differentiated instruction and the common core state standards jacque melin – gvsu jacque melin...
Post on 14-Dec-2015
215 Views
Preview:
TRANSCRIPT
DIFFERENTIATED INSTRUCTION
AND THE COMMON CORE STATE STANDARDS
Jacque Melin – GVSUwww.formativedifferentiated.com
1. How will the Common Core State Standards change curriculum, instruction and assessment practices?
Essential Question #1
Film Clip
Todayand
Tomorrow
The ThreeMusketeers
Partner A Talk about the schools of Today!
Partner BPredict about schools of Tomorrow!
Partner CRelate film message to CCSS!
Curriculum
What is taught Textbooks covered,
worksheets completed Academic context Textbook as resource Individual subjects Basics emphasized for
all; thinking skills emphasized for gifted.
What is learned Identify what students
should know and be able to do
Life context Multiple resources Integrated subjects Basics and thinking skills
emphasized for all.
Yesterday Today
Instruction
Teacher centered Organized around time Single teaching strategy Teach once Fixed groups Whole group instruction Passive learning
Learner centered Organized for results Multiple teaching
strategies Reteaching and
enrichment Flexible groups Differentiated instruction Active learning
Yesterday Today
Assessment
Bell curve One opportunity After instruction Paper and pencil based Grades averaged Proving and
accountability Focus
Precise and public criteria Multiple opportunities Integrated with instruction Performance based Grades on final
performance Diagnose and prescribe Focus and product and
performance
Yesterday Today
“Common Core State Standards are not intended to be new names for old ways of doing business. They are a call to take the next step. “Excerpt from Common Core State Standards Document
My Confidence with teaching and assessing the Common Core State Standards
is…(1-4 high)
Poll Everywhere
2. Does the Common Core call forattention to student differences?
3. What are some ways differentiation supports the instructional shifts of the Common Core?
Essential Questions #2 and #3
13
THE DI DECISION-MAKING PROCESS
What are some possible CRITICAL DIFFERENCES in
my students?InterestsBackground knowledgeLearning profilesExpression stylesCultureRaceGenderEnglish Language LearnersMotivation Gifted/Talented or advancedAt Risk (At Promise)Resistant & reluctantStrugglingStudents with LD, ADHD, Autism Spectrum, etc.
14
THE COMMON SENSE DI DECISION-MAKING PROCESSCONTENT
INTRODUCTIONPREASSESSMENTFORMATIVETEACHING STRATEGIESLEARNING ACTIVITES
MANAGEMENT OF FLEXIBLE, SMALL GROUPS
CHOICE or
ALTERNATIVES
Adjusting the Breadth
TIERING
Adjusting the Depth
What are the CRITICAL DIFFERENCES in my students?
How can I ADJUST one or more of 10 curriculum components to address difference?
POST ASSESSMENT: Impact of DI
THE DECISION-MAKING PROCESS
How can I ADJUST one or more of10 curriculum components to address at
least ONE targeted learning difference?
Process ProductContent
CO
NTEN
T
AS
SES
SM
EN
TS
GR
OU
PIN
G
INR
OD
UC
TIO
N
TEA
CH
NG
S
trate
gie
s
LEA
RN
ING
A
cti
vit
ies
RES
OU
RC
ES
EX
TEN
SIO
NS
PR
OD
UC
TS
MO
DIF
ICA
TO
NS
Environment
Curriculum Components
Content
Assessment
Grouping
Introduction
Teaching Strategies
Learning Activities
Resources
Extensions
Modifications
ProductsTomlinson, C.A., Kaplan, S. N., Renzulli, J. S., Purcell, J. H., Leppien, J. H., Burns, D. E., Strickland, C. A., Imbeau, M. B., (2009). The Parallel Curriculum Model. (2nd ed.).Thousand Oaks, CA: Corwin Press.
HUGE – LIKE AN ELEPHANT
Common Core and Differentiated
Instruction
Name:
Date:
Fogarty & Pete, 2011
Content
Deconstructing Standards -
Standard/Benchmark
Knowledge
Reasoning
Skill
Product
Standard/Benchmark: _______________________________________________________________________________________________________________________________________________________
Type: Knowledge Reasoning Skill Product
Learning Targets – Teacher Friendly LanguageWhat are the knowledge, reasoning, skill or product targets underpinning the standard or benchmark?
Knowledge Targets Reasoning Targets Skill Targets Product Targets
“I Can” / Learning Targets – Student Friendly LanguageWhat are the knowledge, reasoning, skill or product targets underpinning the standard or benchmark?
Knowledge Targets Reasoning Targets Skill Targets Product Targets
http://mid-illini.org/Common_Core_Resources.html
Also: Turn on Your Brain – for ELA 9 and 10http://turnonyourbrain.wordpress.com/2011/06/27/common-core-i-can-statements/
Kentucky Website
Writing student friendly targets“I can…” statements for what we want students to KNOW and DO?
Statements of intended learning. Statements that describe how we
will know that we have learned it. Should be posted or written, not
just shared verbally.
Christina Hankhttp://turnonyourbrain.wordpress.com/
1. I can identify the hypotenuse of any right triangle.
Who am I?
2. I can prove the Pythagorean Theorem by relating the triangle side lengths to areas.
3. I can create a physical proof of the Pythagorean theorem using cubes to show areas.
ca
b
4. I can find any side of a right triangle if I know the two other sides.
Don’t I know you from somewhere?
I’m right here!
5. I can recognize right triangles in real world applications.
6. I can create a right triangle out of any two points in a coordinate system.
B (2,3)
A (-3,-2)
7. I can use right triangles in a coordinate system to find the distance between two points.
How far is it from Albuquerque to Boston?
???
8. I can relate the formulas for the volumes of cones, cylinders, and spheres to the formula for the area of a circle.
9. I can deconstruct real world objects into circular objects.
10. I can use right triangles to find the radii and heights of real world objects and use those values to calculate volumes.
R
H
ContentAssessment
YOU DON’T NEED TO REINVENT THE WHEEL, BUT YOU DO NEED TO KICK THE TIRES.
Why ASSESS?32
OF INSTRUCTION
FOR INSTRUCTION
AS INSTRUCTION
SUMMATIVE PREASSESMENT FORMATIVE
Developing an Assessment Plan1. Determine the standards for the unit
you will be teaching.2. Deconstruct the standards as needed.3. Write the learning targets into the
plan.4. Determine which assessment method
will be used to assess the targets.5. Develop assessment based on plan.
Stiggins, 2006
Links Among Achievement Targets and Assessment Methods
Selected Response
Extended Written Response
Performance Task
Assessment
Personal Communication
Knowledge Good Good Not so good – too time consuming
OK – but time consuming
Reasoning Good (some reasoning)
Good Good Good
Skills Not good Not good Good Good (oral communication)
Products Not good Good (when written product)
Good Not good.
Keys to Quality
Clear Purpose Clear Targets Sound Design Good Communication Student Involvement
ContentAssessments
Complexity – Modifications & ExtensionsConcrete to Abstract Do/View/Construe
Resources
Grouping
37
Readiness in Mathematics
ConcreteDO
Representational
VIEWAbstract
CONSTRUEGravitate to
hands-on materials or manipulatives
Experience difficulty explaining their mathematical thinking
Draw pictures to represent mathematical thinking
Make modelsTalk about
mathematical thinking in words
Are able to relate the mathematical concept to real-life experiences
“See” concepts abstractly
Explain readily their mathematical thinking
See and articulate relationships among mathematical processes
Make connections readily between mathematical concepts and prior experiences
Express mathematical concepts in multiple ways
DO – Manipulatives: Concrete• Algebra Tiles (for linear and quadratic equation
solving)
• Didax Geofix (nets)
• Models of shapes (surface area and volume)
• Soft 1 cm squares http://www.etacuisenaire.com• Virtual Manipulativeshttp://www.neirtec.org/activities/
math_portal.htm• Wolfram Alphahttp://www.wolframalpha.com/
VIEW – Graphic Organizers - Representational
www.graphicorganizers.com
http://challengebychoice.wordpress.com/examples-of-tiered-math-assessments/
3 Levels of Challenge - CbC
Green—Tasks are foundational and appropriate for the current grade level. Success depends on understanding and applying required knowledge and skills. Green level tasks meet a rigorous grade level proficiency standard.
Blue—Tasks are advanced and complex. Success
depends on extending one’s skills in order to recognize and address the added layers of complexity.
Black—Tasks are extremely advanced and highly
complex. Success depends on creatively applying and extending one’s skills, at times in very unfamiliar territory.
ContentAssessments
Complexity – Modifications & ExtensionsConcrete to Abstract Do/View/Construe
ResourcesPrint/Non-Print/Digital
Grouping
Directions
Part 1
Part 2
ContentAssessments
Complexity – Modifications & ExtensionsConcrete to Abstract Do/View/Construe
ResourcesPrint/Non-Print/Digital
Grouping TAPS
51
Which of these grouping formats is used for 80-95% of all teaching and learning activities? What should the percentage be? Why?
52
The Classroom Observation Study
“Across five subject areas and 92 observation days, observed students experienced no instructional or curriculum differentiation in 84% of their instructional activities.”
NRC G/T Westberg, 1993,
2003
53
Cooperative Groups- Varied roles-Heterogeneous ability- Interactive-Similar tasks
Ability Groups
-Tend to be fixed-Based on prior achievement-Homogeneous by achievement-Can effect a student’s expectations
Flexible, Small
Groups (FSGs)
-Flexible membership-Based on a variety of factors- Student-led-Promote ownership, leadership-Understanding enhances self- esteem
54
FLEXIBLE, SMALL GROUPS: AN OPERATIONAL DEFINITION
Within class groupings in which:
•Membership varies according to purpose, learning goals, topics, learning activities, resources, or products•Group longevity varies•Group size varies (2-10)
ContentAssessments
ComplexityConcrete to Abstract Do/View/Construe
ResourcesPrint/Non-Print/Digital
GroupingTAPS
Dial 4-1-1
4 Ideas to take away1 Affirmation of my work1 Call to action for transfer
Process
Process
Teaching Strategies
Introduction
Learning Activities
ProcessTeaching Strategies
Direct Instruction
IntroductionHook them Curiosity
NoveltyDrill and RecitationConcept AttainmentSocratic QuestioningSimulationInquiry Based Instruction/LearningProject Based Learning PBL pblIndependent Study
Learning Activities & Products
Resources for PBL
Questgarden
The Buck Institute
West Virginia Department of Ed.
ProcessTeaching Strategies
Direct Instruction
IntroductionHook them Curiosity
NoveltyDrill and RecitationConcept AttainmentSocratic QuestioningSimulationInquiry Based Instruction/LearningProject Based Learning PBLIndependent Study
Learning Activities & Products
Multiple Intelligence Assignment
Meal/banquet picture
Verbal Intellige
nce
Visual Intellige
nce
Musical Intellige
nce
Kinesthetic
Intelligence
Write a story about your
planet
Make a chart that
compares your
planet to Earth
Make up a song about your
planet
Make up or adapt a game about your
planet (e.g.,
Saturn ring-toss)
Twinky DI
LevelsLevels
CC DD
AA BB 1 2 3 4 5
456
321
Bloom’sBloom’s
ApplicationApplication S. Gendron, Kentwood presentation, March 2011
Knowledge TaxonomyKnowledge Taxonomy
1.1. AwarenessAwareness2.2.Comprehension Comprehension
3.3. ApplicationApplication4.4. AnalysisAnalysis5.5. Synthesis Synthesis 6.6. EvaluationEvaluation
S. Gendron, Kentwood presentation, March 2011
Application ModelApplication Model
1.1. Knowledge in one disciplineKnowledge in one discipline
2. Application within discipline2. Application within discipline
3. Application across 3. Application across disciplinesdisciplines
4. Application to real-world 4. Application to real-world predictable situationspredictable situations
5. Application to real-world 5. Application to real-world unpredictable situationsunpredictable situations
S. Gendron, Kentwood presentation, March 2011
LevelsLevels
CC DD
AA BB 1 2 3 4 5
456
321
Bloom’sBloom’s
ApplicationApplication S. Gendron, Kentwood presentation, March 2011
International Center for Leadership in Education
1
2
3
4
5
6
1 2 3 4 5
Verb list by Rigor/Relevance Verb list by Rigor/Relevance QuadrantQuadrant
Calculate matchChoose memorizeCount nameDefine recallDescribe reciteFind recordIdentify selectLabel spellList locate
Analyze differentiateCategorize discriminateClassify evaluateCompare examineConclude explainContrast inferDefend judgeDiagram justify
prove
Adapt justifyArgue modifyCompose predictConclude prioritizeConstruct proposeDesign rateEvaluate recommendFormulatereviseInvent teach
Adjust interpretApply interviewBuild makeCalculate modelConstruct playDemonstrate produceDramatize relateDraw sequenceIllustrate solve
Explicit Teaching
Common Core Standards
Detour. . . A temporary
inconvenience for permanent improvement
Motivational Mind Set:Through Emotions get their Attention
Skill Description:What Standard Requires
Menu of Operations:“How-to” Steps for Students
Instructional Strategy:“Process as Content”
Assessment:Judgment of Product or Performance
Reflection:Student Comment on Process
TAG / Synonyms
Account for SimilaritiesLook for DifferencesInspect for Hidden Similarities / DifferencesKnow names of groupingsExpress result of Compare/Contrast
A -L -I -K -E -
T-ChartAlternating SentencesDual Paragraphs
Taste Test: Which Candy Bar?
Students compare somethingIn your subject area.
Which is easier – compare or contrast?
Target Thinking Skill Template: Compare and Contrast
# 3 Menu of Operations
A
L
I
K
E
Account for similarities
Look for differences
Inspect for hidden Similarities/Differences
Know name of groupings
Express results of Compare/Contrast
Motivational Mind Set:Through Emotions get their Attention
Skill Description:What Standard Requires
Menu of Operations:“How-to” Steps for Students
Instructional Strategy:“Process as Content”
Assessment:Judgment of Product or Performance
Reflection:Student Comment on Process
TAG / Synonyms
Account for SimilaritiesLook for DifferencesInspect for Hidden Similarities / DifferencesKnow names of groupingsExpress result of Compare/Contrast
A -L -I -K -E -
T-ChartAlternating SentencesDual Paragraphs
Taste Test: Which Candy Bar?
Students compare somethingIn your subject area.
Which is easier – compare or contrast?
“Compare and Contrast”
Alternating Pattern: Alternating sentences
AB AB AB AB
Dual Paragraphs Pattern: Para 1 Write about AAAA Para 2 Then write about
BBBB
How Alike and Different
A)Salt is savory, B)while pepper is spicy. A) yet, the salt is not that healthy, B)whilepepper seems more benign. And, finally, A) salt is invisible on the food, B) while pepper is visibly “peppered” on the food. Yet, both are spices and both can be added at any point in the cooking.
Alternating Sentences
Target Thinking Skill Template: Compare and Contrast
# 4 Instructional Strategy
AAA - Salt is a savory condiment that many people add to their plated food, yet is a habit that is not healthy. Usually salt has already been included in the preparation. And it is invisible so people may add too much. However salt is a spice like pepper.
BBB - On the other hand, pepper is spicy flavoring people use to give their food a “bite”. Unlike salt it is healthy to eat and it is visibly obvious how much pepper they are using. But it’s still a spice.
Dual Paragraphs
Target Thinking Skill Template: Compare and Contrast
# 4 Instructional Strategy
ProcessTeaching Strategies
Direct Instruction
IntroductionHook them Curiosity
NoveltyDrill and RecitationConcept AttainmentSocratic QuestioningSimulationInquiry Based Instruction/LearningProject Based Learning PBLIndependent Study
Learning Activities & Products
Imagist Poems* Know:
Poets’ names, personification, verse, onomatopoeia, simile, metaphor, haiku, imagist poems
Understand: How do we make meaning out of poetry? What makes a poet’s voice intense, meaningful,
memorable? What are significant poetic forms and
structures? How do they make meaning? Do
Read, discuss, and appreciate a variety of poems
Analyze poems, poetic forms and devices Research the cultural and historical context of
poems and poets*CCSS: CC.RL.11-12.4-Determine the meaning of words and phrases in a text, including figurative and connotative meanings, analyze the impact of specific word choices on meaning; 9: Demonstrate knowledge of 18th, 19th and early 20th century foundational works of American literature
The Red Wheelbarrowso much dependsupon
A red wheelbarrow
glazed with rain water
beside the white chickens
82
ROLE AUDIENCE FORMAT TOPIC
WIlliams Tennyson Letter Why I moved away from traditional Victorian poetry
Poetry critic Poetry aficionados
Analysis The key features of Williams’ style
WIlliams His Colleagues Explanation Why RW “is real, not realism, but reality itself”
Students Other Students Interview How Williams composed one of this most famous
poems
Older WIlliams
Younger WIlliams
Letter to My Younger Self
How my poetry changed as I grew older
The Red Wheelbarrow
Analytic Use a cause/effect chain or some other format you develop to show how each part of a cell affects other parts as well as the whole. Use labels, directional markers, and other symbols as appropriate to ensure that someone who is pretty clueless about how a cell works will be enlightened after they study your work.
Practical • Look around you (in your world or the broader world) for systems that could serve as analogies for the cell. Select your best analogy (“best” = most clearly matched, most explanatory or enlightening).
• Devise a way to make the analogy clear and visible to an audience of your peers, ensuring that they will develop clearer and richer insights about how a cell works by sharing in your work.
• Be sure to emphasize both the individual functions of cell parts and the interrelationships among the parts.
Creative Use unlikely stuff to depict the structure and function of the cell, with emphasis on interrelationships among each of the parts. You should select your materials carefully to reveal something important about the cell, its parts, and their interrelationships. Your “ahas” should trigger ours.ORTell a story that helps us understand a cell system with interdependent actors or characters, a plot to carry out, a setting , and even a potential conflict. Use your own imagination and narrative preferences to help us gain insights into this remarkable system.
Analytic Analyze how and why the U.S. population has shifted from a melting pot to a salad bowl or mosaic as it has assimilated new immigrants. Show your analysis in a diagram.
Practical Think of the population of Grand Rapids and Kent County. Is it better for Grand Rapids to assimilate new people to this area like a melting pot or a salad bowl? Defend your position in a Podcast.
Creative Create a different pair of metaphors to characterize how immigrants assimilated in the past and how they assimilate today. Write an explanation for each or create a visual to depict them.
Task: Construct a food web with the owl at the highest trophic level. Be sure to include producers (green plants) and decomposers in your food web. Also include the Sun. The intermediate organisms should include the prey found in the owl pellets that you dissected in class. Label the role of all organisms and use arrows to show the energy flow between each organism. Finally, explain the flow of energy in the food web.
Curriculum Components
Content
Assessment
Grouping
Introduction
Teaching Strategies
Learning Activities
Resources
Extensions
Modifications
ProductsTomlinson, C.A., Kaplan, S. N., Renzulli, J. S., Purcell, J. H., Leppien, J. H., Burns, D. E., Strickland, C. A., Imbeau, M. B., (2009). The Parallel Curriculum Model. (2nd ed.).Thousand Oaks, CA: Corwin Press.
An Old African Proverb Asks:
How do you eat an elephant?????
top related