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DIFFERENTIATED INSTRUCTION, CSCOPE, AND RIGOR

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Objectives for Today Content 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 units Language Objective: We will describe differentiation, rigor, and CSCOPE pacing verbally with a partner and with the group.

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

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What Is Differentiated Instruction? Circle Map

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DI Brainstorm: Activate your prior knowledge. Frame of Reference Who/What influenced your knowledge?

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What is Differentiated Instruction? o Instruction that MAXIMIZES learning for ALL students. o Best teaching practices.

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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?

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Sort Activity

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Learning Styles Inventory

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Sort Activity Sharing Out What were the correct responses for each category?

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Ways to help ELL students Modeling Hands-on activities Manipulatives Realia Pictures Smartboard Demonstrations Multimedia Timelines Graphic organizers Bulletin boards Maps

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CSCOPE Lesson Format EngageExploreExplainElaborateEvaluate Content Content/ Process Process Product Video Clip Thinking Map Song Hands-on Activity Scavenger Hunt Flipchart Foldable Journal Notes Discussion Games I Have Who Has? Models Projects Performance Indicator

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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 ( 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)

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Have they seen these concepts before? Congruent FiguresTransformations 3 rd Grade Introduced to Congruency (Supporting) 4 th Grade Unit 7: Measurement 4 th Grade Introduced to Transformations Translations Rotations Reflections 5 th Grade Transformations moved to the coordinate plane (Quadrant I only) 7 th Grade Graphed transformations, including translations and reflections (All Quadrants) 8 th Grade Graph transformations, including translations, reflections, and dilations (All Quadrants) 3 rd Grade Introduced to Symmetry using concrete models (Supporting) 4 th Grade Use reflections to verify symmetry of a shape 5 th Grade Not Taught Symmetry

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Will the students see this again this year? TEKS Verification Chart 4.8A 4.8B 4.8C

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Topic: Congruent Figures Review (1/2 to 1 Day)

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Topic: Transformations

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Engage

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Explore/Explain

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EXPLAIN: FLIPCHART

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Explore/Explain

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Exit Slip/Entrance Ticket 1)Write a reflection on the days activities. 2)Create a cartoon of the days activities. 3)Relate the days activities to an outdoor event or function. 4)Write a song or sing a song about the days activities. 5)Create a graphic organizer to explain the days activities. 6)Create or perform a skit about todays activities. 7)Create a game to review the days 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

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Elaborate

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Explain

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Explain/Elaborate

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Homework

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Optional (Tutoring/Intervention)

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Topic: Transformations (3 days) CSCOPE ActivitiesActivities 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 30 min

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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)

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RIGOR and DEPTH OF KNOWLEDGE (DOK)

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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 Blooms Taxonomy. Simpson County Schools

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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. Simpson County Schools

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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 activities Simpson County Schools

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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. Simpson County Schools

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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 Simpson County Schools

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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. Simpson County Schools

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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

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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 Simpson County Schools

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Extended Thinking: Level 4 DOK 4 requires high cognitive demand and is very complex. Students are expected to make connectionsrelate ideas within the content or among content areasand 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. Simpson County Schools

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However, extended time alone is not the distinguishing factor. TaskThinking Collecting data samples over several months Recall Organizing the data in a chartSkills/ concepts Using this chart to make and justify predictions Strategic Thinking Developing a generalized model from this data and applying it to a new situation Extending Thinking Simpson County Schools

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Extended Thinking: DOK 4 Examples Gather, analyze, organize, and interpret information from multiple (print and non print) sources to draft a reasoned report Analyzing authors craft (e.g., style, bias, literary techniques, point of view) Create an exercise plan applying the FITT (Frequency, Intensity, Time, Type) Principle Simpson County Schools

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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 Simpson County Schools

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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. Simpson County Schools

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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 verbthree DOK levels

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CSCOPE and Leveling Questions

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Next Steps for Creating Lessons

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EngageExploreExplain Elaborate Evaluate

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EngageExploreExplain Elaborate Evaluate 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/Proble m-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 Review Game (Jeopardy, Bingo, Are You Smarter Than a 5 th Grader?)

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Bodily/ Kinesthetic Foldable Moving with Transformations Transformation Card Activity Exit Ticket/Entrance Slip Interpersonal Group Work Class Discussion Group/Partner Work Exit Ticket/Entrance Slip Intrapersonal Thinking Map/Foldable Personal Reflection Working Individually Exit Ticket/Entrance Slip Logical/ Mathematical Organizational Chart Exit Ticket/Entrance Slip All Activities were Mathematical! Musical Video Clip Exit Ticket/Entrance Slip Moving with Transformations Natural Dinosaur Video Exit Ticket/Entrance Slip Verbal/ Linguistic Foldable Notes/Written Explanations Discussion Exit Ticket/Entrance Slip Visual/ Spatial Thinking Map/Foldable Flipchart Organizational Chart Exit Ticket/Entrance Slip

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I learned I wonder I feel I think Outcome Sentence Activity

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Foldable Nature Video Ticket Out the Door Graphic Organizer Puzzle Educational Song Journal Reflection Group Activity Manipulative Activities

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Thinking Map Outside Activity Pictures Math Mystery GamesProject Demonstrati on Multimedia Interactive White Board (IWB)

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SPATIAL Picture Smart MUSICAL Music Smart NATURALIST Nature Smart BODILY- KINESTHETIC Body Smart

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INTRAPERSONAL Self Smart LINGUISTIC Word Smart LOGICAL- MATHEMATICAL Logic Smart INTERPERSONAL People Smart