary Classroom
91
92
93
94
95
96
A Formative Assessment in Art
What is perspective?
Show an example of perspective?
One of a variety of methods artists
use to create depth and dimension
What techniques do artists use to
create perspective in drawing?
Explain technique(s) you used to
create perspective in your portfolio
drawing and why you chose it/them.
97
Movie Time….
In this Example:
1) In what ways are the two approaches this
teacher uses here for formative/on-going
assessment alike?
2) In what ways are the two approaches different?
3) What might the teacher lose if she used only
one of the two approaches?
39:54-42:40
EXIT CARDS
On your exit card--Explain the difference
between a folk tale
and a fairy tale. Give
some examples of
each as part of your
explanation.
98
Windshield Check
• CLEAR – “I get it!”
• BUGS – “I get it for the most
part, but I still have a few
questions.”
• MUD – “I still don’t get it.”
Alternative Methods:
Dip Stick Check—Tank Full, Half Full, Need Oil
Weather Report—Sunny Skies, A Few High Clouds, Fog &
Smog
Movie Time….
In this Example:
1) Do you think the “three finger assessment is
an example of assessment of instruction,
assessment for instruction, or assessment
as instruction? Why do you say so?
2) How about the use of “clickers”—of, for, or as
instruction? Why do you say so?
3) To what degree are they examples of “effective
formative assessment”?
34:54-36:05
99
It’s about guiding students, not judging them.
It’s about informing instruction, not filling grade books.
It’s about before, during, & after—not just after.
It’s about teaching for success—not gotcha teaching.
Hilda Taba
100
“Differentiation is making sure that
the right students get the right
learning tasks at the right time. Once
you have a sense of what each
student holds as ‘given’ or ‘known’
and what he or she needs in order to
learn, differentiation is no longer an
option; it is an obvious response.”
Assessment as Learning: Using Classroom Assessment to Maximize Student Learning
Lorna M. Earl
Corwin Press, Inc. – 2003 – pp. 86-87
(with Elbow Partners)
How do you use (or think you could use) information you get from
formative assessment of student readiness? Please provide an
example.
How do you use (or think you’d use) information you get from
Formative assessment of student interest or learning profile?
Please provide an example.
What questions do you need to ask?
101
4
Planning for
Student
Differences
in a
Differentiated
Classroom*
*(Look for ideas related to alignment, systems, & connections)
moves beyond it)
102
1) How does assessment guide instructional
planning?
2) How does instruction reflect a teacher’s mindset
and shape students’ mindset?
3) How should instruction align with curriculum and
assessment?
4) What can change and what must remain constant
in differentiated assignments?
Please stand up and find
your role-alike partners.
Discuss the comment
on the slide that
follows.
In what ways do students
“experience” curriculum
and instruction? What
does that phrase mean?
What would it mean to
experience curriculum
and instruction well? To
experience it poorly?
What needs to happen in
classrooms so all students
experience it well?
103
From a pedagogical perspective, the
most important question is always,
“How does the young person experience
this particular situation, relationship,
or event?”
van Manen, M. (1991). The tact of teaching: Toward a pedagogy of thoughtfulness.
Albany, NY: State University of New York, p. 11.
Readiness
Follow-up:
Knowledge, Skill, or Understanding Assessed:
Sample answer: Correct
Knowledge, Skill, or
Understanding
• What these
students will
need next
Gives all correctly
Sample answer: Partial
Understanding
Gives one (some) part(s)
• What these
students will
need next
correctly
Sample answer: Incorrect
Understanding
• What these
students will
need next
Is off-base on all or nearly all
of the parts
104
Readiness
Follow-up:
Knowledge or Skill Assessed: Explain the difference between simile
and metaphor.
Sample answer: Correct
Knowledge or Skill
• What these
students will
need next
Gives both correctly
Sample answer: Partial
Knowledge or Skill
• What these
students will
need next
Gives one or the other
correctly
Sample answer: Incorrect
Knowledge or Skill
• What these
students will
need next
Gives neither or is
Incorrect about both
Understanding Assessed: Math is used in a variety of everyday activities
Sample Answer Demonstrating
Advanced Understanding:
Math helps us keep to a budget, figure
out discounts, tell which item is
cheaper, and use credit responsibly
• What these
students will need
next
Sample Answer Demonstrating
Intermediate Understanding:
Math helps us know how many things
we can afford to buy
• What these
students will
need next
Sample Answer Demonstrating Novice
Understanding:
Math tells you the prices
• What these
students will
need next
105
Middle School: Parts of Speech KUDs
KNOW: Students will know the definitions of the eight parts of speech
and their function in sentences.
UNDERSTAND: Students will understand THAT words are like people –
their role depends upon their context.
DO: Students will…
1. Identify and supply missing part of speech in sentences
2. Use various parts of speech to describe themselves
3. Manipulate the context surrounding a given word to change its
part of speech/role in the sentence
Doubet - UVA - 2005
Pre-Assessment
•
•
Administered during previous class period
Diagnostic in nature – 16 questions
– Match each part of speech to its definition (8)
– Identify parts of speech as used in a sentences (8)
•
Included some “tricky” questions to see who’s really got
it (e.g., one word used in a variety of ways).
•
Results:
– Group A – Firm grasp of definitions and use/application
– Group B – Firm grasp of definitions but struggled with
application
– Group C – Struggled with both definitions and application
106
Steps in Lesson
•
Each student receives an index card with his/her name
written on it. Each student must supply a noun, a verb, and
an adjective or adverb that both relate to him/her AND
begins with the same initial consonant as his/her name (first
or last). Teacher demonstrates with her name.
•
Students share answers and discuss answers in terms of how
the words are used (to review definition and function of
parts of speech; fill in definitions on white board
•
Students engage in role play with teacher to show how one
person can be a daughter, a sister, and a teacher, depending
upon her context – who she’s hanging out with and what job
she is doing.
•
Teacher relates this activity to words (e.g., love) and adds
that suffixes help words change “roles” (like our outfits help
us change roles)
“Shady” Words Lesson
Words can change their part of speech
depending upon who they’re hanging out
with!
Ex: LOVE
•
•
•
•
Noun – Love is a beautiful thing.
Verb – I love Reese’s Peanut Butter Cups
Adjective – You look lovely today
Adverb – She lovingly fed her dog a treat.
107
Crayon Box Groups
• Green -- Meet by bookshelves and
complete assigned task
• Yellow – Meet in next two rows and
complete assigned task
• Blue – Meet with Ms. Doubet for “group
huddle” before completing assigned task.
Green Cards
• List as many words as you can think of that can function as more
than one part of speech in a sentence.
• Pick one of these words and figure out how you can use it as a
noun, a verb, an adjective, and an adverb. Remember that you
can add suffixes to help your word change roles.
• Complete one of the following assignments
– Create a parts of speech explanation sheet for next year’s seventh
graders. On this sheet, feature your selected word functioning as each of
the four parts of speech; explain why it is a noun in one sentence, a verb
in the next, etc.
– Create a wanted poster for your chosen word. Include a description for
how you can recognize him/her “posing” as each of the four parts of
speech.
Your task will be graded according to how well you demonstrate an
understanding of the role each part of speech plays in a sentence.
108
Yellow Cards
• Use your definitions to correct your application questions from
your pre-assessment. Let Miss Doubet know when you’re
finished.
• Pick one of these words that you can use as a noun, a verb, and
an adjective, or an adverb: Cheer; smile; cry; bore (Remember
that you can add suffixes like –ly, -ed, and –ing to help your
word change roles).
• Complete one of the following assignments
in the next, etc.
speech.
Blue Cards
•
Use the notes on the board from our class discussion to correct your
definitions. Let Ms. Doubet know when you’re finished.
•
Use your definitions to correct your application questions.
•
As a group, we will discuss how the word “jump” can be used as a noun, a
verb, and an adjective, or an adverb: (Remember that we can add suffixes
like –ly, -ed, and –ing to help our word change roles).
•
Complete one of the following assignments
in the next, etc.
speech.
109
(with a role-alike partner)
What’s your initial response to
this example?
In what ways do you find it appealing? Problematic?
What would you like to take away from it?
What questions does it raise for you?
Building a Persuasive Paragraph
3rd Grade
KNOW: Parts that come together to create a persuasive paragraph
Purpose of a persuasive paragraph
Topic sentence, elaboration, concluding statement, persuasive
paragraph
UNDERSTAND: The structure of text influences meaning.
DO: Students will…
1. Organize an individual paragraph with topic sentence, relevant
elaboration, and a concluding sentence
2. Analyze a paragraph to identify key components of a persuasive
paragraph
Beasley, 2012
110
Pre-Assessment
• Administered during previous week
• Writing prompt
•
What do you think?
– Read the following prompt and let us know what you think about this
issue. Write a paragraph that would help someone know what your
point of view is about the decision.
– The school board met and decided that recess would no longer be
needed in school. They felt that it would help students spend more
time learning without being interrupted each day for recess. What do
YOU think?
• Include a question about what interests them—in order to select
topics that students are passionate about.
• Results:
–
–
Group A– Writing indicated that they were comfortable with the organization of
their argument
Group B – Writing indicated that they struggled with organizing their argument
Steps in Lesson
•
•
Reintroduce the pre-assessment topic and have the students
Think-Pair-Share about their own opinion of the topic. Ask
pairs to read the two sample paragraphs (both with the same
opinion, but one is organized well, and another is not) and
talk about which one they felt was more persuasive.
Introduce to the whole group the vocabulary of organizing a
paragraph (topic sentence, supporting details, elaboration,
concluding sentence). As a class, go through each definition
while all students highlight the example in the example
paragraph with markers (Green – topic sentence, Bluesupporting details, Orange- elaborations, Red- concluding
sentence).
Beasley, 2012
111
Sample Paragraph
• There are many reasons why we shouldn’t have recess
during the school day. First of all, if we didn’t have
recess, we would have more time to work on projects
in school without being interrupted. Sometimes I am
in the middle of something really, really important and
then all of a sudden, we have to stop and I have to
leave it behind. By not having recess, fewer students
would get hurt. It seems that every time we are out on
the playground, someone trips or falls and needs to go
to the nurse. Finally, by not having recess, we might do
better on tests. Everyone would have longer to study
and we could all get A’s. So you see, if we didn’t have
recess, it would be good for our school.
Beasley, 2012
Groups
• Quarter Pounder Group – Grab
your boxes and meet at the left side
table
• Big Mac Group – Grab your boxes
and meet at the right side table
Beasley, 2012
112
Quarter Pounder Group
• Pick up the Quarter Pounder boxes. With a partner, work on the
jumbled paragraph inside your box. When you feel that it is
organized, retrieve the answer key and check your work. Glue
your corrected paragraph to your paper and turn in.
• Meet with teacher to talk about a model for persuasive
paragraphs. Your teacher will give you a graphic organizer that
will be used to organize your paragraph.
• Complete the following assignment
Using the graphic organizer, choose one of the following topics and
tell us what you think about…
– Whether chewing gum should be allowed in class, whether students
should be allowed to bring toys to school, whether dogs make better pets
than cats.
understanding of the organization of a persuasive paragraph.
Beasley, 2012
Topic:_____________________
By_____________________
Sample of
graphic
organizer for
Big Mac
Group
Topic Sentence:
______
Supporting Detail:
1. Elaboration:
2. Elaboration:
Supporting Detail:
1. Elaboration:
2. Elaboration:
Supporting Detail:
1. Elaboration:
2. Elaboration:
Concluding Statement:
Beasley, 2012
113
Big Mac Group
• Pick up the Big Mac boxes. With a partner, work on the jumbled
paragraph inside your box. When you feel that it is organized,
raise your hands to have your teacher check your answer. Glue
your corrected paragraph to your paper and turn in.
• Meet with teacher to talk about a model for persuasive
paragraphs. Your teacher will give you a graphic organizer that
will be used to organize your paragraph.
• Complete the following assignment:
Using the graphic organizer, choose one of the following topics and
tell us what you think about…
– Whether chewing gum should be allowed in class, whether students
should be allowed to bring toys to school, whether dogs make better pets
than cats.
– If you need a hint, go to retrieve an “extra topping” from our jars!
understanding of the organization of a persuasive paragraph.
Beasley, 2012
Topic:_____________________
By_____________________
Sample of
graphic
organizer for
Big Mac
Group
Topic Sentence: What do I believe about this?
What is my overall opinion about this?
______
Supporting Detail: What is one reason that I believe what I said in my
topic sentence?
1. Elaboration: What is an example of how I know the supporting detail
is true?
2. Elaboration: What is another example of how I know the supporting
detail is true?
Supporting Detail: What is another reason that I believe what I said in
my topic sentence?
is true?
detail is true?
Supporting Detail: What is another reason that I believe what I said
in my topic sentence?
is true?
detail is true?
Concluding Statement: How can I let the reader know that
I’m finished with giving supporting details? (Hint: Start
with, “So…” or “Therefore…” or “In summary…”)
Beasley, 2012
114
“Extra Toppings” Example
Which would make a student
happier?
Whether chewing gum
should be allowed in class
How would this affect talking in
class?
How would gum affect gym
class?
Beasley, 2012
Future Steps in Lesson (cont’d)
• Students present their writing; teacher assesses
products for student understanding of the
organization of persuasive paragraphs
• Re-teach as necessary
• Formative assessment of and instruction on making
a link between supportive details and opinion
• Eventual summative assessment: Writing a
persuasive paragraph
– Students will choose a side of an argument and build a
logical case for their opinion.
– The paragraph will need to be
•
•
•
•
clear, and logical
Have a strong, clear topic sentence staging the writer’s opinion
Have supporting details with elaborations
Includes a concluding sentence that restates the author’s point
of view
115
Exit Card: High School U.S. History
Name:
• Name 3 factors (other than Pearl Harbor)
that contributed to the United States’
involvement in WWII.
• Briefly explain what you believe to be the
most significant of these factors and tell
why?
Different Strokes for Different Folks: Students
who clearly, reasonably, and thoroughly defend
their answer on the exit card
• Students pair with classmates who had similar
answers on exit cards.
• Teams engage in a “structured academic
controversy” to argue both for and against their
original position (prepare a position, argue it, adopt
opposite position, argue it, synthesize arguments).
• Teams work together to compose a joint “This We
Believe” statement about US involvement in WWII,
taking care to represent each viewpoint presented by
group members.
116
Different Strokes for Different Folks: Students
who have difficulty defending their opinion of the
top reason for US involvement
• Students with like answers add “fuel to the fire” of
their argument and gather evidence to make it
stronger
• Work with another pair to engage in three steps of
Structured Academic Controversy (prepare a position,
argue, synthesize).
• Teams work together to compose a joint “This We
Believe” statement about US involvement in WWII,
taking care to represent at least two differing
viewpoints presented by group members.
Different Strokes for Different Folks:
Students who have difficulty articulating the
reasons for US involvement
• Students rank the different “reasons” in order of
importance with a key as to why they’ve ranked them
this way (cards and graphic organizer provided)
• Second shot at completing the exit card (oral learning
check)
• Small group is divided in half. Students engage in a
short debate arguing the top two reasons given in oral
learning check.
• After students debate, they create a “This We Believe”
statement.
117
•
Be sure you specify the learning target (KUDs) for the lesson/segment.
•
Review who’s where with those goals based on formative assessment info.
•
Clarify possible next steps for the range of students in the class.
•
Determine who you need to teach backwards and when you might do that.
•
Determine who you need to teach forward
and when you might do that.
•
Select instructional strategies that support
the learning goals and your students’
varied needs.
Big Idea
of Differentiation:
Responding to
Readiness,
Interest,
Learning Profile
118
What’s the Point?
Readiness
Interest
Learning
Profile
Growth
Motivation
Efficiency
1.Respectful Tasks
2.Flexible Grouping
Important in
Planning for
Readiness,
Interest,
and
Learning Profile
119
Equally appealing
Designed to engage learners
Equally powerful
Focused on essential understandings
Requiring complex thinking
Casting students as problem solvers, idea
generators
Side by Side Tasks
Group A:
Complete the packet of
worksheets on force and
motion. You may choose to
work with a partner if you
like. Check your work with
the answer key in the back
of the room.
Group B:
Using your understanding of
force and motion, drafting
tools and your strengths as a
scientist, make a blueprint
for a new swing set for
Parker Elementary students
to use during recess.
Kristi Doubet 05
120
Key Concept: Flexible Grouping?
• Students consistently working in a
variety of purposefully planned groups…
• …based on different elements of student
learning…
• …and both homogeneous and
heterogeneous in regard to those
elements…
Tomlinson (2003) Fulfilling the Promise of the
Differentiated Classroom.
Flexible Grouping
BUZZARDS
BLUEJAYS
WOMBATS
121
SMALL GROUP
WHOLE
GROUP
INDIVIDUAL
PAIRS
Readiness
If tasks need to be a
close match for skills
Interest
If tasks ignite curiosity
or passion
Learning
Profile
If the assignment
encourages students
to work in a preferred
manner
122
Flexible Grouping Options
Classroom Instructional Arrangements
Whole Class Activities
Pre-assessment
Readiness/interest
Troubleshooting
Planning
Wrap-up of
Explorations
Discussing
Introducing
Sharing
Small Group Activities (pairs, triads, quads)
Sense-Making
Investigation
Directed Reading
Targeting Skills
Planning
Individual Activities
Compacting
Practice &
Apply Skills
Homework
Sense-Making
Independent
Study
Interest Centers
Products
Testing
Student – Teacher Conferences
Assessment &
Assessment Review
Guiding
Tailoring &
Planning
Evaluation
123
Movie Time….
In Angela Benjamin’s Class:
1) What’s the teacher’s mindset? What’s your
evidence? To what degree does it matter?
2) What’s the nature of her curriculum? Why do
you say so? What 21st Century attributes
does it have?
3) How does she think about instruction? Why do
you think she approaches it in the way she
does?
4) What else is important here in terms of
teaching, learning, and differentiation
in a 21st Century classroom?
124
Instructional strategies are
tools for attending to the
learning needs of students.
When a teacher is clear about
learning targets and has good
assessment information to
indicate students’ varied positions
relative to those targets, THEN
it’s time to decide which
instructional tool is the best fit
for the students’ needs, the
particular learning goals, and
the classroom context.
Reflections from an Elementary Teacher Learning to Differentiate
In sum, when I set the class loose on a lesson that I have
differentiated by learning profile, every kid is engaged and
enthusiastic. Every one! I figure if I become a one or one-and-a-half
trick pony, I am furlongs ahead on the connecting kids to learning
track.
Now, I am looking at contracts as a way of crafting a lesson
according to readiness –
with flexible time limits. I
also have found (probably
eliciting a duh! response)
that using choice and
interest gets at readiness
levels -- there's
synergy.
125
A High School Teacher’s Reflection After a Visit to
a Science Teacher’s Classroom in another School
The class was differentiated mostly by readiness as determined by literacy levels.
(The teacher) assigned each of three groups a homework reading
assignment. The students were to learn about several genetic disorders,
complete a graphic organizer, and return to class as the expert on their particular
disorder. The easier readings were given to the more challenged readers.
It was heartening to see how thrilled the
better readers were to have learned in
depth about their disorder, and how
equally elated the challenged readers
were to be able to teach the others
about their disorder. It was win-win-win
all the way around.
Teachers at Work:
Responding to
Student
Readiness
Needs
126
Readiness
IS:
IS NOT:
•a student’s
proximity to
specified learning
goals.
•A synonym for ability
or IQ
or potential
•A student’s position
relative to the task at
hand.
•Fixed
•Fluid.
Zone of Proximal Development
Lev Vygotsky, 1978
127
BRAIN RESEARCH
Reticular Activating System
RAS = “Toggle Switch”
Only one of these three states is activated (aroused) at a time:
HIGH
MIDDLE
LOW
Hot (EEG)
Mild (EEG)
Cold (EEG – sleeplike)
Limbic aroused
Cortical arousal
Sleep (depression)
Flight / Fight
Problem Solving
Relaxation
Out of Control
In Control
Off Duty
Carbohydrates
Proteins
Carbohydrates/Dairy
Burnout
Achievement
Depression
Extreme Challenge
Moderate Challenge
No Challenge
“Certain motivational states which interfere with learning condition are especially
dangerous: anxiety and boredom. Anxiety occurs primarily when teachers expect too
much from students; boredom occurs when teachers expect too little.” M. Csikszentmihalyi
Learning only happens when the toggle switch is in the middle position
3.00 meters?
2.00 meters?
2.44 meters!
2.42 meters
128
As a result of this lesson,
students should:
Know:
Counting
More/Less
Understand:
I can talk about how I am
thinking.
I can make a plan to help me
count things.
Be Able to:
Count
Show results
Explain a plan for counting
Grade K
Counting (Skill)
Counting/Math Center
Task 1 Find a way to count and show how
many people are in our class today.
How did you get your answer?
Task 2 Find a way to show how many people
are in our class.
How many absent today?
How many are here today?
How do you know?
Task 3 Find a way to show how many boys
are in our class today.
How many boys are absent today?
How many girls are here today?
How many girls are absent today?
Prove you are right.
129
Small group
instruction
can be a
powerful way to
differentiate!
Hot Topic
Writing
Group 1
Group 2
•
•
•
•
•
•
•
•
•
•
Meet with teacher
Brainstorm for hot topics
Web ideas for possible inclusion
Develop a word bank
Storyboard a sequence of ideas
Make support ladders
Begin writing
•
•
•
•
Alone or in pairs, develop a topic
Make a bank of power ideas
Web or storyboard the sequence
and support
Meet with teacher to “ratchet”
Begin writing
Paired revision
Paired editing
130
Sedimentary
Igneous
Metamorphic
Rock Log
Sort your samples. Draw each sample in the
correct column. Write a description that
tells color, texture and other characteristics
about the rock.
Sedimentary
The class does the
same activity, but
more guidance is
given for those who
may need it.
Look at Sample #___
You may see small
particles of rock and
other materials. The
particles may look
rounded. You may
see layers in some
rocks.
Igneous
Metamorphic
Look at Sample #___ Look at Sample #__
You may see large
These rocks may
crystals in some of
have crystals or
these rocks.
layers. They are
Others will not have
formed from other
crystals, but you
rocks that have
will see air holes.
been changed by
Some may look like
heat and pressure
glass. There are no
layers.
Created by Meri-Lyn Stark
Elementary Science Coordinator
Park City School District
Varied Homework
Sure you can check
homework when kids
do varied tasks!!
Homework Checkers
131
Background:
This is a process for checking multiple homework assignments simultaneously
in a classroom so that the teacher feels free to differentiate homework as
necessary to address particular student learning needs.
Steps:
1. The teacher checks to make sure each student has completed assigned
homework
2. Students who have not completed the assignment work in a designated
area of the room to complete the assignment (teacher floats to provide
guidance/feedback
3. Students who completed the HW work in groups of 4 to check all 4 sets for
agreement/disagreement
4. All students mark each answer for agreement/disagreement as well as
explanations of why an answer is wrong and how to make it right
5. Students sign indicating agreement, staple set of 4 together, turn in
6. Teacher spot checks, “grades” one per set
A.
B.
C.
D.
Why did Max go to visit the wild things? Do you think it
was a good idea or a bad idea? Why do you say so?
If you were Max’s mom or dad, write about what you would
think when he went to his room, when he went to where the
wild things are, and when he decided to come home.
Max sometimes talks to himself. Tell us what he says when
he goes to his room, as he goes through his visit with the
wild things, when he decides to come home, and when he
returns to his room. What do he and his parents say the next
morning?
What does it really mean to go where the wild things are?
Write a story about a time when that happened to you or to
someone you know. Tell enough so we can see how the
stories are alike and different.
Primary Reading Comprehension
132
1. As students work on an assignment, systematically go around the room and
spot-check their work—looking for patterns in misunderstanding or gaps
in knowledge or skill.
2. Make a quick note of issues you see and students who are having those issues.
3. If you see a problem that’s recurring as many as four or five times, call for a
mini-workshop.
4. Ask students to stop working and give you their attention.
5. Tell them that as you’ve been observing their work, you see one problem that
a number of students are having—and describe the problem/issue.
6. Tell students they’ll be able to succeed with their work more readily if you can
help them with the problem.
7. Ask them to come to a place in the room that you designate and to sit with you
on the floor for a minute to clear up the problem.
8. Feel free to issue invitations to some students if needed.
9. Hold the discussion—generally for about 3 minutes.
10. Remind students going and coming to shift their
positions so that others are not interrupted in their
work.
133
Teachers at Work:
Responding to
Student
Interests
Interest
Personal Interests/Passions (Strengths)
Culturally/Experientially Relevant
Generically Interesting
Teacher Interests/Passions
Opens the way to emerging interests
134
Nancy Brittle’s
English students
& their
“parallel” odysseys
Word Jars
Words that tickle my ears!
Words that make me feel smart!
Words that warm my heart!
Words I’ve heard someone say!
Words that make me wonder!
Words that can calm my ears!
Janet Allen (1999) Words, Words, Words, • Stenhouse • p. 146
135
Differentiation By Interest
Social Studies
Mrs. Schlim and her students were studying the Civil
War. During the unit, they did many things -- read
and discussed the text, looked at many primary
documents (including letters from soldiers, diaries of
slaves), had guest speakers, visited a battlefield, etc.
As the unit began, Mrs. Schlim reminded her students
that they would be looking for examples and
principles related to
culture, conflict change and
interdependence.
Social Studies (cont’d)
She asked her students to list topics they liked
thinking and learning about in their own
world. Among those listed were:
music reading food books
sports/recreation transportation travel
mysteries people heroes/ villains
cartoons families medicine
teenagers
humor
clothing
136
Social Studies (cont’d)
Students had as supports for their work:
- a planning calendar
- criteria for quality
- check-in dates
- options for expressing what they learned
- data gathering matrix (optional)
- class discussions on findings, progress, snags
-mini-lessons on research (optional)
Name: _____________________________
I WANT TO KNOW
My Question or Topic is: _________________________________________
To find out about it, I will:
I will
draw:
I will
read:
I will
need:
I will
write:
I will
look at/
listen to:
How I will share what I learned is:
____________________________
____________________________
I will finish by: ________________________
____________________________
137
Teachers at Work:
Responding to
Student
Learning
Profile
Learning Profile
IS:
ISN’T:
•Related to how we take in
& process information
•Fixed
•“Singular”
•An umbrella term
learning style
•A synonym for learning
intelligence preference
style
culture
gender
•Fluid
138
Be wary of the reliability
& validity of survey instruments.
Know that the same person will
learn differently in different
contexts.
Concentrate on:
(1) Options/choices for
processing & demonstrating
essential content,
(2) Helping students know
themselves as learners so
they make wise decisions
about how to approach learning
tasks—as well as when &
how to approach their work.
A.
B.
C.
You are writing for PowerPoint for Dummies. Write a
simple, yet very clear explanation on how to import sound,
graphics, and video into a PowerPoint presentation.
You are designing a quick reference chart to help students
recall how to import sound, graphics, and video into
PowerPoint. Use as few words as possible while still being
sure to get the information across.
Create a step by step set of directions to teach someone
how to import sound, graphics, and video into PowerPoint.
Use clear graphics to handle as much of the directions as
possible and words to be sure directions are clear.
Middle or High School Technology
139
4th Grade Science
Howard Miller
Kate’s diagram explaining how a cookie is digested
140
Emma writing a story about the digestion of broccoli
A group of students practicing their skit on
the digestion of a slice of pizza
141
Synthesis Groups Task Card
(Groups of 5 comprised of students with different expressive
strengths.)
Please work with your synthesis group during today’s class to:
1) Review and agree on what you believe is the key understanding or principle
that best reveals the meaning of (makes sense of, is the punch line for) the
unit on the circulatory system.
2) Find at least four ways/modes to express that key understanding or principle in relation
to the contents of the unit.
3)
•
•
•
Be sure each mode of expression:
makes clear what the key understanding or principle is,
illustrates how to make sense of what we have been studying,
accurately shows how key knowledge and skills come together to form an
understanding.
4) Be ready to present your own work in two minutes or under.
5) Be sure everyone in your group can interpret everyone else’s work effectively.
(with your role-alike groups)
What would it change in your work to plan instruction so that:
a) all students work at complex levels
b) there is scaffolding/support to help students take their
next step(s) in proficiency with essential goals
What next steps do you plan to take in that direction?
142
 Aligned
 Addresses, readiness,
interest, learning profile
 For practice more than
grades
 Understanding-focused
 Transfer-oriented
Differentiation in UbD
Stage 1 - Desired Results
Established Goals/ Content Standards
Understandings
Essential Questions
Knowledge
Skill
BIG IDEAS
Skills, Knowledge
Other Evidence:
Stage 2 - Assessment
Evidence
Performance Tasks
Other Evidence
Evidence
Key Criteria
CRITERIA
Other Evidence:
Stage 3 - Learning
Plan
Tasks, Practice
143
What are some examples of
key knowledge and skill a
teacher might highlight in
a study that includes
Getting’ Through Thursday?
Knowledge:
Elements of a story (p, s, c, t)
Characterization
Point of View
Skills:
Writing a first person narrative
Finding power in own stories
Developing believable characters
Analysis of literature
Revising for power
144
What are some possible “big ideas” or Essential
Understandings in Getting’ through Thursday?
•Resilience causes individuals to find possibility in the midst of
difficulty.
•Resilience feeds creativity and courage.
•Imagination fuels hope.
•Our lives are shaped by subtle but powerful models.
•Money is only one kind of wealth.
•Our minds give us the capacity to shape our worlds.
•Love lifts the prospects of those who are loved.
•It’s important not to confuse the edge of your rut with the horizon.
•Authors tell their own stories.
•Readers find themselves in good stories.
The very least you can do in your life is figure out
what you hope for,
And the most you can do is live inside that hope. Not admire it
from a distance but live right in it,
under its roof.
Animal Dreams by Barbara Kingsolver, 1997
145
146

Planet MI Task - Carol Tomlinson

Transcription

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