1 Short Term Anchor Activity Check Out the DI Brochure Differentiated As we wait for people to...
-
Upload
augustus-townsend -
Category
Documents
-
view
214 -
download
1
Transcript of 1 Short Term Anchor Activity Check Out the DI Brochure Differentiated As we wait for people to...
1
Short Term Anchor Activity Check Out the DI Brochure
Differentiated
As we wait for people to arrive:
• Examine the Keys for Differentiating Instruction Brochure
• From the Anchor Activity Handout select Option A, B or C
•Complete the Anchor Activity alone or with another in your Table Group.
Helping Teachers Use Keys for Success to Differentiate Instruction
Jacque MelinGrand Valley State University
Mediated Journal…an advance organizer in which the page headings
are predetermined or guided by the leader.
Mediated Journal
Name:
Strategies Strategies Journal Entry 1
Journal Entry 2
Cover Inside Back
Short Anchor ActivityMediated Journal
10:2 Rule Promise
• Lecture:Processing Ratio• The brain needs to socially process• High School students – 5/6:2 Rule
Triple Track Agenda
Track 1 = Using DI strategies to support your learning here in this room.Track 2 = How you might use DI strategies with adult groups and tips for sharing them with others.Track 3 = How teachers might use DI strategies with students in classrooms.
InTASC Standards that Guide this Workshop
• Standard #2: Learning Differences. The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards
• Standard #6: Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.
• Standard #7: Planning for Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
• Standard #8: Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
• Standard #10: Leadership and Collaboration. The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.
Targets for this Workshop
• I can establish or extend my understanding of differentiated instruction (Standards #2, 6, 7, 8).
• I can articulate a vision with fellow administrators and coaches as to what is means to differentiate instruction for students in our schools (Standard #10) .
– We must remember that excellent differentiated classrooms are excellent first and differentiated second. – Anonymous
Targets for this Workshop
• I can help teachers to proactively plan instruction that is responsive to student differences (Standards #2, 6, 7, 8, 10).
– Differentiated instruction is more anticipatory than reactive in
nature. So really teachers should ask, “Am I planning for student differences or am I simply reacting to student failures?” -Taylor Ranch School’s Journey Towards Excellence
Targets for this Workshop
• I can coach teachers to help them use a variety of instructional strategies in order to effectively differentiate instruction (Standards #8, 10).
– This seems simple enough, but surprisingly enough many educators are so determined to “get through” the curriculum that they neglect the more important challenge of “getting through” to the students. -Taylor Ranch School’s Journey Towards Excellence
With the GOAL of…
• Developing our collective identity and capacity as collaborators and inquirers (regarding DI) in order to increase learning for ALL students.
From Adaptive Schools - Garmston & Wellman
Grounding (Small Fires)
• Purpose– to set a norm for respectful listening, – to get everyone’s voice into the room, – to allow people to connect with one another,
to allow for the expressions of hopes and apprehensions,
– to value thinking and feeling, – and to elicit agendas that might not otherwise
be heard.From Adaptive Schools - Garmston & Wellman
Grounding (Small Fires)
• Procedure– Members take turns talking (I will give you the
questions to talk about in just a minute). – When one member talks, all others are silent.
Full nonverbal attention is given to the speaker.
– After everyone has talked, the first speaker will summarize what was said.
– What questions do you have about these directions?
Grounding (Small Fires)
• Topics– My name is . . . – My relationship to this topic (differentiated
instruction) is . . . – My expectations are . . . – How I feel about being here is . . .
Go VISUAL
• 1st – Visual• 2nd – Kinesthetic• 3rd - Auditory
From Adaptive Schools - Garmston & Wellman
Partners
2. Choice
3. Respectful Tasks 4. Shared Responsibility for Learning
1. Flexible Learning Groups
Introductions Knowing the Learner
Find Your ___________Partner:1. Find out key information from each other:
• what is his/her job?• an aspect of differentiated instruction that is of particular
interest to him/her • his /her preferred learning environment• what he/she would be doing if not here today
2. Introduce each other to the whole group.
In Table Groups • Discuss:
1. how have the tasks so far been differentiated2. what were the learning outcomes for each of the choices for
the Anchor Activity3. the option you selected and your reasons
• Listen to a few $1.00 summaries
Short TermAnchor Activity Debrief
Long Term Anchor Tic Tac Toe
• Identify nine activities related to learning targets. Make some of the activities more challenging than others. I like to set up the activities so that the more challenging are down the middle and across the middle.
Basic More challenging
Basic
More challenging
More challenging
More challenging
Basic More challenging
Basic
In this class we are never finished. Learning is a process that never ends.” - Carol Ann Tomlinson
Key Underlying Principles
Content (learning materials)Process (how we help students learn)Product (how students demonstrate their learning)Learning Environment (conditions for learning)
Aspects of the teaching/learning process that can be differentiated
Knowledge of Students required to differentiate instruction:
ReadinessInterestsLearning Profile (e.g., styles, intelligences, environmental
1. Knowing the Learner 2. Responding by Differentiating
assessment for learning
Assessment for Learning – Closed Sort
On your own: • List (on paper) the many strategies that you have
observed teachers using to differentiate instruction for students (e.g., extra time to complete a test, choice of questions, etc.)
As a table group:• Share your strategies and write each strategy on a
separate sticky note – have 2 recorders at your table and write each strategy twice (on sticky notes that are 2 different colors).
TicTacToe
AnchorTicTacToe
Anchor
Closed Sort Knowing the Students
Using one set of sticky notes, sort the examples on your sticky notes by placing each note under one of the headings on a chart with these headings…
26
INTEREST READINESS LEARNER PREFERENCES
Sort with the other set of sticky notes:Responding by Differentiating
Using the other set of sticky notes, sort the strategies you have listed under each of these four headings on a new chart.CONTENT PROCESS PRODUCT LEARNING
ENVIRONMENT
27
Closed Sort - Activity Debrief
Discussion Questions – Table Group
• Under which headings do we have the most/least ideas?
• Why do we see the patterns we see here?• What might be some next steps suggested by the
results of this sort?
Stir the Classroom
Today’s Standards Demand That We…
Do….• encourage students to
understand what they are learning
• apply and transfer what they learn.
Do Not…• Have students
memorize and repeat information
Challenge of Today’s Standards
• demand “deep” learning from more than just the “smart” or “advanced” kids.
• require virtually ALL learners to think in complex and creative ways
• students must be able to use what they learn in contexts beyond those practiced in class.
Planning to “Teach Up”
“Teaching up” is rooted in what Carol Dweck (2006) labels a “growth mindset”
Teachers with growth mindsets believe that the brain is malleable and that the more we teach students as though they are smart, the more likely they are to become smart.
EFFECTS ON STUDENT ACHIEVEMENT OF SCHOOL AND TEACHER EFFECTIVENESS WITH
STUDENT ENTERING SCHOOL AT THE 50th PERCENTILE5th Grade Math Standardized Test
Percentile Entering Achievement Percentile After Two Years
Average SchoolAverage Teacher
50th
Highly Ineffective SchoolHighly Ineffective Teacher
50th
Highly Effective SchoolHighly Ineffective Teacher
50th
Highly Ineffective SchoolHighly Effective Teacher
50th
Highly Effective SchoolHighly Effective Teacher
50th
Highly Effective SchoolAverage Teacher
50th
Teachers were highly effective in instructional strategies, classroom management, and classroom curricular design. Marzano, Meta-analysis, 2001
50th
3rd
37th
63rd
96th
78th
Teaching Up…
• means planning instruction for the broadest possible range of learners.
• aiming high
• then building scaffolding that helps all students reach those heights, including the students who may not have seen themselves as capable of making the climb.
Teaching up…
begins with the teacher asking…
“What is the most thought-provoking, interesting, and engaging lesson(or unit) I can design to ensure that students will want to invest energy in complex questions, address significant issues, and master skills necessary for success with critical content?”
Not “Harder” Curriculum, but More “Rigorous”
“Hard” curriculum is taxing, burdensome, and demotivating;
“Rigorous” curriculum is energizing, enlivening, and motivating.
Tiered ThinkDots: Reflecting on Differentiation
• Version A (1): You have some knowledge of the definition, vocabulary and principles of differentiation.
• Version B (2): You are new to differentiation.
Tiered ThinkDots: Reflecting on DI Journal 1
• What makes this a good activity?• What concerns do you have?• How might teachers use this activity in their
classrooms?
Mediated Journal
Strategies
Short Anchor ActivityMediated Journal10:2Working AgreementGrounding (Small Fires)Go VisualKey PartnersKnowing the LearnerLong Term AnchorClosed SortStir the Classroom30 Second SpeechTiered Think DotsJournaling
Key Features of a DI Classroom
• Flexible grouping
• Choice
• Respectful tasks based on curriculum
• Shared Responsibility for Learning
42
First Turn/Last Turn• Form groups of four to eight. • Silently and simultaneously, members read a section of
text/article and highlight three or four items that have particular meaning for them.
• The facilitator names a person to start in each group. • In turn, members share one of their items but do not
comment on it. They simply read it (tell the group where it is located).
• In round-robin fashion, group members comment about the identified item with no cross-talk.
• The initial person who named the item now shares his or her thinking about the item and therefore gets the last turn.
• Repeat the pattern around the table.
Looking for DI
Before ViewingWith your Choices Partner• Each select two key features to explore (so
that you are observing for all 4 key features)
Individually • Read about your key feature:
– Pages : KEY FEATURES
44
SS/L-18ITEB 2010 Differentiated Instruction Summer Program
Video Segment
During Viewing• Record evidence of your key
feature on the Looking for DI Handout
After Viewing• Explain your key feature to your
partner and share your evidence
Strategies Jigsaw
1. Learning Menus as Anchor Activities2. RAFT and Trimind3. The Profiler and Show/Tell4. Tiering5. Structured Academic Controversy
Strategies Jigsaw1. With your “Expert
Partner” – from another group, fill out the response chart for your strategy(ies).
2. “Experts” determine what ideas you will share and how you will share the ideas in your “Home Groups”.
Strategies Jigsaw• Sharing in “Home Groups.”
– Go in order – starting with #1.
– Fill out your response chart as each “Expert” shares.
– Appoint a timer – each “Expert” should devote 7-8 minutes to their strategy(ies).
– Anchor Activity – work on one of these if you finish early.
Mediated Journal
Strategies
Short Anchor ActivityMediated Journal10:2Working AgreementGrounding (Small Fires)Go VisualKey PartnersKnowing the LearnerLong Term AnchorClosed SortStir the Classroom30 Second SpeechTiered Think DotsJournaling
Strategies
First Turn/Last TurnGuided ViewingPack and StackSalsa LineupJigsawLearning MenusRAFTTrimindProfilerShow and TellTieringStructured Academic Controversy
Proactively Planning with Differentiation in Mind
Think about learner variance that recurs from year to year, such as….. • weak readers, • students missing important prerequisite knowledge,• English language learners, • advanced learners, • students who approach learning in a variety of ways, • and students with weak academic vocabularies.
Proactively Planning with Differentiation in Mind
Plan with the Key Features of Differentiation in mind….
• Flexible grouping (F)
• Choice (C)
• Respectful tasks based on curriculum (R)
• Shared Responsibility for Learning (S)
Model: What would I do…Besides paying attention to F,C,R,S
• Use Scaffolding – Create an environment where students bump into success– Help students set, monitor, and adjust goals– Offer multiple modes of activities or assessments– Providing graphic organizers or templates– Ensure planned opportunities for needed practice– Provide advanced students with another opportunity to express
their knowledge/skills– Use small-group instruction to provide targeted instruction or
practice– Use technology to support student reading, writing, speaking,
hearing, or movement– Use peer brainstorming groups to prime thinking and planning
What would I do…Paying attention to F,C,R,S
Work with your Shared Responsibility for Student Learning Partner
…while facilitating a DI discussion with a mathematics, science, social studies or ELA teacher
We want to Increase Student Learning
In order to do this…..how Adaptive are we?
Adaptive Definition: Changing form (practice) while changing identity.
Focusing Questions:Who are we? Who do we need to be? Why are we doing this?Why are we doing this this way?
From Adaptive Schools - Garmston & Wellman
Companies that are adaptive…(or not)
• Adaptive
• Target
• 3M
• Amazon
• Apple
• Not
• Blockbuster
• Sears
Dilts Nested Levels of LearningOne level impacts the other…
Identity WHO? Beliefs, Values, Assumptions WHY?
Capabilities HOW? Behaviors WHAT?
Environment WHERE?
“All the good work in schools is just tinkering unless we clarify our identities as collaborators and inquirers.”
- Michael Fullan
Vision for School ChangeThe Elements of Professional Community
1.Compelling
purposeand
academicfocus
2. Collective efficacy and shared responsibility for student learning
3. Collaborative
culture
4.Deprivatized
practice
5. Relational trust in
one another 6. Individual and group learning based on ongoing assessment and feedback
From Adaptive Schools - Garmston & Wellman
Collaboration
Collaboration does not happen by chance; it has to be taught, practiced and learned. Developing collaborative cultures is the work of leaders who realize that a collection of superstar teachers working in isolation cannot produce the same results as interdependent colleagues who share and develop professional practices together.
- Garmston and Wellman
Outcomes for this part of the workshop
• Gain an emerging understanding of the benefits of Cognitive Coaching℠
• Examine skills needed to be a proficient collaborator
• Explore a communication tool that supports collaboration
From Cognitive Coaching ℠ - Costa and Garmston
Model
• List what you observe about:– The interaction
– The coach’s behavior
– The coachee’s thinking
From Cognitive Coaching ℠ - Costa and Garmston
Mission Statement
• The mission of Cognitive Coaching℠ is to produce self-directed persons with the cognitive capacity for high performance both independently and as members of a learning community.
• The metaphor of a stagecoach is one used to understand what a coach does—convey a valued person from where s/he is to where s/he wants to be.
From Cognitive Coaching ℠ - Costa and Garmston
How Proficient Collaborators Think and Act
• Which of these strategies
do you use? Does your
staff use?
• Which of these strategies
might need to be modeled
and practiced to encourage
students/adults to use?From Cognitive Coaching ℠ - Costa and Garmston
Positive Presuppositions
• “Given our shared concern about student achievement, let’s examine our assumptions about what might be causing the gaps in learning.”
• Instead of asking, “Does any body here know why the kids aren’t learning?
From Cognitive Coaching ℠ - Costa and Garmston
Positive Presuppositions
• As you reflect upon the lesson,• As you examine the data,• Based upon past successful experiences,• As an experienced educator,• As a successful teacher,
From Cognitive Coaching ℠ - Costa and Garmston
Paraphrasing/Listening Set Asides
Paraphrasing Listening Set Asides
• Attend fully• Capture the essence of the
message• Paraphrase before asking a
question• Use the pronoun “you”
instead of “I”.
• Autobiographical• Inquisitive• Solution
From Cognitive Coaching ℠ - Costa and Garmston
Principals of Paraphrasing
Paraphrasing sends three messages1. I am listening2. I am interested/I care3. I understand you (or I am trying to)
From Cognitive Coaching ℠ - Costa and Garmston
Planning Conversation
• Occurs before a colleague conducts or participates in an event, resolves a challenge, or attempts a task. The coach may or may not be present during the event or available for follow-up conversation.
You try (with your Flexible Groupings Partner)…
Other Resources
• Strategies for Struggling Readers:• http://
www.peterpappas.com/blogs/read-blog/non-reader-complete.pdf
• Websites and Apps that Support DI• http://
www.sde.ct.gov/sde/lib/sde/pdf/curriculum/cali/di_websites_chart.pdf
• Inclusion Activities, Group Processing Activities, etc.• https://rowman.com/WebDocs/CD%204x6%20Cards.pdf