Post on 21-Mar-2016
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DIFFERENTIATED INSTRUCTION, CSCOPE, AND RIGOR
Objectives for TodayContent Objective: We will•Gain a clearer understanding of differentiating instruction using CSCOPE and “best practices”
•Use CSCOPE documents to analyze and create rigorous questioning
•Create lessons for upcoming unitsLanguage Objective: We will describe differentiation, rigor, and CSCOPE pacing verbally with a partner and with the group.
Agenda Review of Differentiated Instruction
Learning Styles CSCOPE Lesson Examples Rigor and DOK Review CSCOPE and Leveling Questions Creating Lessons Wrap Up!
What Is Differentiated Instruction?
Circle Map
DI
Brainstorm: Activate your
prior knowledge.
Frame of Reference
Who/What influenced your
knowledge?
What is Differentiated Instruction?
o Instruction that MAXIMIZES
learning for ALL students.
o Best teaching practices.
Differentiate through:
Content (what is taught)
Process (how it is taught)
Product (what they produce)
Differentiate because:
Readiness
Learning styles
Interests
How Do We Differentiate?
Sort Activity
Learning Styles Inventory
Sort ActivitySharing OutWhat were the correct responses for each category?
Ways to help ELL students…
•Modeling•Hands-on activities•Manipulatives•Realia•Pictures•Smartboard
•Demonstrations•Multimedia•Timelines•Graphic organizers•Bulletin boards•Maps
CSCOPE Lesson Format
Engage Explore Explain Elaborate
Evaluate
ContentContent
/Process
Process Process Product
Video ClipThinking
MapSong
Hands-on Activity
Scavenger Hunt
FlipchartFoldableJournalNotes
DiscussionGames“I Have
Who Has?”
ModelsProjects
Performance Indicator
CSCOPE Lesson Example•Grade 5•Mathematics•Unit 11: Possible Lesson 02 (7 days)•TEKS: 5.13A, 5.13B, 5.13C•Process TEKS 5.14A, 5.14D, 5.15A, 5.15B, 5.16B
•Topic: Line Graph and Data Tables(2 days)•Topic: Mean, Median, Mode (2 days)
•Topic: Pictograph, Bar Graph, Double Bar Graph (2-3 days)
Have they seen these concepts before?Graphs and Data Tables (5.13A)
Mean, Median, Mode
• 2nd Grade – Picture graphs and bar-type graphs with and without keys
• 3rd Grade – (Readiness) Introduces sets of data in Pictographs, Bar Graphs
• 4th Grade – Not directly taught
• 5th Grade – (Supporting) Tables of related number pairs (x and y data sets) Line Graphs Introduced
• 5th Grade – Introduced to mean, median, mode
• 6th Grade – Mean with concrete objects and transitions to pictorial models
Graphs and Data Tables (5.13C)• 3rd Grade – (Supporting)
Pictographs, Bar Graphs, Introduces graphs using various scales, Focuses on constructing pictographs and bar graphs
• 4th Grade – (Readiness) Single and double bar graphs, Label graphs
• 5th Grade – (Supporting) Pictographs, Bar Graphs, related number pairs (x and y data sets) Line Graphs Introduced
Will the students see this again this year?TEKS Verification Chart
Topic: Line Graphs and Data Tables
GraphsAnd Data Tables
Brainstorm: Activate your
prior knowledge
about graphs and data tables.
Why are they useful?
Real Life Examples
EXPLAIN: FLIPCHART
Engage 1
Explore/Explain 1
Explore/Explain 2
Exit Slip/Entrance Ticket1)Write a reflection on the day’s activities.
2)Create a cartoon of the day’s activities.
3)Relate the day’s activities to an outdoor event or function.
4)Write a song or sing a song about the day’s activities.
5)Create a graphic organizer to explain the day’s activities.
6)Create or perform a skit about today’s activities.
7)Create a game to review the day’s activities.
Intrapersonal or Verbal/Linguistic
Visual/Spatial
Naturalist
Musical
Logical/Mathematical or
Visual/Spatial
Verbal/Linguistic or Interpersonal or
Bodily/Kinesthetic
Could be all depending on the activity
Topic: Mean, Median, Mode
Engage 2 – Individual Student Whiteboard ActivityInstructional Procedures:
1. Distribute a whiteboard and dry erase marker to each student. Instruct students to print their first name on their whiteboard then count and record the number of letters in their first name. Allow time for students to complete the activity. Monitor and assess students to check for understanding.
2. Instruct students to arrange themselves from least number of letters to greatest number of letters across the front and/or side of the classroom. Allow time for students to complete the activity. Monitor and assess students to check for understanding. Facilitate a class discussion to debrief student solutions.
Ask:
• What is the least number of letters recorded? Greatest? Answers may vary.
• How many numbers are there in all? Answers may vary, but students should indicate that the number matches the number of students in the room, or the total number of data collected.
• Which number, representing the number of letters in first names, occurs most often? How do you know? Answers may vary. There are 3 students with the same number of letters in their first name and everyone else has a different number of letters; etc.
• What does that tell you about the data collected? Answers may vary. That more people have __ number of letters in their name than any other number; etc.
EXPLAIN: FLIPCHART
Engage 2
Mean, Median, Mode Rap
Explore/Explain 3
Elaborate 1
BINGOAverage
Median
Mode
Range Average
Circle Graph
20
10 25BEGI
N
Topic: Pictograph, Bar Graph, Double Bar Graph
Explore/Explain 4
Foldable or Thinking Map
Elaborate 2
Evaluate
Topic: Statistics (7 days)CSCOPE Activities Activities Added
• Bean Growth Grid and Table (Engage 1)
• Focus Activity – CD Sales (Explore/Explain 1)
• Making a Line Graph Practice (Explore/Explain 1)
• Reading and Making a Line Graph (Optional)
• Reading and Understanding a Line Graph (Optional)
• Line Graph Data Booklet (Explore/Explain 2)
• Individual Student Whiteboard Activity (Engage 2)
• Median, Mode, and Range Practice (Explore/Explain 3)
• Data Decisions (Elaborate)• Double Bar Graph Practice
(Explore/Explain 4)• Creating Bar Graphs
Activity (Explore/Explain 4)
• Types of Graphs (Optional)• What’s My Data?
(Evaluate)
• Circle Map (Activate prior knowledge of data tables and graphs (Engage 2)
• Flipchart to review graphs and introduce line graphs (Explain)
• Exit Ticket/Entrance Slip (Evaluate)
• Flipchart to introduce mean, median, mode (Explain)
• Mean, median, mode Rap (Engage 3)
• Mean, median, mode Bingo (Elaborate 1)
• Foldable or Thinking Map on Types of Graphs (Explain/Elaborate)
• Jeopardy (Elaborate 2)
10 min
15 min
10 min (HW)(Tutoring or Enrichment)
20 min
30 min
20 min
30 min
Not Used30 min
30 min
Not Used15 min
10 min
20 min
10 min
30 min
5 min
20 min
15 min
30 min
Evaluate 2 – Unit Assessment & Performance Indicator
Create a bar graph, line graph, or pictograph for each set of data displayed in the following tables:
For both graphs, include the following: (1) the graph title; (2) a label of both the horizontal and/or vertical axes; (3) an appropriate interval; (4) a question that could be answered using the data in the graph with the solution; and (5) a justification, in writing, of why the graph you chose is the most appropriate representation for the data.
Create a journal entry explaining how to determine the median, mode, and range of wind speed in knots per hour from the given table of data.
Mr. Garza’s math class surveyed students in Grade 5 to determine their top five favorite foods. This table shows the results of the survey.
The table below shows the wind speed in knots per hour over a ten hour period of time.
RIGOR and DEPTH OF KNOWLEDGE (DOK)
Remember: DOK….
…is descriptive.…focuses on how deeply a student has to
know the content in order to respond.
…is NOT the same as difficulty.…is NOT the same as Bloom’s Taxonomy.
Simpson County Schools
Recall and Reproduction: Level 1
DOK 1 requires recall of information, such as a fact, definition, term, or performance of a simple process or procedure. Answering a Level 1 item can involve following a simple, well-known procedure or formula. Simple skills and abilities or recall characterize DOK 1.
Simpson County Schools
Recall and Reproduction: DOK 1 Examples
•List animals that survive by eating other animals
•Locate or recall facts explicitly found in text
•Describe physical features of places•Determine the perimeter or area of
rectangles given a drawing or labels•Identify elements of music using
musical terminology•Identify basic rules for participating
in simple games and activitiesSimpson County
Schools
Skills/Concepts: Level 2
DOK 2 includes the engagement of some mental processing beyond recalling or reproducing a response. Items require students to make some decisions as to how to approach the question or problem. These actions imply more than one mental or cognitive process/step.
Simpson County Schools
Skills/Concepts: DOK 2 Examples
•Compare desert and tropical environments•Identify and summarize the major events,
problem, solution, conflicts in literary text•Explain the cause-effect of historical
events•Predict a logical outcome based on
information in a reading selection•Explain how good work habits are
important at home, school, and on the job•Classify plane and three dimensional
figures•Describe various styles of music
Simpson County Schools
Strategic Thinking: Level 3
DOK 3 requires deep understanding as exhibited through planning, using evidence, and more demanding cognitive reasoning. The cognitive demands at Level 3 are complex and abstract. An assessment item that has more than one possible answer and requires students to justify the response they give would most likely be a Level 3.
Simpson County Schools
Strategic Thinking DOK 3 Examples
•Compare consumer actions and analyze how these actions impact the environment
•Analyze or evaluate the effectiveness of literary elements (e.g., characterization, setting, point of view, conflict and resolution, plot structures)
•Solve a multiple-step problem and provide support with a mathematical explanation that justifies the answer Simpson County
Schools
DOK Level 3 Examples•Develop a scientific model for a
complex idea•Propose and evaluate solutions for
an economic problem•Explain, generalize or connect
ideas, using supporting evidence from a text or source
•Create a dance that represents the characteristics of a culture
Simpson County Schools
Extended Thinking: Level 4
DOK 4 requires high cognitive demand and is very complex. Students are expected to make connections—relate ideas within the content or among content areas—and have to select or devise one approach among many alternatives on how the situation can be solved. Due to the complexity of cognitive demand, DOK 4 often requires an extended period of time.
Simpson County Schools
However, extended time alone is not the distinguishing factor.Task Thinking
Collecting data samples over several months
Recall
Organizing the data in a chart Skills/concepts
Using this chart to make and justify predictions
StrategicThinking
Developing a generalized model from this data and applying it to a new situation
ExtendingThinking
Simpson County Schools
Extended Thinking: DOK 4 Examples
•Gather, analyze, organize, and interpret information from multiple (print and non print) sources to draft a reasoned report
•Analyzing author’s craft (e.g., style, bias, literary techniques, point of view)
•Create an exercise plan applying the “FITT (Frequency, Intensity, Time, Type) Principle”
Simpson County Schools
Extended Thinking: DOK 4 Examples
•Analyze and explain multiple perspectives or issues within or across time periods, events, or cultures
•Specify a problem, identify solution paths, solve the problem, and report the results
•Write and produce an original play
Simpson County Schools
•The Depth of Knowledge is NOT determined by the verb, but by the context in which the verb is used and the depth of thinking required.
Simpson County Schools
Simpson County Schools
DOK 3- Describe a model that you might use to represent the relationships that exist within the rock cycle. (requires deep understanding of rock cycle and a determination of how best to represent it)
DOK 2- Describe the difference between metamorphic and igneous rocks. (requires cognitive processing to determine the differences in the two rock types)
DOK 1- Describe three characteristics of metamorphic rocks. (simple recall)
Same verb—three DOK levels
CSCOPE and Leveling Questions
Next Steps for Creating Lessons
Engage Explore Explain Elaborate Evaluate
Engage Explore Explain Elaborate Evaluate
PowerPoint or Flip Chart/Take notes/Class Discussion
Geometry Match-Up Cards and Questions / Group or Individual
Organization Chart with Name, Definition, Type of 3-D Figure, and Drawing of Net in Interactive Student Notebook (ISN)
Vocabulary foldable in ISN
Problem-Solving
“I Have. Who Has? Vocabulary review
Student Reflections
3-D Challenge
Tic-Tac-Know
Written Assessment/Problem-solving activity
Project
Student Choice Activities: Geometry
Exit Slip/Journal
Video clip
Song or Rap
Brainstorm / Create a Thinking Map about Geometric Figures (Use real-life examples)
Scavenger Hunt
Create 3-D models
Interactive lesson on Volume and Surface Area
3 – Dimensional Bliss Activity
Lesson Example Grade 8 (8.2D; 8.7B; 8.8ABC)
Review Game (Jeopardy, Bingo, Are You Smarter Than a 5th
Grader?)
▫I learned …
▫I wonder …
▫I feel …
▫I think …
Outcome Sentence Activity
Bodily/Kinesthetic
• Foldable• Activity with
Counters• Exit
Ticket/Entrance Slip
• Flipcharts
Interpersonal
• Class Discussion• Games• Group/Partner
Work• Exit
Ticket/Entrance Slip
Intrapersonal
• Thinking Map/Foldable
• Personal Reflection• Working
Individually• Exit
Ticket/Entrance Slip
Logical/Mathemati
cal
• Organizational Chart
• Exit Ticket/Entrance Slip
• All Activities were Mathematical!
Musical
• Mean, Median, Mode Rap
• Exit Ticket/Entrance Slip
• Moving with Transformations
Natural
• Sports and Outdoor Examples
• Exit Ticket/Entrance Slip
Verbal/Linguistic
• Foldable• Notes/Written
Explanations• Discussions• Exit
Ticket/Entrance Slip
Visual/Spatial
• Thinking Map/Foldable
• Flipcharts• Organizational
Chart• Exit
Ticket/Entrance Slip
Foldable
NatureVideo
Ticket Out the Door
Graphic Organizer
PuzzleEducationalSong
Journal Reflection
Group Activity
Manipulative Activities
Thinking Map
Outside Activity
Pictures
Math Mystery
GamesProject
DemonstrationMultimedia
Interactive White Board (IWB)
SPATIAL
Picture Smart
MUSICAL
Music Smart
NATURALIST
Nature Smart
BODILY-KINESTHETIC
Body Smart
INTRAPERSONAL
Self Smart
LINGUISTIC
Word Smart
LOGICAL-MATHEMATICA
L
Logic Smart
INTERPERSONAL
People Smart