setting the stage and providing the tools · •thanksgiving is my favorite holiday •family comes...
TRANSCRIPT
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Setting the Stage and Providing the Tools
Merritt Alden Booster
CAG Conference 2017
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encourage GATE students – and all students – to higher levels of thinking?
encourage students to develop an ownership of their own learning?
help underachieving GATE students?
kindle the fire of learning and create thinkers?
create scholars … as opposed to “good students”?
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BASIC CRITICAL
Identify Categorize Relate
Describe Compare Prove (with evidence)
Label Summarize Determine the
relevance (importance)
From: Paige McGinty McCord and Jennifer A. Krogh
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Know your students…
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Achi
evem
ent
Effort
+
+
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X Majority of
GATE students
X Goal for GATE
students
Achievement
+
Effort
+
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Critical Thinking
Is Hard Work!
http://www.google.com/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&docid=WEI46ErXXy90UM&tbnid=gTTnMTMFMUplSM:&ved=0CAUQjRw&url=http://hartlelearning.wordpress.com/2011/12/02/eltchat-summary-for-november-30th-2011-how-to-improve-speaking-skills-using-critical-thinking-ct-without-spoon-feeding/&ei=Ox0PUZ3jOMvwiQL7vIGoBQ&bvm=bv.41867550,d.cGE&psig=AFQjCNESZRc3xkjmpr0nNX7-qVDcW9Nmug&ust=1360031356829270http://www.google.com/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&docid=nVmB0oGvfvji3M&tbnid=J83tC8gvrlatvM:&ved=0CAUQjRw&url=http://ethiopia.limbo13.com/index.php/hurt_child/&ei=8h0PUZjpC4XxigKl-4Fw&bvm=bv.41867550,d.cGE&psig=AFQjCNEf53OQ2gmRaDS3jrQly6Y5fSHgjA&ust=1360031591426121http://www.google.com/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&docid=Z6uH2mWZJAGg6M&tbnid=hrrCZsqq1LVbwM:&ved=0CAUQjRw&url=http://www.preschoolnewtown.com/498026/2012/09/10/weekly-blog-article-by-a-childs-world-developmental-centers-vp-ron-seidman---how-do-you-eat-an-elephant.html&ei=WR4PUey1NKnOiwKl9ICABQ&bvm=bv.41867550,d.cGE&psig=AFQjCNEf53OQ2gmRaDS3jrQly6Y5fSHgjA&ust=1360031591426121http://www.google.com/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&docid=UketbplfPvlZjM&tbnid=yVrIyEs7fMI3aM:&ved=0CAUQjRw&url=http://helpyourkeiki.com/common-problems/&ei=8B4PUd3JH6rgiALQqIGIDw&bvm=bv.41867550,d.cGE&psig=AFQjCNEf53OQ2gmRaDS3jrQly6Y5fSHgjA&ust=1360031591426121http://www.google.com/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&docid=2lQTpOXHLP0ByM&tbnid=hjTplqN8U4ieVM:&ved=0CAUQjRw&url=http://auburnpub.com/columnists/katie_moran/how-to-relax-your-child-during-the-holiday-squeeze/article_7b12c190-90aa-5032-8b91-d6b5739d3bc4.html&ei=GB8PUf_8AePtiQKbxYC4Bw&bvm=bv.41867550,d.cGE&psig=AFQjCNEf53OQ2gmRaDS3jrQly6Y5fSHgjA&ust=1360031591426121http://www.google.com/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&docid=Z81X464L9mhpTM&tbnid=3OIWkSiEKR7K6M:&ved=0CAUQjRw&url=http://fashionablylolita.com/2012/10/01/think-less-and-live-more/&ei=Qh8PUcHQCcHViwKnxYGoCQ&bvm=bv.41867550,d.cGE&psig=AFQjCNEf53OQ2gmRaDS3jrQly6Y5fSHgjA&ust=1360031591426121http://www.google.com/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&docid=LUl0snqPqfmLjM&tbnid=MZcvX38yYZsBYM:&ved=0CAUQjRw&url=http://www.haitisurf.com/tyroneedmond.shtml&ei=ZR8PUbqoDqP3igLRjoCQCg&bvm=bv.41867550,d.cGE&psig=AFQjCNEf53OQ2gmRaDS3jrQly6Y5fSHgjA&ust=1360031591426121http://www.google.com/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&docid=Xmh4pS_s2UrRaM&tbnid=gdF_TXf3kLgY0M:&ved=0CAUQjRw&url=http://indianapublicmedia.org/amomentofscience/what-its-like-to-be-three/&ei=uB8PUZGxFaj4igLAwIGoDQ&bvm=bv.41867550,d.cGE&psig=AFQjCNEf53OQ2gmRaDS3jrQly6Y5fSHgjA&ust=1360031591426121http://www.google.com/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&docid=UrfauqmscFlQ-M&tbnid=-LrsiF2BEuRaVM:&ved=0CAUQjRw&url=http://lucianaleo.blogspot.com/2011/02/for-parents-and-caregivers-of-child.html&ei=MSAPUdXGBMK6igL8vYCICw&psig=AFQjCNFJ8nr4B8s1hiOl72LUPkYCDN57AA&ust=1360032120729703http://www.google.com/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&docid=mPHpwDP_sQryxM&tbnid=K0EySoKo6hZwtM:&ved=0CAUQjRw&url=http://soulesistah.wordpress.com/2010/11/11/parents-who-are-afraid-to-put-their-foot-down-usually-have-children-who-step-on-their-toes/&ei=WyIPUeTjGK3ciQLwzYGoBA&psig=AFQjCNFJ8nr4B8s1hiOl72LUPkYCDN57AA&ust=1360032120729703
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Give up easily when faced with difficult tasks?
Have difficulty working in groups and listening to the ideas of others?
Feel that it’s not OK to make mistakes?
Cheat rather than be wrong?
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Answer impulsively with the first thing that comes to mind?
Balk at taking any risk? At trying something new?
Not want to be bothered explaining answers?
Have difficulty setting priorities, focusing, and organizing?
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Common belief: High ability inspires self-confidence.
Reality: It does for a while - so long as the going is easy.
Many students are stuck in the idea that intelligence is fixed; if something is hard, it’s because they’re not smart enough.
This leads to the desire to look smart – as opposed to the desire to learn.
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Learning Oriented
Accept Feedback more Readily
Work Harder
Cheat More
Growth Mindset Learners
Fixed Mindset Learners
Embrace Challenge
Grow More Academically
Persist Longer
Get angry w/ Feedback
Resist Challenge
Grow Less Academically
Give up Faster
Reject Hard Work
Rewards Oriented Carol Dweck
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1. What do you think measured intelligence has to do with success?
2. To what degree do you believe the brain is malleable?
3. How does teacher Mindset impact who, where, what, & how we teach?
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Actively teach about the mind and Mindset
Focus on process not product
Set expectations at a high level
Create an atmosphere where challenge and responsible risk-making are encouraged
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Scholars see mistakes as learning opportunities.
Scholars are always ready to learn more. Scholars ponder ideas.
Scholars have questions and seek answers.
Scholars communicate ideas.
Scholars are ready with their tools.
Scholars use many resources.
Scholars set goals.
Scholars exercise their intellect.
Scholars think creatively.
Scholars look at the world through many perspectives.
Scholars are always ready to learn more.
Scholars ponder ideas.
Scholars have questions �and seek answers.
Scholars communicate ideas.
Scholars are ready �with their tools.
Scholars use many resources.
Scholars set goals.
Scholars exercise their intellect.
Scholars think creatively.
Scholars look at the world through many perspectives.
Scholars see mistakes as learning opportunities.
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Teach &
Expect Scholarly Behavior
A. Booster, 2012
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Biographies Characters Students’ scholarly behavior in class and activities
Holidays: Columbus, Martin Luther King, Presidents
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M. Kortbein, 2012
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Teach it. Expect it. The Rules:
1. Listen actively 2. No interrupting;
Respect each other’s right to speak 3. Prepare to agree or disagree with
evidence
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I agree/disagree with ____________ because:
Building on what _____________ said…
I see your point, but have you considered….
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“I am giving you this feedback because I believe in you.”
Results: The students who received the extra
sentence achieved at significantly higher levels a year later … even though the teachers did not know who received the sentence and there were no other differences between the groups.
Cohen & Garcia, 2014
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BUT IT IS NOT ENOUGH!
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… belief in students alone is not enough. Teachers must couple these beliefs with an academic environment that values open, growth [-oriented curriculum], mistakes , and high quality assessments.
Jo Boaler, Stanford Professor of Mathematics Education
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The fact that students differ may be inconvenient, but it is inescapable.
Adapting to that diversity is the inevitable price of productivity, high standards, and fairness to kids.
Theodore Sizer
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Differentiation is a sequence of common sense decisions
made by teachers
with a student-first orientation Adam Hoppe, 2010
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3 Areas of Student Variance
Readiness
Interest
Learning Profile
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STRATEGIES FOR DIFFERENTIATION
Content Process Product
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Know where you want your students to go…
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Students are not in school
to LEARN the answers, but to
UNDERSTAND the answers.
Purpose (Relevance)
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◦What do you want students to Know facts, vocabulary, definitions
◦What do you want them to Understand Principles/generalizations Big ideas of the discipline
◦ What do you want them to be able to Do Processes Skills
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Humans are born asking a question, And die asking the same question. The disciplines were created to answer that question:
What is life and who am I in it?” Realms of Meaning Phil Phenix
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Essential Questions –
The So what? / Who cares?
of why we study a subject
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A question that piques student interest by:
Giving purpose to study
Involving the student personally
Relating to the real world
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Examples:
What does it mean to be a good friend?
What does history have to do with your life?
What is similar between Roman gladiator games and modern football?
Why is painful love so often intertwined with good literature?
How is addition related to subtraction?
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E D U C A T I O N
U n i v e r s a l C o n c e p t s
Understandings = Principles
“Knows” = Facts “Be able to do” = Skills
EDUCATION
Universal Concepts
Understandings = Principles
“Knows” = Facts
“Be able to do” = Skills
Doubet/Williams
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1. Change
2. Conflict
3. Exploration
4. Force or Influence
5. Order vs. Chaos
6. Patterns
7. Power
8. Structure
9. Systems
10.Relationships
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1. Define and find examples
2. Generalizations ◦ Systems have parts that work to complete a task
◦ Systems are composed of sub-systems
◦ Systems interact
◦ Systems follow rules
3. Students will begin recognizing systems in all subject areas.
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A. Booster, 2012
•Connect •Are Cross-curricular
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K. Alexander: 2011-12 Systems
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Give your students tools to dig deeper and make connections…
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Thinking Keys for Depth of Learning
Dimensions of Depth and Complexity
summarized and including
relevant thinking skills
Depth
Language of the Discipline
Academic language, vocabulary, using correct terms, language
and tools used by the discipline studied
Depth
Details Facts, attributes, traits, noting
evidence, observation, description, comparison
Depth
Patterns Noting repetition, observation,
relevance vs. irrelevance, prediction, order
Depth
Rules Understanding structure and
cause, generalizing, judging with criteria, “…because…”
Depth
Trends Noting influences, forces, direction, course of action,
determine cause and effect, predict
Depth
Unanswered Questions Missing parts, unclear or
incomplete ideas, discrepancies, noting ambiguity,
fact/fiction/opinion, unresolved issues
Depth
Ethics Differing opinions, values,
morals, discrimination, argumentation, judging with criteria, determining bias,
controversy
Depth
Big Idea Generalizations, identifying main
ideas, how do ideas relate to overarching concepts or themes, principles, theories, summarize
Complexity
Relate over time Relationship between past,
present, and future, sequence, order, prediction, connecting, comparing and contrasting
Complexity
View from different perspectives
Opposing viewpoints, multiple perspectives, differing roles and
knowledge, determining bias, classifying, arguing
Complexity
Across disciplines Relationships within and
between subjects or disciplines, common elements,
Making connections & associations, integration
The elements of depth encourage deeper, focused study. The elements of complexity make connections and relate the subject to other studies and help clarify the relevance of what is studied – to the student, to the discipline, and to the larger world.
Dimensions of Depth and Complexity
summarized and including relevant thinking skills
Depth
Language of the Discipline
Academic language, vocabulary, using correct terms, language and tools used by the discipline studied
Depth
Details
Facts, attributes, traits, noting evidence, observation, description, comparison
Depth
Patterns
Noting repetition, observation, relevance vs. irrelevance, prediction, order
Depth
Rules
Understanding structure and cause, generalizing, judging with criteria, “…because…”
Depth
Trends
Noting influences, forces, direction, course of action, determine cause and effect, predict
Depth
Unanswered Questions
Missing parts, unclear or incomplete ideas, discrepancies, noting ambiguity, fact/fiction/opinion, unresolved issues
Depth
Ethics
Differing opinions, values, morals, discrimination, argumentation, judging with criteria, determining bias, controversy
Depth
Big Idea
Generalizations, identifying main ideas, how do ideas relate to overarching concepts or themes, principles, theories, summarize
Complexity
Relate over time
Relationship between past, present, and future, sequence, order, prediction, connecting, comparing and contrasting
Complexity
View from different perspectives
Opposing viewpoints, multiple perspectives, differing roles and knowledge, determining bias, classifying, arguing
Complexity
Across disciplines
Relationships within and between subjects or disciplines, common elements,
Making connections & associations, integration
Thinking Keys for Depth of Learning
The elements of depth encourage deeper, focused study. The elements of complexity make connections and relate the subject to other studies and help clarify the relevance of what is studied – to the student, to the discipline, and to the larger world.
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Dr. Sandra Kaplan
Tools to be used by both students and teachers
Must be explicitly taught
Can be used to easily differentiate assignments
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Provide a framework to structure knowledge
Provide focus for deeper investigation (Depth)
Provide tools to link broader knowledge and establish relevance (Complexity)
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Vocabulary Academic language Using correct terms Language and tools
used by the discipline studied
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Facts Attributes Traits Noting evidence Observation Description Comparison
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Noting repetition Observation Relevance vs.
irrelevance Prediction Order
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Understanding structure and cause
Generalizing Judging with criteria “…because…”
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Noting influences Forces Direction Course of action Determine cause
and effect Predict
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Missing parts Unclear or
incomplete ideas Discrepancies Noting ambiguity Fact/fiction/opinion Unresolved issues
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Differing opinions Values Morals Discrimination Argumentation Judging with criteria Determining bias Controversy
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Generalizations Identifying main ideas How do ideas relate
to overarching concepts or themes
Principles Theories Summarize
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Relationship between past, present, and future
Sequence Order Prediction Connecting Comparing and
contrasting
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Opposing viewpoints Multiple perspectives Differing roles and
knowledge Determining bias Classifying Arguing
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Relationships within and between subjects or disciplines
Common elements Making
connections & associations
Integration
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Contribution
Results, effects, consequences, achievement
Convergence
The coming together of events or ideas The meeting point
Origins
The beginning or cause, the roots or catalyst
Paradox
An idea that seems to say two opposite things
The fallacy or incongruities of something
Parallel
Ideas or events that are comparable or similar
(ParallelIdeas or events that are comparable or similar) (ParadoxAn idea that seems to say two opposite thingsThe fallacy or incongruities of something) (ConvergenceThe coming together of events or ideasThe meeting point) (OriginsThe beginning or cause, the roots or catalyst) (ContributionResults, effects, consequences, achievement)
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Are Avenues to Deep Command…
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Language of the Discipline
Details
Patterns
Multiple Points of View
Unanswered Questions
Rules
Ethics
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(Vocabulary of the story) Romp Porridge Peeped Snug
(Language of Literature)
Fairytale Rhythm Character Plot Conflict Resolution Setting Artist Author Anthropomorphic
(Language of a Sociologist) Indifference Family unit Discipline Self-reliance Cultural Supervision / unsupervised Morals Justice Society Social services Parents
(Language of a Naturalist) Natural environment Habitat Food supply Forest
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Played in forest Found empty house Went in uninvited Found porridge Tasted all three Biggest: too hot Middle: too cold Ate all the smallest Found chairs Tried all three Biggest: too hard Middle: too soft Broke the smallest Found beds
Biggest: too high Middle: too low Slept in smallest Bears come back Discovered porridge tasted
and smallest all gone Discovered chairs used and
smallest broken Discovered beds used and
smallest had a girl in it Goldilocks woke up Goldilocks fled Goldilocks never seen again
by bears
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Great Big Bear Middle-sized Bear Wee Little Bear Great big bowl Middle-sized bowl Wee little bowl Great big chair Middle-sized chair Wee little chair
Great big bed Middle-sized bed Wee little bed
Great big voice Middle-sized voice Wee little voice
Language pattern of discovery: Great Big Bear growled Middle-sized Bear said Wee little Bear cried
Tried everything biggest to
smallest
Extreme/middle ground/extreme
Smallest always best
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Within story: Goldilocks: hungry, tired,
curious, inquisitive, innocent Great Big Bear: Father-like,
gruff, justice-oriented, leader
Middle-sized Bear: motherly, gentle, enabler, peace-maker
Wee Little Bear: babyish, whiner, victim, innocent, “cried”
Outside story: Narrator Sheriff Social Worker Council of Animals Environmentalist Biologist Parent
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Where were Goldilocks‘ parents?
Didn’t she know it’s illegal and unsafe to enter into a strange house uninvited?
Why hadn’t she eaten?
Why was she so destructive?
Why were three bears living in a house?
What would they have done with Goldilocks had they caught her?
Do society’s laws apply in the forest?
Whose laws do bears abide by?
What were bears doing eating porridge anyway?
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Rule of three: 3 bears 3 bowls 3 beds 3chairs 3 syllables to bears’
names (also recurrence of
patterns of three in other fairy tales (e.g. three wishes, 3 Billy goats))
Rules of language in fairy tales: “Once upon a time” and “The end”
Large to small order consistent through story
Moral of story - lesson learned
Societal rules Safety rules Natural laws about what
bears do Parental rules
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Is it against the law to break into someone’s house? Whose law? (man’s law, natural law?) Is it ever OK? What if Goldilocks were an orphan and was lost,
scared, and hungry? What if the bears were starving? Should Goldilocks be punished for breaking and
entering? Should she have to pay for the chair? Should her parents be taken to court? Should the bears be always wary and lock their doors? What does that say about society?
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You
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•Brown long hair, green eyes •Love books, cooking, hiking, and gardening, dancing, and music •Thanksgiving is my favorite holiday •Family comes first
•Don’t let disagreements just sit there. •Brush your hair and teeth before bed
•Will I ever get to Australia? •Will I write that book? •Will I ever memorize those lyrics?!
I’m a thoughtful person who loves books, music, nature, and fun with family and close friends.
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V. Pressler, 2012
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•Main characters: the Quimby family •Mom goes to hospital, Ramona can’t see baby. Ramona is upset •Then Ramona meets new baby sister Roberta
•Ramona feels worried and sad. Then she liked being a big sister •Family of 4 to 5 •Dad learned that Ramona needed attention too.
Sibling, stethoscope, quarrel, bicker, irritable, siblingitis, blunderful, bargain, glanced, interrupted
Growing up isn’t easy. When changes happen don’t be upset, everything will be alright. Don’t make it a problem.
Ramona Forever by Beverly Cleary
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Social Studies: California Missions
Systems have parts that interrelate or
work together
Science: Plant/Animal Life Cycle
Mathematics: Equations
Language Arts: Paragraph
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Generalization /Topic Sentence Su
ppor
ting
deta
il /
evid
ence
Supp
ortin
g de
tail
/ ev
iden
ce
Supp
ortin
g de
tail
/ ev
iden
ce
Supp
ortin
g de
tail
/ ev
iden
ce
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Mindset / Scholarly Behaviors
Universal Concepts & Essential Questions
Depth and Complexity
Integrate their use
Not all the time and not all at once.
Just begin.
Starting Differentiation:How do we…Move into the �Common Core Thinking StandardsStep One: Setting the StageSlide Number 5Slide Number 6Do some of your students…Slide Number 8Dueck’s MindsetMindset -- Consider the Differences The Mindset Questions What can teachers do to encourage a Growth Mindset?Slide Number 13Slide Number 14Individuals as ScholarsMore than just “on the board”Scholarly ArgumentationSlide Number 18Study – high school English Mindset is important…Slide Number 21Why Differentiate?Slide Number 23Slide Number 24Slide Number 25Step Two:Slide Number 27Have Clarity About LearningSlide Number 29Slide Number 30Essential Question:Slide Number 32Slide Number 33Universal ConceptsExample: SystemsUniversal Concepts:Slide Number 37POWERStep Three:Slide Number 40Depth and Complexity – �a structured place to beginSlide Number 42Depth: �Language of the DisciplineDepth: DetailsDepth: PatternsDepth: RulesDepth: TrendsDepth: Unanswered QuestionsDepth: EthicsDepth: Big IdeaComplexity: Change over TimeComplexity: �View from Different PerspectivesComplexity: Across DisciplinesSlide Number 54Slide Number 55Content �ImperativesNew Prompts and �Content ImperativesThe Three BearsYou are looking for:Language of the DisciplineDetailsPATTERNSMultiple Points of ViewUnanswered QuestionsRulesEthicsSlide Number 67Slide Number 68Slide Number 69Slide Number 70Slide Number 71Use as Graphic OrganizerTo begin…