edu 604 instructional strategies for more effective teaching: overview day one susan baum, ph.d....
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EDU 604 Instructional Strategies for more effective
teaching:Overview Day One
Susan Baum, Ph.D.Hank Nicols, M.S.
International Center for Talent DevelopmentBuffalo State College,
State University of New York (SUNY)
So Now It Is Your Turn!
Your name in BIG LETTERS and representations of 5 or 6 things that are the passions of your life.
Hank
Course Overview Case study Curriculum development Reflection integrating readings from
course
(WE will discuss these assignments as we come to them.)
Texts: MI in the Elementary Classroom Fulfilling the Promise of Differentiation
DI: Accessing the Standards
Part One: The philosophy of Differentiation: Strength- based Education
Part Two: Using varied strategies for skill development (process)
Part Three: DI for understanding (content)
Part Four: Best practices in DI: Compacting interest centers, & tiered instruction
Part Five: Managing it all
The Average Child
I don’t cause teachers trouble.My grades have been ok.
I listen in my classes.And I’m in school everyday.
My teachers think I’m average.
My parents think so too.Gosh, I wish I didn’t know thatcause there’s lots I’d like to do.
I’d like to build a rocket.I’ve got a book that tells you how
or start a stamp collection,Well, there’s no use in starting now.
Cause since I found out I’m average,I’m just smart enough you see
to know there’s nothing specialI should expect of me.
I’m part of the majoritythat hump part of the bell
who spends his life unnoticedin an average kind of hell.
There is no greater challenge in education than addressing academic diversity in today’s complex classroom.
Philosophy of Differentiation All students learn best when they
are engaged in their learning.
Engagement involves passion, relevance and ownership
To see the best in students, education should be strength-based.
Preferences for Expression You are about to be given an
assignment On the note card rank from highest (1)
to lowest (4) your preferred expression Write Draw Act Build
Strength Based Groups
Your actual group will consist of people who share your most preferred style Those who most want to write Those who most want to draw Those who most want to act Those who most want to build
The Assignment
Middle Ages: Big Idea – Interdependence Essential Question: How do
elements of a system interact to make the system work?
Resources: See interest center
Learning activity Represent at least four classes of the
social system in feudal times. Your product must show the relationship of the classes.
Use the assigned expression style. (Write, Draw, Act, Build)
Your group will present your final product to the class for a pass fail evaluation.
Forcing the standards:Remedial Groups
In a few minutes you will form groups to complete an assignment as follows: Those who least want to write Those who least want to draw Those who least want to act Those who least want to build
Emotional check-in
How do you feel? Are you excited about the assignment or
worried about how you’ll express it? Or…do you care at all? Imagine being a child for whom reading and
writing is a constant struggle…
Assessment
How did it go? Did each group effectively address the
assignment? What else did you notice?
Inviting all to learn: Strenght-based groups
Let’s try this again. Those who prefer to write Those who prefer to draw Those who lprefer performing arts Those who prefer engineering and design
(building)
Assessment
How did it go? Did each group effectively address the
assignment? What else did you notice?
Reflection
Why did we have you do this? What did it show? What about heterogeneous groups, as
often suggested? How does this connect to the idea of
Strength Based learning?
Strength based options Resources to
access information
Performances of understanding
Assessment opportunities
What is differentiation? A differentiated classroom acknowledges
and celebrates the individual differences in students and how they learn.
Strategies and resources are varied so all students can access the curriculum and demonstrate what they know.
There are many approaches to differentiation. Their use depends on what is to be learned and who the students are.
Differentiation Matrix
IndividualDifferences
Environment
Instruction
Schedule Physical space Organization Grouping Resources Strategies Product
Readiness(simple to complex)(concrete to abstract) Rate of learning (pacing) MI profiles Learning style preferences Interests Reading levels Organizational abilities Personality styles
Whole class times Student input Extended time periods Working around special pull-outs Independent work times Exploration and enrichment times
Physical space Interest centers Variety of resources Invitations to learning
Class room rights, responsibilities, and rules Use of clear positives for establishing routines Clear expectations and discipline plan
Whole class Flexible ability Novice Expert Interest Multi-talent Jigsaw Cluster Friendship Random
Internet Soft-ware Books Phone Media and technology Videos Plants Animals Collections Authentic tools of the discipline Kits Art supplies Science supplies Building and engineering supplies Multilevel books
Content Compacting Multiple entry points Simulations Demonstrations Arts integration Problem-based learning Peer tutoring Compacting Contracts Tiered assignments Open-ended products Activity/learning/interest centers Choice boards Independent study Mentorships
Written Models Artwork Drama Dance Music Speech Comedy routine Comic books Demonstrations
Individual Differences
Resources
Strategies
Product
Advanced learner, loves to read, talented in music
Above grade level texts, media center passes, keyboard and earphones
Acceleration, Compacting
Musical products
Interest in rocketry, excellent spatial ability, challenged reader / writer
Building materials,Estes rocketry supplies
Spatial entry points, storyboarding technology
Build models
Rules for Differentiation Create a community of learners
Know your students.
Know curricular goals
Collect varied and engaging instructional strategies
“Collect and connect”
Start small
Purpose of School(Gardner, 1993)
In my view, the purpose of school should be to develop intelligences and to help people reach vocational and avocational goals that are appropriate to their particular spectrum of intelligences. People who are helped to do so, I believe, are more engaged and competent and therefore more inclined to serve society in a constructive way.