Getting to Know Your StudentsGetting to Know Your Students

Presenter:Presenter: ► Quintin M. Robertson – GSSD Sup’t of Student Quintin M. Robertson – GSSD Sup’t of Student

ServicesServices

Goal for the Presentation: Goal for the Presentation: Participants will gain an understanding of Participants will gain an understanding of

planning/teaching that aligns with student planning/teaching that aligns with student readiness.readiness.

Participants will be able to complete a student Participants will be able to complete a student learning profile card containing information on learning profile card containing information on student interests, learning modalities and Triarchic student interests, learning modalities and Triarchic Theory.Theory.

Differentiation Based On Differentiation Based On ReadinessReadiness

A readiness-based approach designed to help all learners A readiness-based approach designed to help all learners work with the work with the same essential information/outcomes, ideas, same essential information/outcomes, ideas, and skillsand skills, but at a degree of difficulty , but at a degree of difficulty ““just a little too hardjust a little too hard”” for that learner.for that learner.

Criteria for Effective DifferentiationCriteria for Effective Differentiation► All tasks are focused on the same essential All tasks are focused on the same essential

knowledge/outcomes, understanding and skillknowledge/outcomes, understanding and skill► All tasks at a high level of thinkingAll tasks at a high level of thinking► All tasks equally engagingAll tasks equally engaging

Many Approaches Can Be Differentiated Many Approaches Can Be Differentiated Activities, labs, centers, journal prompts, homework, products, Activities, labs, centers, journal prompts, homework, products, tests/assessments, discussion questions . . .tests/assessments, discussion questions . . .

Learner Profile CardLearner Profile Card

Modality Preference

F & P Levels/AFL/CAT 4 Levels

Sternberg – Triarchic Theory

Student’s Interests

Date Completed

How to Complete the Learning How to Complete the Learning Profile CardsProfile Cards

► Teacher leads the students using templates Teacher leads the students using templates provided as a visual aideprovided as a visual aide

► Profile Card completed at the beginning of Profile Card completed at the beginning of each school yeareach school year

► Limit each session to 20 to 30 minutesLimit each session to 20 to 30 minutes► Teacher orally reads each questionTeacher orally reads each question► Students can independently write in two or Students can independently write in two or

three interests in the center ovalthree interests in the center oval► Teacher documents most recent F & P, AFL, Teacher documents most recent F & P, AFL,

&/or CAT 4 Levels in the area(s) of reading &/or CAT 4 Levels in the area(s) of reading and mathand math

Storage and Sharing of Storage and Sharing of InformationInformation

►Cards should be stored in a safe and Cards should be stored in a safe and secure place that will allow for teacher secure place that will allow for teacher use while being mindful of student use while being mindful of student privacy and protection of informationprivacy and protection of information

The Modality Preferences InstrumentThe Modality Preferences Instrument

FFollow the directions below to get a score that will indicate your own modality (sense) preference(s). Keep in ollow the directions below to get a score that will indicate your own modality (sense) preference(s). Keep in mind that sensory preferences are usually evident only during prolonged and complex learning tasks. mind that sensory preferences are usually evident only during prolonged and complex learning tasks. Identifying Sensory PreferencesIdentifying Sensory PreferencesDirections: For each item, circle “A” if you agree that the statement describes you most of the time. Circle “D” Directions: For each item, circle “A” if you agree that the statement describes you most of the time. Circle “D” if you disagree that the statement describes you most of the time.if you disagree that the statement describes you most of the time. 1. I Prefer reading a story rather than listening to someone tell it. A D

2. I would rather watch television than listen to the radio. A D

3. I remember faces better than names. A D

4. I like classrooms with lots of posters and pictures around the room. A D

5. The appearance of my handwriting is important to me. A D

6. I think more often in pictures. A D

7. I am distracted by visual disorder or movement. A D

8. I have difficulty remembering directions that were told to me. A D

9. I would rather watch athletic events than participate in them. A D

10. I tend to organize my thoughts by writing them down. A D

11. My facial expression is a good indicator of my emotions. A D

12. I tend to remember names better than faces. A D

13. I would enjoy taking part in dramatic events like plays. A D

14. I tend to sub vocalize and think in sounds. A D

15. I am easily distracted by sounds. A D

16. I easily forget what I read unless I talk about it. A D

17. I would rather listen to the radio than watch TV. A D

18. My handwriting is not very good. A D

19. When faced with a problem , I tend to talk it through. A D

20. I express my emotions verbally. A D

21. I would rather be in a group discussion then read about a topic. A D

22. I prefer talking on the phone rather than writing a letter to someone. A D

23. I would rather participate in athletic events than watch them. A D

24. I prefer going to museums where I can touch the exhibits. A D

25. My handwriting deteriorates when the space becomes smaller. A D

26. My mental pictures are usually accompanied by movement. A D

27. I like being outdoors and doing things like biking, camping, swimming, hiking etc. A D

28. I remember best what was done rather then what was seen or talked about. A D

29. When faced with a problem, I often select the solution involving the greatest activity. A D

30. I like to make models or other hand crafted items. A D

31. I would rather do experiments rather then read about them. A D

32. My body language is a good indicator of my emotions. A D

33. I have difficulty remembering verbal directions if I have not done the activity before. A D

Interpreting the Instrument’s Score

Total the number of “A” responses in items 1-11 _____

This is your visual score

Total the number of “A” responses in items 12-22 _____

This is your auditory score

Total the number of “A” responses in items 23-33 _____

This is your tactile/kinesthetic score

If you scored a lot higher in any one area: This indicates that this modality is very probably your preference during a protracted and complex learning situation.

If you scored a lot lower in any one area: This indicates that this modality is not likely to be your preference(s) in a learning situation.

If you got similar scores in all three areas: This indicates that you can learn things in almost any way they are presented.

Sternberg’s Triarchic Theory of Sternberg’s Triarchic Theory of IntelligenceIntelligence

►Robert Sternberg, a Professor of Robert Sternberg, a Professor of Psychology at Yale University, has Psychology at Yale University, has developed a theory that people developed a theory that people possess three different types of possess three different types of intelligence in varying amounts. His intelligence in varying amounts. His research indicates that people learn research indicates that people learn best when their dominant intelligence best when their dominant intelligence is addressed (Sternberg, 1997).is addressed (Sternberg, 1997).

Triarchic TheoryTriarchic Theory

►Triarchic teaching is a strategy that Triarchic teaching is a strategy that you can use to differentiate according you can use to differentiate according to Sternberg’s theory of “successful to Sternberg’s theory of “successful intelligence”:intelligence”:

►Creative IntelligenceCreative Intelligence►Practical IntelligencePractical Intelligence►Analytical IntelligenceAnalytical Intelligence

Triarchic Theory of Triarchic Theory of IntelligencesIntelligences

Mark each sentenceMark each sentence T if you like to do the activity and F if you do not like T if you like to do the activity and F if you do not like to do the activity.to do the activity.

1.1. Analyzing characters when I’m reading or listening to a story Analyzing characters when I’m reading or listening to a story ______2.2. Designing new thingsDesigning new things ______

3.3. Taking things apart and fixing themTaking things apart and fixing them ______4.4. Comparing and contrasting points of viewComparing and contrasting points of view ______5.5. Coming up with ideasComing up with ideas ______6.6. Learning through hands-on activitiesLearning through hands-on activities ______

7.7. Criticizing my own and other kids’ workCriticizing my own and other kids’ work ______8.8. Using my imaginationUsing my imagination ______9.9. Putting into practice things I learnedPutting into practice things I learned ______10.10. Thinking clearly and analyticallyThinking clearly and analytically ______11.11. Thinking of alternative solutionsThinking of alternative solutions ______12.12. Working with people in teams or groupsWorking with people in teams or groups ______13.13. Solving logical problems Solving logical problems ______14.14. Noticing things others often ignore Noticing things others often ignore ______15.15. Resolving conflicts Resolving conflicts ______

16.16. Evaluating my own and other’s points of viewEvaluating my own and other’s points of view ______17.17. Thinking in pictures and imagesThinking in pictures and images ______18.18. Advising friends on their problemsAdvising friends on their problems ______19.19. Explaining difficult ideas or problems to othersExplaining difficult ideas or problems to others ______20.20. Supposing things were differentSupposing things were different ______21.21. Convincing someone to do somethingConvincing someone to do something ______22.22. Making inferences and deriving conclusionsMaking inferences and deriving conclusions ______23.23. DrawingDrawing ______24.24. Learning by interacting with othersLearning by interacting with others ______25.25. Sorting and classifyingSorting and classifying ______26.26. Inventing new words, games, approachesInventing new words, games, approaches ______27.27. Applying my knowledgeApplying my knowledge ______28.28. Using graphic organizers or images to organize Using graphic organizers or images to organize your thoughtsyour thoughts ___ ___27.27. ComposingComposing ______28.28. Adapting to new situationsAdapting to new situations ______

Transfer your answers from the survey to the key. The Transfer your answers from the survey to the key. The column with the most True responses is your dominant column with the most True responses is your dominant intelligence.intelligence.

AnalyticalAnalytical CreativeCreative PracticalPractical1. ___1. ___ 2. ___2. ___ 3. ___3. ___4. ___4. ___ 5. ___5. ___ 6. ___6. ___7. ___7. ___ 8. ___8. ___ 9. ___9. ___10. ___10. ___ 11. ___11. ___ 12. ___12. ___13. ___13. ___ 14. ___14. ___ 15. ___15. ___16. ___16. ___ 17. ___17. ___ 18. ___18. ___19. ___19. ___ 20. ___20. ___ 21. ___21. ___22. ___22. ___ 23. ___23. ___ 24. ___24. ___25. ___25. ___ 26. ___26. ___ 27. ___27. ___28. ___28. ___ 29. ___29. ___ 30. ___30. ___

Total Number of True:Total Number of True:Analytical ____Analytical ____ Creative _____Creative _____ Practical Practical

__________

Triarchic TeachingTriarchic Teaching

► The idea behind Triarchic teaching is that The idea behind Triarchic teaching is that you provide students with assignments you provide students with assignments centered around the same learning goals, centered around the same learning goals, that are designed for their intelligence that are designed for their intelligence strengths. This way, students learn the strengths. This way, students learn the material more efficiently and successfully.material more efficiently and successfully.

► Sternberg’s research shows that student Sternberg’s research shows that student achievement rises when learning achievement rises when learning experiences take into account dominant experiences take into account dominant learning preferences.learning preferences.

Sternberg’s Three IntelligencesSternberg’s Three Intelligences

►We all have some of each of these We all have some of each of these intelligences, but are usually stronger intelligences, but are usually stronger in one or two areas than in others. in one or two areas than in others.

►We should strive to develop as fully We should strive to develop as fully each of these intelligences in each of these intelligences in students…, but also recognize where students…, but also recognize where students’ strengths lie and teach students’ strengths lie and teach through those intelligences as often as through those intelligences as often as possible, particularly when introducing possible, particularly when introducing new ideas.new ideas.

Analytical ThinkerAnalytical Thinker

► Likes to Likes to break things into partsbreak things into parts, likes to know how , likes to know how things work, enjoys facts as well as ideas, things work, enjoys facts as well as ideas, likes to arguelikes to argue, , attracted to logical thinking and logical ideas, attracted to logical thinking and logical ideas, likes to likes to “think” as opposed to “doing,” typically does well at “think” as opposed to “doing,” typically does well at school school tasks, enjoys solving problems, can focus for long tasks, enjoys solving problems, can focus for long periods of time on a single task, may periods of time on a single task, may balk at “creative” balk at “creative” assignments, likes to find one right “answerassignments, likes to find one right “answer,” may see ,” may see things as black and white.things as black and white.

► Needs: Needs: assignments that require thought as opposed to assignments that require thought as opposed to rote memorization, extended assignments that allow for rote memorization, extended assignments that allow for focused, long-term study, “problems” to figure outfocused, long-term study, “problems” to figure out, time , time to discuss ideas with others, support with how to to discuss ideas with others, support with how to present ideas in a non-argumentative way, support with present ideas in a non-argumentative way, support with listening to and accepting others’ ideas, opportunities to listening to and accepting others’ ideas, opportunities to struggle with open-ended questions that have no struggle with open-ended questions that have no right/wrong answer.right/wrong answer.

Analytical Thinkers May Like….Analytical Thinkers May Like….

► Analyzing characters when I’m reading or listening to a storyAnalyzing characters when I’m reading or listening to a story► Comparing and contrasting points of viewComparing and contrasting points of view► Criticizing my own and others’ workCriticizing my own and others’ work► Thinking clearly and analyticallyThinking clearly and analytically► Evaluating my and others’ points of viewEvaluating my and others’ points of view► Appealing to logicAppealing to logic► Judging my others’ behaviorJudging my others’ behavior► Explaining difficult problems to othersExplaining difficult problems to others► Solving Logical problemsSolving Logical problems► Making inferences and deriving conclusionsMaking inferences and deriving conclusions► Sorting and classifyingSorting and classifying► Thinking about thingsThinking about things

Examples Across CurriculumExamples Across Curriculum ► Analyze the development of the character of Heathcliff in Analyze the development of the character of Heathcliff in Wuthering Wuthering

Heights.Heights.

► Critique the design of the experiment (just gone over in class or in a Critique the design of the experiment (just gone over in class or in a reading) showing that certain plants grew better in dim light than in reading) showing that certain plants grew better in dim light than in bright sunlight.bright sunlight.

► Compare and contrast the respective natures of the American Compare and contrast the respective natures of the American Revolution and the French Revolution, pointing out ways both in Revolution and the French Revolution, pointing out ways both in which they were similar and those in which they were different.which they were similar and those in which they were different.

► Evaluate the validity of the following solution to a mathematical Evaluate the validity of the following solution to a mathematical problem and discuss weaknesses in the solution, if there are any.problem and discuss weaknesses in the solution, if there are any.

► Assess the strategy used by the winning player in the tennis match Assess the strategy used by the winning player in the tennis match you just observed, stating what techniques she used in order to you just observed, stating what techniques she used in order to defeat her opponent.defeat her opponent.

Practical ThinkersPractical Thinkers

► Likes to see the real world application of things, excellent at Likes to see the real world application of things, excellent at implementing plans, a “doer,” implementing plans, a “doer,” highly effective in making highly effective in making things “happen,” organized, less interested in ideas than in things “happen,” organized, less interested in ideas than in action likes to move and do when learning, action likes to move and do when learning, can be an can be an excellent leader, may struggle with creativity-for-creativity’s-excellent leader, may struggle with creativity-for-creativity’s-sake assignmentssake assignments, may resist completing assignments for , may resist completing assignments for which they see no real-world purpose, can work very well in which they see no real-world purpose, can work very well in group situation, group situation, may not be traditionally “book smart.”may not be traditionally “book smart.”

► Needs: Needs: Hands-on activitiesHands-on activities, assignments that are connected , assignments that are connected to the real world, to the real world, opportunities to share ideas with opportunities to share ideas with practitioners and expertspractitioners and experts, experiences with more creative, , experiences with more creative, open-ended activities, support with being patient with open-ended activities, support with being patient with activities for which they see no immediate application, activities for which they see no immediate application, opportunities to lead (even when they are not the highest opportunities to lead (even when they are not the highest achievers, achievers, these students can be highly effective at leading these students can be highly effective at leading groups groups and delegating responsibilities).and delegating responsibilities).

Practical Thinkers May Like….Practical Thinkers May Like….

► Taking things apart and fixing themTaking things apart and fixing them► Learning through hands on activitiesLearning through hands on activities► Making and maintaining friendsMaking and maintaining friends► Understanding and respecting othersUnderstanding and respecting others► Putting into practice things I learnedPutting into practice things I learned► Resolving conflictsResolving conflicts► Advising m friends on their problemsAdvising m friends on their problems► Convincing someone to do somethingConvincing someone to do something► Learning by interacting with othersLearning by interacting with others► Applying my knowledgeApplying my knowledge► Working and being with othersWorking and being with others► Adapting to new situationsAdapting to new situations

Examples Across the Examples Across the Curriculum: PracticalCurriculum: Practical

► Apply the formula for computing compound interest to a problem Apply the formula for computing compound interest to a problem people are likely to face when planning for retirementpeople are likely to face when planning for retirement..

► Use your knowledge of German to greet a new acquaintance in Berlin.Use your knowledge of German to greet a new acquaintance in Berlin.

► Put into practice what you have learned from teamwork in football to Put into practice what you have learned from teamwork in football to making a classroom team project succeed.making a classroom team project succeed.

► Implement a business plan you have written in a simulated business Implement a business plan you have written in a simulated business environment.environment.

► Employ the formula for distance, rate, and time to compute a Employ the formula for distance, rate, and time to compute a distance.distance.

► Render practical a proposed design for a new building that will not Render practical a proposed design for a new building that will not work in the aesthetic context of the surrounding buildings, all of which work in the aesthetic context of the surrounding buildings, all of which are at least 100 years old.are at least 100 years old.

► Apply a lesson that a literary character learned to your life.Apply a lesson that a literary character learned to your life.

Creative ThinkersCreative Thinkers► Attracted to novelty, likes to produce knowledge or Attracted to novelty, likes to produce knowledge or

ideas instead of consuming them, sees the world ideas instead of consuming them, sees the world from a unique perspectivefrom a unique perspective, often prefers , often prefers working working alonealone, doesn’t like to be rushed toward completion of , doesn’t like to be rushed toward completion of tasks, often works in “bursts,” with long periods of tasks, often works in “bursts,” with long periods of incubation (which can look like unproductiveness) incubation (which can look like unproductiveness) followed by quick, highly productive working periods, followed by quick, highly productive working periods, often has unique sense of humor.often has unique sense of humor.

► Needs: Needs: support with setting deadlines and timelinessupport with setting deadlines and timelines, , open-ended assignments with structure, assignments open-ended assignments with structure, assignments that allow for that allow for creative thinking and novel productscreative thinking and novel products, , support working with other students, frequent outlets support working with other students, frequent outlets for creative thought, for creative thought, support with turning “ideas” into support with turning “ideas” into “reality“reality.”.”

Creative thinkers May Like…Creative thinkers May Like…► Designing new thingsDesigning new things► Coming up with ideasComing up with ideas► Using my imaginationUsing my imagination► Playing make-believe and pretend gamesPlaying make-believe and pretend games► Thinking of alternative solutionsThinking of alternative solutions► Noticing things people usually tend to ignoreNoticing things people usually tend to ignore► Thinking in pictures and imagesThinking in pictures and images► Inventing (new recipes, words, games)Inventing (new recipes, words, games)► Supposing that things were differentSupposing that things were different► Thinking about what would have happened if certain aspects Thinking about what would have happened if certain aspects

of the world were differentof the world were different► Composing (new songs, melodies)Composing (new songs, melodies)► Acting and role playingActing and role playing

Examples Across the Examples Across the Curriculum: CreativeCurriculum: Creative

► Create an alternative ending to the short story you just read that represents a Create an alternative ending to the short story you just read that represents a different ay things might have gone for the main characters in the story.different ay things might have gone for the main characters in the story.

► Discover the fundamental physical principle that underlies all of the following Discover the fundamental physical principle that underlies all of the following problems, each of which differs from the others in the “surface structure” of problems, each of which differs from the others in the “surface structure” of the problem but not in its “deep structure…” the problem but not in its “deep structure…”

► Imagine if the government of China keeps evolving over the course of the Imagine if the government of China keeps evolving over the course of the next 20 years in much the same way it has been evolving. What do you next 20 years in much the same way it has been evolving. What do you believe the government of China will be like in 20 years?believe the government of China will be like in 20 years?

► Suppose that you were to design one additional instrument to be played in a Suppose that you were to design one additional instrument to be played in a symphony orchestra for future compositions. What might that instrument be symphony orchestra for future compositions. What might that instrument be like, and why?like, and why?

► Imagine what it feels like to be a parabola, and describe yourself and your life.Imagine what it feels like to be a parabola, and describe yourself and your life.

► Suppose Huck Finn had been named Helen Finn. Suppose Huck Finn had been named Helen Finn.

Tips for Teaching Tips for Teaching TriarchicallyTriarchically

► Some of the time, teach analytically, helping students learn to Some of the time, teach analytically, helping students learn to analyze, evaluate, compare and contrast, critique and judge.analyze, evaluate, compare and contrast, critique and judge.

► Some of the time, teach practically, helping students learn to Some of the time, teach practically, helping students learn to apply, use, utilize, contextualize, implement, and put into apply, use, utilize, contextualize, implement, and put into practice.practice.

► Some of the time, teach creatively, helping student learn to Some of the time, teach creatively, helping student learn to create, invent, imagine, discover, explore and suppose.create, invent, imagine, discover, explore and suppose.

► Much of the time, enable all students to capitalize on their Much of the time, enable all students to capitalize on their strengths.strengths.

► Most of the time, enable all students to correct or compensate Most of the time, enable all students to correct or compensate for their weaknesses.for their weaknesses.

► Make sure your assessments match your teaching, calling Make sure your assessments match your teaching, calling upon analytical, creative and practical as well as memory upon analytical, creative and practical as well as memory skills.skills.

► Value the diverse patterns of abilities in all students.Value the diverse patterns of abilities in all students.

Biology –A Differentiated Lesson Biology –A Differentiated Lesson Using Sternberg’s IntelligencesUsing Sternberg’s Intelligences

Learning Goals:Learning Goals:► Know-Names of cell parts, functions of cell partsKnow-Names of cell parts, functions of cell parts► Understand-A cell is a system with interrelated partsUnderstand-A cell is a system with interrelated parts► Do –Analyze the interrelationships of cell parts/functionsDo –Analyze the interrelationships of cell parts/functions► Present understandings in a clear, useful, interesting and Present understandings in a clear, useful, interesting and

fresh fresh ► way.way.► After whole class study of a cell, students choose one of the After whole class study of a cell, students choose one of the

following sense-making activities.following sense-making activities.Analytical: Analytical: ► Use a cause/effect chain or some other format you develop to 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 show how each part of a cell affects other parts as well as the whole. Use labels, directional markers, and other symbols as whole. Use labels, directional markers, and other symbols as appropriate to ensure that someone who is pretty clueless appropriate to ensure that someone who is pretty clueless about how a cell works will be enlightened after they study about how a cell works will be enlightened after they study your workyour work

Practical:Practical:► Look around you in your world or the Look around you in your world or the

broader world for systems that could broader world for systems that could serve as analogies for the cell. Select serve as analogies for the cell. Select your best analogy (“best” most clearly your best analogy (“best” most clearly matched, most explanatory or matched, most explanatory or enlightening). enlightening).

► Devise a way to make the analogy clear Devise a way to make the analogy clear and visible to an audience of peers, and visible to an audience of peers, ensuring that they will develop clearer ensuring that they will develop clearer and richer insights about how a cell and richer insights about how a cell works by sharing in your work. Be sure to works by sharing in your work. Be sure to emphasize both the individual functions emphasize both the individual functions of cell parts and the interrelationships of cell parts and the interrelationships among the parts.among the parts.

Creative:Creative:► Use unlikely stuff to depict the structure Use unlikely stuff to depict the structure

and function of the cell, with emphasis on and function of the cell, with emphasis on interrelationships among each of the interrelationships among each of the parts. You should select your materials parts. You should select your materials carefully to reveal something important carefully to reveal something important about the cell.about the cell.

► Tell a story that helps us understand a Tell a story that helps us understand a cell as a system with interdependent cell as a system with interdependent actors or characters, a plot to carry out, a actors or characters, a plot to carry out, a setting, and even a potential conflict. Use setting, and even a potential conflict. Use your own imagination and narrative your own imagination and narrative preferences to help us gain insights into preferences to help us gain insights into this remarkable system.this remarkable system.

Student NameStudent Name:________________________________:________________________________

Visual ( )

Auditory ( )

Kinesthetic ( )

F & P Level ( ) CAT 4 Level ( )

AFL Level ( )

Analytical ( )

Creative ( )

Practical ( )

Date Completed :_____________________