differentiated instruction, cscope, and rigor

DIFFERENTIATED INSTRUCTION, CSCOPE, AND RIGOR

Objectives for TodayContent Objective: We will•Gain a clearer understanding of differentiating instruction using CSCOPE and “best practices”

•Use CSCOPE documents to analyze and create rigorous questioning

•Create lessons for upcoming unitsLanguage Objective: We will describe differentiation, rigor, and CSCOPE pacing verbally with a partner and with the group.

Agenda Review of Differentiated Instruction

Learning Styles CSCOPE Lesson Examples Rigor and DOK Review CSCOPE and Leveling Questions Creating Lessons Wrap Up!

What Is Differentiated Instruction?

Circle Map

DI

Brainstorm: Activate your

prior knowledge.

Frame of Reference

Who/What influenced your

knowledge?

What is Differentiated Instruction?

o Instruction that MAXIMIZES

learning for ALL students.

o Best teaching practices.

Differentiate through:

Content (what is taught)

Process (how it is taught)

Product (what they produce)

Differentiate because:

Readiness

Learning styles

Interests

How Do We Differentiate?

Sort Activity

Learning Styles Inventory

Sort Activity

Sharing OutWhat were the correct responses for each category?

Ways to help ELL students…

•Modeling•Hands-on activities•Manipulatives•Realia•Pictures•Smartboard

•Demonstrations•Multimedia•Timelines•Graphic organizers•Bulletin boards•Maps

CSCOPE Lesson Format

Engage Explore Explain Elaborate Evaluate

ContentContent

/Process

Process Process Product

Video ClipThinking

MapSong

Hands-on Activity

Scavenger Hunt

FlipchartFoldableJournalNotes

DiscussionGames“I Have

Who Has?”

ModelsProjects

Performance Indicator

CSCOPE Lesson Example•Grade 4•Mathematics•Unit 8: Possible Lesson 03 (5 days)•TEKS: 4.9A (not STAAR tested), 4.9B, 4.9C• Process TEKS 4.14A, 4.15A, 4.15B, 4.16A, 4.16B

•Topic: Congruent Figures (½ to 1 day)

•Topic: Transformations (3 days TOTAL)▫Topic: Translations (1 day)▫Topic: Rotations (1 day)▫Topic: Reflections (1 day)

•Topic: Symmetry and Transformations (1 day)

Have they seen these concepts before?Congruent Figures Transformations

• 3rd Grade – Introduced to Congruency (Supporting)

• 4th Grade – Unit 7: Measurement

• 4th Grade – Introduced to Transformations ▫ Translations▫ Rotations▫ Reflections

• 5th Grade – Transformations moved to the coordinate plane (Quadrant I only)

• 7th Grade – Graphed transformations, including translations and reflections (All Quadrants)

• 8th Grade – Graph transformations, including translations, reflections, and dilations (All Quadrants)

• 3rd Grade – Introduced to Symmetry using concrete models (Supporting)

• 4th Grade – Use reflections to verify symmetry of a shape

• 5th Grade – Not Taught

Symmetry

Will the students see this again this year?

TEKS Verification Chart

4.8A4.8B

4.8C

Topic:Congruent Figures

Review (1/2 to 1 Day)

Topic: Transformations

Engage

Explore/Explain

EXPLAIN: FLIPCHART

Explore/Explain

Exit Slip/Entrance Ticket

1)Write a reflection on the day’s activities.

2)Create a cartoon of the day’s activities.

3)Relate the day’s activities to an outdoor event or function.

4)Write a song or sing a song about the day’s activities.

5)Create a graphic organizer to explain the day’s activities.

6)Create or perform a skit about today’s activities.

7)Create a game to review the day’s activities.

Intrapersonal or Verbal/Linguistic

Visual/Spatial

Naturalist

Musical

Logical/Mathematical or

Visual/Spatial

Verbal/Linguistic or Interpersonal or

Bodily/Kinesthetic

Could be all depending on the activity

Elaborate

Explain

Explain/Elaborate

Homework

Optional (Tutoring/Intervention)

Topic: Transformations (3 days)

CSCOPE Activities Activities Added• Geometric Cutouts and Grid

Paper (Explore/Explain 1,2,3)

• Translation, Rotation, Reflection Practice (Finish for Homework) (Explore/Explain 1,2,3)

• Moving with Transformations (Elaborate) (Optional)

• Symmetry Design Cards with Recording Sheets (Explain)

• Transformation Cards, Symmetry Cards and Recording Sheets (Explain/Elaborate)

• Transformations Graphic Organizer

• Symmetry Practice• Alphabet Symmetry

(Optional)

• Dinosaur Video Clip (Engage)

• Flipchart to Introduce Translations, Rotations, and Reflections (Explain)

• Exit Ticket/Entrance Slip (Evaluate)

• Thinking Map or Foldable (Explain)

• Transformers Game (Elaborate)

30 min

15 min

10 min

15 min

30 min

Not used

Homework

Tutoring

10 min

15 min

10 min

10 min

30 min

Evaluate – Unit Assessment & Performance Indicator

Create a booklet of transformations and symmetrical figures. Model and record the following: (1) three pages for transformations that include one page for each type of transformation: translation, rotation, and reflection; (2) three pages of figures that include one page for each type of symmetry: no lines of symmetry, one line of symmetry, and more than one line of symmetry. Select and use the following figures for your booklet.

For each of the first three transformation pages, record the following: (1) the title of each page with the transformation name; (2) the transformation definition; and (3) a written justification, which includes the term congruency, describing how the transformation was determined.

For each of the three pages modeling lines of symmetry, record the following: (1) the title of each page based on the lines of symmetry in the figure; (2) the lines of symmetry that can be drawn on the given figure; and (3) a written justification describing how the lines of symmetry were determined. (TEKS: 4.9A, 4.9B, 4.9C; 4.14A; 4.15A, 4.15B; 4.16A, 4.16B)(ELPS: 1E; 5B)

RIGOR and DEPTH OF KNOWLEDGE (DOK)

Remember: DOK….

…is descriptive.…focuses on how deeply a student has to

know the content in order to respond.

…is NOT the same as difficulty.…is NOT the same as Bloom’s Taxonomy.

Simpson County Schools

Recall and Reproduction: Level 1

DOK 1 requires recall of information, such as a fact, definition, term, or performance of a simple process or procedure.

Answering a Level 1 item can involve following a simple, well-known procedure or formula. Simple skills and abilities or recall characterize DOK 1.


Recall and Reproduction: DOK 1 Examples

•List animals that survive by eating other animals

•Locate or recall facts explicitly found in text

•Describe physical features of places•Determine the perimeter or area of

rectangles given a drawing or labels•Identify elements of music using

musical terminology•Identify basic rules for participating

in simple games and activitiesSimpson County

Schools

Skills/Concepts: Level 2

DOK 2 includes the engagement of some mental processing beyond recalling or reproducing a response. Items require students to make some decisions as to how to approach the question or problem.

These actions imply more than one mental or cognitive process/step.


Skills/Concepts: DOK 2 Examples

•Compare desert and tropical environments

•Identify and summarize the major events, problem, solution, conflicts in literary text

•Explain the cause-effect of historical events

•Predict a logical outcome based on information in a reading selection

•Explain how good work habits are important at home, school, and on the job

•Classify plane and three dimensional figures

•Describe various styles of music


Strategic Thinking: Level 3

DOK 3 requires deep understanding as exhibited through planning, using evidence, and more demanding cognitive reasoning. The cognitive demands at Level 3 are complex and abstract.

An assessment item that has more than one possible answer and requires students to justify the response they give would most likely be a Level 3.


Strategic Thinking DOK 3 Examples

•Compare consumer actions and analyze how these actions impact the environment

•Analyze or evaluate the effectiveness of literary elements (e.g., characterization, setting, point of view, conflict and resolution, plot structures)

•Solve a multiple-step problem and provide support with a mathematical explanation that justifies the answer Simpson County

Schools

DOK Level 3 Examples

•Develop a scientific model for a complex idea

•Propose and evaluate solutions for an economic problem

•Explain, generalize or connect ideas, using supporting evidence from a text or source

•Create a dance that represents the characteristics of a culture


Extended Thinking: Level 4

DOK 4 requires high cognitive demand and is very complex. Students are expected to make connections—relate ideas within the content or among content areas—and have to select or devise one approach among many alternatives on how the situation can be solved.

Due to the complexity of cognitive demand, DOK 4 often requires an extended period of time.


However, extended time alone is not the distinguishing factor.Task Thinking

Collecting data samples over several months

Recall

Organizing the data in a chart Skills/concepts

Using this chart to make and justify predictions

StrategicThinking

Developing a generalized model from this data and applying it to a new situation

ExtendingThinking


Extended Thinking: DOK 4 Examples

•Gather, analyze, organize, and interpret information from multiple (print and non print) sources to draft a reasoned report

•Analyzing author’s craft (e.g., style, bias, literary techniques, point of view)

•Create an exercise plan applying the “FITT (Frequency, Intensity, Time, Type) Principle”


Extended Thinking: DOK 4 Examples

•Analyze and explain multiple perspectives or issues within or across time periods, events, or cultures

•Specify a problem, identify solution paths, solve the problem, and report the results

•Write and produce an original play


•The Depth of Knowledge is NOT determined by the verb, but by the context in which the verb is used and the depth of thinking required.



DOK 3- Describe a model that you might use to represent the relationships that exist within the rock cycle. (requires deep understanding of rock cycle and a determination of how best to represent it)

DOK 2- Describe the difference between metamorphic and igneous rocks. (requires cognitive processing to determine the differences in the two rock types)

DOK 1- Describe three characteristics of metamorphic rocks. (simple recall)

Same verb—three DOK levels

CSCOPE and Leveling Questions

Next Steps for Creating Lessons


PowerPoint or Flip Chart/Take notes/Class Discussion

Geometry Match-Up Cards and Questions / Group or Individual

Organization Chart with Name, Definition, Type of 3-D Figure, and Drawing of Net in Interactive Student Notebook (ISN)

Vocabulary foldable in ISN

Problem-Solving

“I Have. Who Has? Vocabulary review

Student Reflections

3-D Challenge

Tic-Tac-Know

Written Assessment/Problem-solving activity

Project

Student Choice Activities: Geometry

Exit Slip/Journal

Video clip

Song or Rap

Brainstorm / Create a Thinking Map about Geometric Figures (Use real-life examples)

Scavenger Hunt

Create 3-D models

Interactive lesson on Volume and Surface Area

3 – Dimensional Bliss Activity

Lesson Example Grade 8 (8.2D; 8.7B; 8.8ABC)

Review Game (Jeopardy, Bingo, Are You Smarter Than a 5th

Grader?)

Bodily/

Kinesthet

ic

•Foldable

•Moving with Transformations

•Transformation Card Activity

•Exit Ticket/Entrance Slip

Interpersonal

•Group Work

•Class Discussion

•Group/Partner Work


Intrapersonal

•Thinking Map/Foldable

•Personal Reflection

•Working Individually


Logical/

Mathematical

•Organizational Chart


•All Activities were Mathematical!

Musical

•Video Clip


•Moving with Transformations

Natural

•Dinosaur Video


Verbal/

Linguisti

c

•Foldable

•Notes/Written Explanations

•Discussion


Visual/

Spatial

•Thinking Map/Foldable

•Flipchart

•Organizational Chart


▫I learned …

▫I wonder …

▫I feel …

▫I think …

Outcome Sentence Activity

differentiated instruction, cscope, and rigor

Documents