A Balanced ApproachUsing Traditional and Differentiated Instruction
to Measure Knowledge and Cognition,Foster Student Engagement,
and Promote Personal Responsibility
Erik M. Francis, M. Ed., M. S.(c) 2011
ESSENTIAL QUESTIONS
What do you want your students to know?
What do you want your students to do?
What do you want your students to understand?
What do you want your students to accomplish?
TRADITIONAL INSTRUCTIONTeacher teaches concept.
Student practices concept. Student does not practice concept.
Student receives 0 for not doing work.
Student receives credit for work.
Passing GradeA, B, C, D
Failing GradeF
TEST
Passing GradeA, B, C, D
Failing GradeF
Extra HelpExtra HelpGrade < A
Teacher provides practice.
DISADVANTAGES TO TRADITIONAL INSTRUCTION
x Inflexiblex Does not meet the diverse needs of students.x Subject matter is not upgraded to keep
students’ general knowledge and skills current.
x Learning focuses more on rote memorization and completion of assigned tasks.
x Meets the needs of only half the students in the classroom.
WARNING!ADVANTAGES TO
TRADITIONAL INSTRUCTION✓ Structured, controlled environment
✓ Immediate interaction with the teacher
✓ Uniform and consistent
✓ Subject and skills taught in a specific order
✓ Diverse course offerings without tracking
WARNING!WARNING!WARNING!WARNING!WARNING!WARNING!
WHAT IS DIFFERENTIATION?
✓ Different ways to learn the information
✓ Different amounts of time to complete the work
✓ Different levels of learning
✓ Different approaches to teaching and learning
✓ Different assignments for students in the same classroom
✓ Different means to assess what has been learned
✓ Different options for learning
- Coil (2004)
WARNING!WHAT IS NOT DIFFERENTIATION
x The assumption that one instructional methodology benefits all students
x The assumption that one disciplinary practice works for all students
x The assumption that individualized instruction means planning assignments for each individual student
x The assumption that all work is “fun and games”
x The assumption that one educational philosophy or practice is better or more effective than all others
x The misconception that differentiated instruction is a comprehensive school reform model.
WARNING!WARNING!WARNING!WARNING!WARNING!
DIFFERENTIATION
WHY DIFFERENTIATE?
GIFTED
MAINSTREAM
ENGLISH LANGUAGE LEARNERS
SPECIALEDUCATION
LOWSOCIO-ECONOMIC
STATUS
ENGAGEMENT
ENRICHMENT
INTERVENTION
LANGUAGE DEVELOPMENTRELEVANCERELATIONSHIPS
RIGOR
Lecture5%
Reading10%
Audio-‐Visual20%
Demonstration30%
Discussion50%
Practice by Doing75%
Teach Others90%
LEARNING PYRAMIDAverage
Retention Rate
Adapted from National Training Laboratories. Bethel, Maine
Lecture5%
Reading10%
Audio-‐Visual20%
Demonstration30%
Discussion50%
Practice by Doing75%
Teach Others90%
LEARNING PYRAMIDAverage
Retention Rate
Adapted from National Training Laboratories. Bethel, Maine
TRADITIONAL
DIFFERENTIATED
PASSIVE
ACTIVE
Lecture5%
Reading10%
Audio-‐Visual20%
Demonstration30%
Discussion50%
Practice by Doing75%
Teach Others90%
LEARNING PYRAMIDAverage
Retention Rate
Adapted from National Training Laboratories. Bethel, Maine
H ISTORY
LANGUAGE
ARTS
MATHEMATICS
ART
MUSIC
P.E.
C.T.E.
SCIENCE
High
School
TRADITIONAL
DIFFERENTIATED
PASSIVE
ACTIVE
Lecture5%
Reading10%
Audio-‐Visual20%
Demonstration30%
Discussion50%
Practice by Doing75%
Teach Others90%
LEARNING PYRAMIDAverage
Retention Rate
Adapted from National Training Laboratories. Bethel, Maine
TRADITIONAL
DIFFERENTIAITED
DIRECT INSTRUCTION
WHOLE CLASS ASSIGNMENT
ESSENTIAL QUESTIONSAUTHENTIC LITERACY
MULTIPLE INTELLIGENCE ACTIVITIES
PROJECT BASED LEARNING
WARNING!One is not
better than the other!Traditional instruction is not “bad teaching”. It is most effective in serving its purpose - to provide structure and direct instruction.
Differentiated instruction can be detrimental to learning if staff and students are not comfortable with or used to such instruction.
WARNING!WARNING!WARNING!WARNING!WARNING!
A BALANCED APPROACHTeacher introduces concept.
Teacher poses essential questions
Direct Instruction
Whole Class Assignments
TEST
Multiple Intelligence Activities
Project Based Learning
SelfAssessment
PeerEvaluation
Teacher evaluates knowledge and cognition.
TRADITIONAL INSTRUCTION
DIFFERENTIATED INSTRUCTION
A BALANCED APPROACHTeacher introduces concept.
Teacher poses essential questions
Direct Instruction
Whole Class Assignments
TEST
Multiple Intelligence Activities
Project Based Learning
SelfAssessment
PeerEvaluation
Teacher evaluates knowledge and cognition.
TRADITIONAL INSTRUCTION
DIFFERENTIATED INSTRUCTION
25%
25% 25%
25%
GRADING
HIGHER ORDER THINKING PLANH. O. T. PLAN
Unit of Study CurriculumCurriculumCurriculum
Learning Objectives
Common Core StandardsEssential Elements of InstructionBloom’s TaxonomyMarzano’s New Taxonomy
Common Core StandardsEssential Elements of InstructionBloom’s TaxonomyMarzano’s New Taxonomy
Common Core StandardsEssential Elements of InstructionBloom’s TaxonomyMarzano’s New Taxonomy
Essential Questions
FactualAnalyticalHypothetical
AffectiveReflectivePersonal
AffectiveReflectivePersonal
Whole Class Assignments
(WCA)
Direct InstructionGuided PracticeIndependent Practice
Note-takingClassworkHomework
QuizTestEssay
Multiple Intelligence Activities
(MIA)
Differentiated InstructionMultiple IntelligencesProject Based LearningResearchExpressive WritingSelf-AssessmentPeer Evaluation
Differentiated InstructionMultiple IntelligencesProject Based LearningResearchExpressive WritingSelf-AssessmentPeer Evaluation
Differentiated InstructionMultiple IntelligencesProject Based LearningResearchExpressive WritingSelf-AssessmentPeer Evaluation
©
HIGHER ORDER THINKING PLAN
© Erik M. Francis, 2012 [email protected]
UNIT OF STUDY
STANDARDS
OBJECTIVES The learner will… • remember/recall/recognize • understand • apply • analyze • evaluate • create
ESSENTIAL QUESTIONS FACTUAL • Who • What • Where • When
ANALYTICAL • How • Why
HYPOTHETICAL • What if • What would happen • What could happen
AFFECTIVE • What do you think • How do you feel • What is your opinion
REFLECTIVE • What is the effect • What is the impact • What is the result
PERSONAL
WHOLE CLASS ASSIGNMENT ASSIGNMENT TASK ASSESSMENT
1. 1. 1. 2. 2. 2. 3. 3. 3. 4. 4. 4.
MULTIPLE INTELLIGENCE ACTIVITY Choose one of the activities listed below. Explain how you researched and applied the key academic concepts and addressed the essential questions of the unit through written communication.
VISUAL / SPATIAL
VERBAL / LINGUISTIC
LOGICAL / MATHEMATICAL
1. 2. 3.
TECHNICAL / MECHANICAL
BODILY- KINESTHETIC
MUSICAL / RHYTHMIC
4. 5. 6.
INTRAPERSONAL / INSIGHT
INTERPERSONAL / SOCIAL
NATRUALIST / ENVIRONMENTAL
7. 8. 9.
COMBINATION
STUDENT CREATED
HIGHER ORDER THINKING PLANH. O. T. PLAN
ESSENTIALQUESTIONS
Factual Requires students to uncover the facts and truth.
Analytical Requires students to apply procedures and explain reasons and results.
HypotheticalRequires students to consider possibilities, viewpoints, outcomes, and the future.
AffectiveRequires students to form opinions and express their attitudes, beliefs, and feelings.
ReflectiveRequires students to examine the impact and relevance a subject has on their life and the world.
Personal Requires students to consider what they want to understand, discover, or explore.
©
HIGHER ORDER THINKING PLANH. O. T. PLAN
WHOLE CLASS
ASSIGNMENT
Direct Instruction
Teach the concept through lecture and demonstration.
Guided Practice
Have students practice application of concepts with teacher supervision.
Independent Practice
Provide students the opportunity to work with concepts at their own pace.
AssessmentsProvide assessments that measure factual and procedural knowledge, understanding, and application. Emphasize communication.
Cooperative Learning
Provide tasks that foster teamwork and collaboration using individual skills and talents.
DifferentiatedAssignments
Requires students to consider what they want to understand, discover, or explore.
©
PROJECT BASED LEARNING
Project Based Learning
Content
21st Century
Skills
StandardsLearning ObjectivesEssential Questions
CurriculumTextbooks
Research
Communication and Presentation Skills
Organization andTime Management Skills
Research and Inquiry SkillsSelf Assessment and
ReflectionGroup Participation
Leadership
MultipleIntelligences
ReadingWriting
Discussing
Authentic Literacy
VisualVerbalLogical
Bodily-KinestheticMusical
InterpersonalIntrapersonal
NaturalistTechnical
COLLEGE AND CAREER READINESSCOLLEGE CAREER
Academic Knowledge Academic Skills
Foundational Academic KnowledgeApplication of Academic Knowledge in
Authentic Situations
Academic Behaviors Employability SkillsIntellectual Openness and Growth
InquisitivenessInterpretation
Precision and AccuracyProblem SolvingSelf-AwarenessSelf-Monitoring
Self-Control
Critical ThinkingAdaptability
Problem SolvingCollaboration/Teamwork
CreativityResponsibility
ProfessionalismTechnology Use
Contextual Skills and Awareness Technical SkillsSystematic understanding of the postsecondary
education systemSpecific knowledge of norms, values,
conventions Human relations skills
Job-Specific KnowledgeTraining
WARNING!DIFFERENTIATION IS NOT
ALL FUN AND GAMES!✓ Projects must be authentic learning activities.
✓ Projects must meet the objectives of the unit.
✓ Projects must respond to essential questions.
✓ Projects must require using higher order thinking skills.
✓ Authentic literacy activities must be incorporated to express knowledge and cognition.
WARNING!WARNING!WARNING!WARNING!WARNING!WARNING!WARNING!WARNING!
HIGHER ORDER THINKING PLANH. O. T. PLAN
MULTIPLEINTELLIGENCES
ACTIVITIES
VISUALThink and learn in images
and pictures.
VERBALThink and learn in words.
LOGICALThink and learn by
reasoning.
TECHNICALThink and learn using
technology.
NATURALISTThink and learn using
surroundings and environment.
MUSICAL Think and learn via
rhythms and melodies.
INTRAPERSONAL Think and learn by
working independently.
INTERPERSONAL Think and learn by working with others.
BODILY-KINESTHETICThink and learn via
physical action.
©
HIGHER ORDER THINKING PLANH. O. T. PLAN
MULTIPLEINTELLIGENCES
ACTIVITIES
VISUALThink and learn in images
and pictures.
VERBALThink and learn in words.
LOGICALThink and learn by
reasoning.
TECHNICALThink and learn using
technology.
NATURALISTThink and learn using
surroundings and environment.
MUSICAL Think and learn via
rhythms and melodies.
INTRAPERSONAL Think and learn by
working independently.
INTERPERSONAL Think and learn by working with others.
BODILY-KINESTHETICThink and learn via
physical action.
©
HIGHER ORDER THINKING PLANH. O. T. PLAN
MULTIPLEINTELLIGENCES
ACTIVITIES
VISUALThink and learn in images
and pictures.
VERBALThink and learn in words.
LOGICALThink and learn by
reasoning.
TECHNICALThink and learn using
technology.
NATURALISTThink and learn using
surroundings and environment.
MUSICAL Think and learn via
rhythms and melodies.
INTRAPERSONAL Think and learn by
working independently.
INTERPERSONAL Think and learn by working with others.
BODILY-KINESTHETICThink and learn via
physical action.
VISUAL VERBAL LOGICAL
TECHNICALSTUDENTORIGINALCOMBO
MUSICAL
INTRAPERSONAL INTERPERSONAL BODILY-KINESTHETIC
HIGHER ORDER THINKING PLANH. O. T. PLAN
MULTIPLEINTELLIGENCES
ACTIVITIES
VISUALThink and learn in images
and pictures.
VERBALThink and learn in words.
LOGICALThink and learn by
reasoning.
TECHNICALThink and learn using
technology.
NATURALISTThink and learn using
surroundings and environment.
MUSICAL Think and learn via
rhythms and melodies.
INTRAPERSONAL Think and learn by
working independently.
INTERPERSONAL Think and learn by working with others.
BODILY-KINESTHETICThink and learn via
physical action.
WORLD WAR II
VISUAL VERBAL LOGICAL
TECHNICALSTUDENTORIGINALCOMBO
MUSICAL
INTRAPERSONAL INTERPERSONAL BODILY-KINESTHETIC
VISUALDraw a comic book
depicting a key event in World War II.
VERBALWrite an original story
that takes place in World War II.
LOGICALCalculate the probability of success and.or failure
of a key battle from World War II.
TECHNICALMake an educational or
fictional video about World War II.
STUDENTORIGINAL
COMBO
MUSICALWrite and perform a
patriotic song supporting the Allies in
World War II.
INTRAPERSONALCreate alternative ways for countries to solve their conflicts without resorting to warfare.
INTERPERSONALDebate with a partner whether Harry Truman
should have dropped the atomic bomb on Japan.
BODILY-KINESTHETIC
Research the training regimen of soldiers during World War II.
HIGHER ORDER THINKING PLANH. O. T. PLAN
MULTIPLEINTELLIGENCES
ACTIVITIES
VISUALThink and learn in images
and pictures.
VERBALThink and learn in words.
LOGICALThink and learn by
reasoning.
TECHNICALThink and learn using
technology.
NATURALISTThink and learn using
surroundings and environment.
MUSICAL Think and learn via
rhythms and melodies.
INTRAPERSONAL Think and learn by
working independently.
INTERPERSONAL Think and learn by working with others.
BODILY-KINESTHETICThink and learn via
physical action.
ANIMALS
VISUAL VERBAL LOGICAL
TECHNICALSTUDENTORIGINALCOMBO
MUSICAL
INTRAPERSONAL INTERPERSONAL BODILY-KINESTHETIC
VISUALDraw a comic book
depicting a key event in World War II.
VERBALWrite an original story
that takes place in World War II.
LOGICALCalculate the probability of success and.or failure
of a key battle from World War II.
TECHNICALMake an educational or
fictional video about World War II.
STUDENTORIGINAL
COMBO
MUSICALWrite and perform a
patriotic song supporting the Allies in
World War II.
INTRAPERSONALCreate alternative ways for countries to solve their conflicts without resorting to warfare.
INTERPERSONALDebate with a partner whether Harry Truman
should have dropped the atomic bomb on Japan.
BODILY-KINESTHETIC
Research the training regimen of soldiers during World War II.
VISUALDraw a picture of an
animal, coloring it by its proper color, labeling key
body parts. Describe how an animal’s physical
appearance helps it survive.
VERBALWrite a first person
narrative from the point of view of an animal in
which it describes itself, its environment, and how it
survives.
LOGICALCalculate and charter the size and growth of
an animal and determine the benefits and
drawbacks of being that size.
NATURALISTDescribe how an animal
must adapt to its environment in order to
survive.
STUDENTORIGINAL
COMBO
MUSICALWrite a song about the
animal, describing its appearance, its behavior,
and its environment.
INTRAPERSONALThink about why an
animal is important to its ecosystem or its food chain and share your
reasons.
INTERPERSONALPlan a presentation on
how to prevent an animal from becoming an
endangered species.
BODILY-KINESTHETIC
Describe and demonstrate the unique physical abilities of an
animal and how it helps them survive in its
environment.
HIGHER ORDER THINKING PLANH. O. T. PLAN
MULTIPLEINTELLIGENCES
ACTIVITIES
VISUALThink and learn in images
and pictures.
VERBALThink and learn in words.
LOGICALThink and learn by
reasoning.
TECHNICALThink and learn using
technology.
NATURALISTThink and learn using
surroundings and environment.
MUSICAL Think and learn via
rhythms and melodies.
INTRAPERSONAL Think and learn by
working independently.
INTERPERSONAL Think and learn by working with others.
BODILY-KINESTHETICThink and learn via
physical action.
FRACTIONS
VISUAL VERBAL LOGICAL
TECHNICALSTUDENTORIGINALCOMBO
MUSICAL
INTRAPERSONAL INTERPERSONAL BODILY-KINESTHETIC
VISUALDraw a comic book
depicting a key event in World War II.
VERBALWrite an original story
that takes place in World War II.
LOGICALCalculate the probability of success and.or failure
of a key battle from World War II.
TECHNICALMake an educational or
fictional video about World War II.
STUDENTORIGINAL
COMBO
MUSICALWrite and perform a
patriotic song supporting the Allies in
World War II.
INTRAPERSONALCreate alternative ways for countries to solve their conflicts without resorting to warfare.
INTERPERSONALDebate with a partner whether Harry Truman
should have dropped the atomic bomb on Japan.
BODILY-KINESTHETIC
Research the training regimen of soldiers during World War II.
VISUALDraw a picture of an
animal, coloring it by its proper color, labeling key
body parts. Describe how an animal’s physical
appearance helps it survive.
VERBALWrite a first person
narrative from the point of view of an animal in
which it describes itself, its environment, and how it
survives.
LOGICALCalculate and charter the size and growth of
an animal and determine the benefits and
drawbacks of being that size.
NATURALISTDescribe how an animal
must adapt to its environment in order to
survive.
STUDENTORIGINAL
COMBO
MUSICALWrite a song about the
animal, describing its appearance, its behavior,
and its environment.
INTRAPERSONALThink about why an
animal is important to its ecosystem or its food chain and share your
reasons.
INTERPERSONALPlan a presentation on
how to prevent an animal from becoming an
endangered species.
BODILY-KINESTHETIC
Describe and demonstrate the unique physical abilities of an
animal and how it helps them survive in its
environment.
VISUALDraw different
geometric shapes and show how to divide
them into halves, thirds, fourths and fifths. Shade
the amount in the numerator.
VERBALWrite a story in which the characters must use
fractions in order to solve a problem.
LOGICALExplain the following:
- How would you split a dozen doughnuts between four people?- How would you distribute six drinks to three people?- How would you divide an orange for eight people?
TECHNICALCreate a PowerPoint
presentation that explains how to form
and use fractions.
STUDENTORIGINAL
COMBO
MUSICALWrite a song or poem about how to form and reduce fractions to their
lowest form?
INTRAPERSONALThink about what are the best situations to use fractions to show
parts of a whole.
INTERPERSONALPresent to the class demonstrations and
examples on how to use fractions.
BODILY-KINESTHETIC
Show how you would divide your class evenly so
each group would the same amount of people.
HIGHER ORDER THINKING PLANH. O. T. PLAN
MULTIPLEINTELLIGENCES
ACTIVITIES
VISUALThink and learn in images
and pictures.
VERBALThink and learn in words.
LOGICALThink and learn by
reasoning.
TECHNICALThink and learn using
technology.
NATURALISTThink and learn using
surroundings and environment.
MUSICAL Think and learn via
rhythms and melodies.
INTRAPERSONAL Think and learn by
working independently.
INTERPERSONAL Think and learn by working with others.
BODILY-KINESTHETICThink and learn via
physical action.
SOCCER
VISUAL VERBAL LOGICAL
TECHNICALSTUDENTORIGINALCOMBO
MUSICAL
INTRAPERSONAL INTERPERSONAL BODILY-KINESTHETIC
VISUALDraw a comic book
depicting a key event in World War II.
VERBALWrite an original story
that takes place in World War II.
LOGICALCalculate the probability of success and.or failure
of a key battle from World War II.
TECHNICALMake an educational or
fictional video about World War II.
STUDENTORIGINAL
COMBO
MUSICALWrite and perform a
patriotic song supporting the Allies in
World War II.
INTRAPERSONALCreate alternative ways for countries to solve their conflicts without resorting to warfare.
INTERPERSONALDebate with a partner whether Harry Truman
should have dropped the atomic bomb on Japan.
BODILY-KINESTHETIC
Research the training regimen of soldiers during World War II.
VISUALDraw a picture of an
animal, coloring it by its proper color, labeling key
body parts. Describe how an animal’s physical
appearance helps it survive.
VERBALWrite a first person
narrative from the point of view of an animal in
which it describes itself, its environment, and how it
survives.
LOGICALCalculate and charter the size and growth of
an animal and determine the benefits and
drawbacks of being that size.
NATURALISTDescribe how an animal
must adapt to its environment in order to
survive.
STUDENTORIGINAL
COMBO
MUSICALWrite a song about the
animal, describing its appearance, its behavior,
and its environment.
INTRAPERSONALThink about why an
animal is important to its ecosystem or its food chain and share your
reasons.
INTERPERSONALPlan a presentation on
how to prevent an animal from becoming an
endangered species.
BODILY-KINESTHETIC
Describe and demonstrate the unique physical abilities of an
animal and how it helps them survive in its
environment.
VISUALDraw different
geometric shapes and show how to divide
them into halves, thirds, fourths and fifths. Shade
the amount in the numerator.
VERBALWrite a story in which the characters must use
fractions in order to solve a problem.
LOGICALExplain the following:
- How would you split a dozen doughnuts between four people?- How would you distribute six drinks to three people?- How would you divide an orange for eight people?
TECHNICALCreate a PowerPoint
presentation that explains how to form
and use fractions.
STUDENTORIGINAL
COMBO
MUSICALWrite a song or poem about how to form and reduce fractions to their
lowest form?
INTRAPERSONALThink about what are the best situations to use fractions to show
parts of a whole.
INTERPERSONALPresent to the class demonstrations and
examples on how to use fractions.
BODILY-KINESTHETIC
Show how you would divide your class evenly so
each group would the same amount of people.
VISUALDraw a picture of a soccer uniform and
explain the importance of the equipment including how it
improves someone’s performance and provides safety.
VERBALWrite a rule book on how to play soccer
including identifying the object of the game,
explaining what to do on offense and defense, and
how to perform key plays.
LOGICALAnalyze offensive and
defensive plays in soccer and determine their effectiveness against
specific opponents or in certain situations.
TECHNICALProduce an instructional
video or slide presentation on how to
play soccer.
STUDENTORIGINAL
COMBO
MUSICALWrite a song or poem
about how to play soccer or someone who plays
soccer.
INTRAPERSONALThink about why soccer
is a successful and popular professional
sport around the world but not in the United
States.
INTERPERSONALDebate with a partner
whether a national professional soccer
league would be successful in the United
States.
BODILY-KINESTHETIC
Demonstrate different plays in soccer. Explain
why each play is important on offense
and/or defense.
WARNING!DIFFERENTIATE SLOWLY AND SMART ✓ Focus on two or three multiple intelligences in
the beginning (Verbal, Visual, maybe Bodily-Kinesthetic).
✓ Build opportunities with each unit as you get to know your students and they become comfortable with the process of instruction.
✓ Be sure to include and emphasize authentic literacy through oral and written communication.
WARNING!WARNING!WARNING!WARNING!WARNING!WARNING!WARNING!WARNING!
FIRST DAYS OF SCHOOLDAY ONE: MY M. I. PROFILE
Give a Multiple Intelligence Survey the first day of school. Have students create a bar graph showing their strengths, skills, and interests.
DAY TWO: SCHOOLOGRAPYHave students communicate their experiences in school or with a specific subject (e.g. mathography, literography, writography, sciography, histography, physical edography, artography, musicography).
DAY THREE: THESE ARE A FEW OF MY FAVORITE THINGSHave students communicate what they like to do, their interests, their hobbies, places they like to go, etc.
DAY FOUR: CAREER DAYHave students communicate what they want to be when they grow up.
DAY FIVE: THERE GOES MY HEROHave students communicate about people they admire and why.
DAY ONE: MY M. I. PROFILEMeasures cognition, metacognition, and self-awareness. Provides quantitative and qualitative data about students’ learning styles.
DAY TWO: SCHOOLOGRAPYMeasures knowledge, cognition, and self-awareness. Provides qualitative data on students’ attitudes, beliefs, and feelings about education.
DAY THREE: THESE ARE A FEW OF MY FAVORITE THINGSDAY FOUR: CAREER DAYDAY FIVE: THERE GOES MY HEROMeasures cognition and self-awareness. Provides qualitative data on how to engage students.
DATA DRIVEN DECISION MAKING
Name Grade 4 Teacher
x
x x
x
x
x x
x x
x
x
x x
8 5
I like to write stories, reports, and/or poetry.
Things have to make sense to me.
Total Number of Responses Total Number of Responses
I like to tell jokes and riddles.
Place an "X" next to each statement you feel accurately describes you. If you do not identify with the statement, leave the box next to it blank.
I enjoy reading books.
I can solve math problems in my head.
I like to put things in alphabetical order.
Writing things down or taking notes helps me remember things.
I like to text message or e-mail.
Section 2
I enjoy reading magazines.
I keep a journal or a diary.
I am very good at working with numbers.
I like to share and express my ideas.
I cannot begin an assignment without knowing exactly what I need to do.
I prefer structure and order.
I enjoy figuring out solutions to problems.
Section 1
I am very neat, clean, and organized.
I prefer step-by-step directions.
I like to solve puzzles, riddles, and mysteries.
I like word games like crossword puzzles, word jumbles, or Scrabble.
I like to talk.
Erik Francis Mr. Kotter
Name Grade 4 TeacherPlace an "X" next to each statement you feel accurately describes you. If you do not identify with the statement, leave the box next to it blank.
Erik Francis Mr. Kotter
x
x x
x x
x x
x x
x x
x
x
7 6
I like decorating, designing, and/or redesigning things.
I play a musical instrument.
Section 3 Section 4
I enjoy or prefer seeing the movie or TV version of a story.
I like moving to a beat.
I enjoy drawing, painting, and/or scuplting.
I like to have music playing in the background when I do things.
I remember better using pictures or visuals.
I am sensitive to noise and sounds.
Total Number of Responses Total Number of Responses
A music video can make me enjoy a song more.
I easily remember song lyrics.
I can easily picture things in my head.I prefer musicals over dramatic performances.
I am good at reading maps.I remember things by putting them to a rhyme or a song
I like to read comic books and/or graphic novels.
I enjoy creating music and/or writing lyrics.
Charts, graphs, and/or tables help me understand better.
I like singing songs with my friends and/or when I am alone.
I like making 3-D models and/or models.I perform in a band and/or sing with a group.
Name Grade 4 TeacherPlace an "X" next to each statement you feel accurately describes you. If you do not identify with the statement, leave the box next to it blank.
Erik Francis Mr. Kotter
x x
x
x
x
x x
x
x
x
7 3
Section 5 Section 6
I learn by doing things. I enjoy classifying things.
I enjoy making things with my hands. I am concerned about the environment.
I do not like to sit still in one place for long periods of time.
I enjoy being outdoors.
I use my hands when I communicate.I like to go to the woods and/or the country.
I exercise to make myself feel better. I like to work in a garden.
I enjoy dancing.I prefer to make lists with the important things on top.
I like working with tools. I like animals and/or own a pet.
I play a sport and/or exercise. I recycle.
I enjoy hands-on activities.I enjoy camping, fishing, hiking, and/or hunting.
I enjoy watching sporting events.I enjoy studying about animals, plants, and/or anything involving nature.
Total Number of Responses Total Number of Responses
Name Grade 4 TeacherPlace an "X" next to each statement you feel accurately describes you. If you do not identify with the statement, leave the box next to it blank.
Erik Francis Mr. Kotter
x
x
x
x x
x x
x
x x
4 6
Section 7 Section 8I like working with a partner and/or with a group of people.
I prefer to work on things by myself.
I learn best by working with others. I learn best when I can work by myself.
I enjoy talking to people.I make my own choices and decisions without any help from others.
I like spending time in places where there are large crowds.
I am very quiet and/or shy.
I am often put in charge of things.I do not like to be interrupted when I am doing or working on something.
My family and/or friends are very important to me.
Fairness and what I believe is right are important to me.
I am a "team player".I need to know why I need to do something before I do it.
I belong to a team, a club, or an organization.
I put more effort into something if I believe in it.
I dislike being by myself.I am willing to sign a petition or protest something I believe is wrong.
I enjoy spending time with my family and/or friends.
Working alone is just as if not more than productive than working in a group.
Total Number of Responses Total Number of Responses
Name Grade 4 TeacherPlace an "X" next to each statement you feel accurately describes you. If you do not identify with the statement, leave the box next to it blank.
Erik Francis Mr. Kotter
x
x
x x
x
x
x
x
x x
x
6 5
Section 9
I like working with computers.
Technology helps me learn and understand things.
I prefer to do my work on a computer than use a pen/pencil and paper.
I enjoy playing video games.
I learn most of my information from the internet.
I prefer to learn from a web page than reading a book.
I write a blog.
I enjoy designing web pages.
I like making audio and video recordings with a camera and/or a computer
I prefer to communicate using text, e-mail, or socializing in a chat room.
Total Number of Responses
Section 10
Religion is important to me.
I enjoy learning about philosophy.
I need to see and understand my role in the "big picture".
I question whether there is intelligent life beyond earth.
Relaxation and mediatation helps me.
I question the meaning of life.
I think a lot about life and death.
I believe it is my responsibility to contribute positively to this world.
I believe in spirits or ghosts.
Learning new things is easier when I understand their value.
Total Number of Responses
0 1 2 3 4 5 6 7 8 9 10
Erik F
ranci
s
MY M.I. PROFILE
Verbal
Logical
Visual
Musical
Bodily Kinesthetic
Naturalist
Interpersonal
Intrapersonal
Technical
Existential
HIGHER ORDER THINKING PLAN
© Erik M. Francis, 2011
UNIT OF STUDY
STANDARDS List the state standards that are addressed in this unit. • PO1: Review the rise of totalitarianism in Europe after World War I. • PO2: Analyze the major causes of World War II. • PO3: Trace the series of invasions and conquests in the European and
Pacific Theatres in World War II. • PO4: Describe the events leading to allied victory. • PO5: Describe how racism and intolerance contributed to the
Holocaust. • PO6: Summarize the outcomes of World War II. • PO7: Describe events resulting from World War II.
OBJECTIVES The learner will… • remember/recall key events and people related to World War II by
summarizing the outcomes of World War II. • understand key events and people related to World War II by
reviewing the rise of totalitarianism in Europe and describing the events leading to allied victim.
• apply key events and people related to World War II tracing the series of invasions and conquests in the European and Pacific Theatres in World War II.
• analyze key events and people related to World War II by analyzing the major causes of World War II and describing how racism and intolerance contributed to the Holocaust.
• Evaluate key events and people related to World War II by describing events caused by World War II.
• create presentations focusing on key events and people related to World War II.
ESSENTIAL QUESTIONS FACTUAL • Who were the key people involved in World War II? • What were the key events of World War II? • Where did most of the battles take place? • When did World War II begin/end? • When did the United states enter World War II? ANALYTICAL • Why does a nation decide to go to war? • How did the treaties, alliances, and political structures contribute to
World War II? • Why did the United States choose not to enter the conflict in Europe
when it first began? • How was the United States able to convince the public to support the
war effort? HYPOTHETICAL • What if the Axis Powers won the war? • What could have happened if the United States entered the war sooner? AFFECTIVE • Do you feel World War II could have been avoided? • Why do you think the Germans were so willing to follow Hitler? • Do you think the United States should have entered the war before the
attack on Pearl Harbor? • How do you feel about the way the Germans and Japanese were
portrayed and treated during World War II? • Do you believe Harry Truman was right to order the dropping of the
atomic bomb on Hiroshima and Nagasaki? • Do you think a war like World War II could happen again? REFLECTIVE • What effect did the outcome of World War II have on the world? • How did the outcome of World War II affect international politics,
economics, and culture? • What influence did World War II have on the way internal conflicts are
resolved? • How did World War II affect America’s perspective on its role in solving
international conflicts? PERSONAL
World War II
HIGHER ORDER THINKING PLAN
© Erik M. Francis, 2011
WHOLE CLASS ASSIGNMENTS ASSIGNMENT TASK ASSESSMENT
1. Read “World War II” chapter.
Page 385 1(all), 2, 3, 4, 5, 6
Short answer.
2. Summarize the cause and outcomes of World War II.
Summary 6 Traits Writing Scoring Guide
3. Research a key individual or event from World War II.
Research 6 Traits Writing Scoring Guide
4. Write a persuasive essay answering one of the following topics:
• “Could World War II have been avoided?”
• “Should the United States have entered World War II sooner?”
• “Could a war like World War II happen again?”
Persuasive Essay 6 Traits Writing Scoring Guide
MULTIPLE INTELLIGENCE ACTIVITY Choose one of the activities listed below.
Explain how you applied the key academic concepts and addressed the essential questions of the unit through written expression.
VISUAL / SPATIAL
VERBAL / LINGUISTIC
LOGICAL / MATHEMATICAL
Comic Book: Draw a comic book depicting a key event in World War II.
Short Story: Write an original short story that takes place or is related to World War II.
Battle Plan for Success: Calculate the probability of success or failure of a key battle from World War II.
TECHNICAL / MECHANICAL
BODILY KINESTHETIC
MUSICAL / RHYTHMIC
World War II Film: Make an educational or fictional video about World War II
Boot Camp Training: Research and demonstrate the training regimen of soldiers during World War II.
World War II: Write and perform a patriotic song supporting the Allies in World War II.
INTRAPERSONAL / INSIGHT
INTERPERSONAL / SOCIAL
NATURALIST / ENVIRONMENTAL
Alternative Measures: Discuss alternative ways for countries to solve their conflicts without resorting to warfare.
Should President Truman Have Dropped the Bomb?: Debate with a partner whether President Truman should have dropped the atomic bomb on Japan.
Environmental Influence on War: Discuss how the environment in which battles were fought affected the outcome of key battles.
COMBINATION
STUDENT CREATED
Focus:Elevating the Essentials to Radically Improve Student Learning
- Schmoker (2011)
WHAT WE
TEACH
HOW WE
TEACH
AUTHENTICLITERACY
Standards
Objectives
Curriculum
Unit of Study
Instructional Strategies
Best Practices
Reading
Writing
Discussion
AUTHENTIC LITERACY
Three Principles of Authentic Literacy
✓ Reading for Meaning
✓ Writing to Communicate Understanding
✓ Discussion of Attitudes, Beliefs, and Emotions
- Schmoker (2011)
COMMUNICATION IS KEY.
AUTHENTIC LITERACY• Insight/Opinion
- What do we think..?
- How do we feel...?
• Compare and Contrast /Pros and Cons
- What are the similarities and differences between..?
- What are the advantages and drawbacks...?
• Inference/Conclusions
- What inferences and conclusions can we make..?
• Argument/Debate
- Do we agree or disagree...?
HIGHER ORDER THINKING
Three Types of AssessmentAREA MEASUREMENT COGNITION
CONTENT
PROCESS
AFFECTIVE
What do you know?
RememberRecall
RecognizeUnderstand
How do you do it? ApplyCreate
How do you feel? AnalyzeEvaluate
LEARNINGOBJECTIVES
HIGHER ORDER THINKING PLANH. O. T. PLAN
Self-SystemSelf-SystemSelf-SystemSelf-SystemSelf-SystemSelf-SystemSelf-SystemSelf-SystemSelf-SystemBeliefs about the importance of
knowledge
Beliefs about the importance of
knowledge
Beliefs about the importance of
knowledgeBeliefs about abilityBeliefs about abilityBeliefs about ability
Emotions associated with knowledge
Emotions associated with knowledge
Emotions associated with knowledge
Metacognitive SystemMetacognitive SystemMetacognitive SystemMetacognitive SystemMetacognitive SystemMetacognitive SystemMetacognitive SystemMetacognitive SystemMetacognitive System
Specifying learning goals
Specifying learning goals
Monitoring the execution of knowledge
Monitoring the execution of knowledge
Monitoring the execution of knowledge
Monitoring clarity
Monitoring clarity
Monitoring clarity
Monitoring accuracy
Cognitive SystemCognitive SystemCognitive SystemCognitive SystemCognitive SystemCognitive SystemCognitive SystemCognitive SystemCognitive SystemKnowledge Retrieval
ComprehensionComprehensionComprehension AnalysisAnalysisAnalysis Knowledge UtilizationKnowledge Utilization
RecallExecution
SynthesisRepresentation
SynthesisRepresentation
SynthesisRepresentation
MatchingClassifying
Error AnalysisGeneralization
Specifying
MatchingClassifying
Error AnalysisGeneralization
Specifying
MatchingClassifying
Error AnalysisGeneralization
Specifying
Decision MakingProblem Solving
Experimental Inquiry
Investigation
Decision MakingProblem Solving
Experimental Inquiry
Investigation
Knowledge DomainKnowledge DomainKnowledge DomainKnowledge DomainKnowledge DomainKnowledge DomainKnowledge DomainKnowledge DomainKnowledge DomainInformationInformationInformation Mental ProceduresMental ProceduresMental Procedures Physical ProceduresPhysical ProceduresPhysical Procedures
MARZANOʼS TAXONOMY OF EDUCATIONAL OBJECTIVES
©
LEARNINGOBJECTIVES
HIGHER ORDER THINKING PLANH. O. T. PLAN
Self-SystemSelf-SystemSelf-SystemSelf-SystemSelf-SystemSelf-SystemSelf-SystemSelf-SystemSelf-SystemBeliefs about the importance of
knowledge
Beliefs about the importance of
knowledge
Beliefs about the importance of
knowledgeBeliefs about abilityBeliefs about abilityBeliefs about ability
Emotions associated with knowledge
Emotions associated with knowledge
Emotions associated with knowledge
Metacognitive SystemMetacognitive SystemMetacognitive SystemMetacognitive SystemMetacognitive SystemMetacognitive SystemMetacognitive SystemMetacognitive SystemMetacognitive System
Specifying learning goals
Specifying learning goals
Monitoring the execution of knowledge
Monitoring the execution of knowledge
Monitoring the execution of knowledge
Monitoring clarity
Monitoring clarity
Monitoring clarity
Monitoring accuracy
Cognitive SystemCognitive SystemCognitive SystemCognitive SystemCognitive SystemCognitive SystemCognitive SystemCognitive SystemCognitive SystemKnowledge Retrieval
ComprehensionComprehensionComprehension AnalysisAnalysisAnalysis Knowledge UtilizationKnowledge Utilization
RecallExecution
SynthesisRepresentation
SynthesisRepresentation
SynthesisRepresentation
MatchingClassifying
Error AnalysisGeneralization
Specifying
MatchingClassifying
Error AnalysisGeneralization
Specifying
MatchingClassifying
Error AnalysisGeneralization
Specifying
Decision MakingProblem Solving
Experimental Inquiry
Investigation
Decision MakingProblem Solving
Experimental Inquiry
Investigation
Knowledge DomainKnowledge DomainKnowledge DomainKnowledge DomainKnowledge DomainKnowledge DomainKnowledge DomainKnowledge DomainKnowledge DomainInformationInformationInformation Mental ProceduresMental ProceduresMental Procedures Physical ProceduresPhysical ProceduresPhysical Procedures
MARZANOʼS TAXONOMY OF EDUCATIONAL OBJECTIVES
CONTENT
CONTENT
CONTENT CONTENT
PROCESS PROCESS
PROCESS PROCESS PROCESS
PROCESS PROCESS
AFFECTIVE AFFECTIVE AFFECTIVE
©
SELF ASSESSMENTStudent essays accompanying the MIA should address the following:
✓ An in-depth overview of the subject material of the MIA.
(Research - Content)
✓An insightful explanation of how the student applied the key concepts and addressed the essential questions of the unit using their individual skills and talents.
(Expository - Process/Affective)
PEER EVALUATION• Oral or written communication of conceptual
understanding
• Answer the following:
✓ How does the project meet the objectives of the unit? (Content)
✓ How are the essential questions of the unit addressed? (Process)
✓ Does the project provide new information or prompt further inquiry? (Affective)
HIGHER ORDER THINKING PLAN
© Erik M. Francis, 2012 [email protected]
PEER EVALUATION
Unit of Study
Project
Project Summary: Describe the project being presented.
How does the project address the objectives of the unit?
Which essential questions does the project answer?
What new information does the project provide?
What further information or inquiry does the prompt?
ESSENTIAL QUESTIONS FOR YOUR STAFF
Do your teachers understand what differentiated instruction is or looks like?
Are your teachers effectively trained to differentiate instruction?
Are your teachers comfortable with differentiating instruction?
What if teachers were given a multiple intelligence survey to determine their areas of skill and talent?
How can teachers differentiate instruction effectively and comfortably?
PREPARE YOUR STAFFHave the staff take a Multiple Intelligence Profile Survey to obtain data on their skills and talents.
Provide professional development opportunities.
Create content and engagement leaders.
Provide targeted (topical small group) and strategic (coaching, mentoring) interventions.
Allow for freedom and flexibility.
Not every unit or assignment needs to be differentiated or project-based.