Day 7 Year 2 Induction
description
Transcript of Day 7 Year 2 Induction
DAY 7 YEAR 2 INDUCTIONInclusive Practices
Maureen GradelPennsbury Staff Development
WELCOME! PLEASE…
sign-in for either Stipend or Act 48 seat yourself according to the provided name
tags help yourself to refreshments catch up with your colleagues use the colored-pencils (orange container) to
complete (individually) the activity on pages 1 and 2 of your Day 7 booklet
place a dot sticker (on tables) on the Circle of Tolerance chart provided
complete the Effective Classroom checklist peruse the provided sponge activities
Sponge Activities Better Teaching
Calendar: includes tips for each day of January and February
Better Teaching Articles: a collection of articles focusing on DI Strategies
PaTTAN materials on Effective Instruction, SAS, UDL, and Formative Assessment
REMINDER: Trade Day Tuesday, February 22. Sign up on MLP asap!
Standards-Based Portfolio
Classroom Environment Instruction & Assessment Parent & Student Communication Recognition of Student
Achievement/Accomplishments Use of Time
Technology Integration Inclusive Practices Standards-Based Instructional Unit
DANETTE RICHARDSBCIU 22 Program and Training Specialist
AGENDA – Session A Circle of Tolerance Activity Including Samuel Video Special Education Law Fairness Least Dangerous Assumption Presumed Competence Introduction to Differentiated Instruction (DI) Standards Session A Assignment DI/Universal Design for Learning (UDL) Tiering Day 7 Workshop Portfolio Assignment
AIN’T THAT PECULIAR ACTIVITY
Individually read and complete the About Me portion of the “Peculiarities” sheet.Move around the room in search of peculiarpeculiar colleagues.Introduce yourself and share one of your peculiarities.peculiarities.
Ask your colleague to share one of his/her peculiaritiespeculiarities.Indicate the name of your colleague next to his/her peculiaritypeculiarity.
Continue meeting peculiarpeculiar folks until the music stops.
BEFORE VIEWING INCLUDING SAMUEL…
Ask yourself… What does the term
disability mean to you? Do you know someone
with a disability. If so, how has it affected your life?
Do you know what the term Inclusive Education means?
Do you think students with disabilities should be full time members of the general education classroom?
WHILE VIEWING INCLUDING SAMUEL…
Consider one of the following perspectives while viewing the clip:
Person A: home/parent perspective Person B: teacher/school perspective Person C: community/neighborhood
perspective
Assign a different perspective to each person within your group.
Special Education Law
CLOZE ACTIVITY
Turn to page 5 in your Day 7 booklet. With a partner or in your table groups, fill-in
the blanks (more than one word) as best you can.
Compare what you came up with, with the correct answers.
Continue this process with booklet pages 6-8.
Fairness
What can we learn from the research? There is NO compelling
body of evidence that says that heterogeneous well-taught classrooms cannot produce the same or better achievement for ALL.
There is NO compelling body of evidence that grouping, tracking, separating produces high levels of achievement for ALL.
New Important Data (Cosier, 2009)
In looking at thousands of students across hundreds of districts;
Amount of time an individual student spends in general education relates directly to the individual student’s achievement;
When controlling for race and SES; Across all types of disabilities…
The more time in general education, the higher the achievement!!
Least Dangerous Assumption
Least Dangerous Assumption states that in the absence of
absolute evidence, it is essential to make the
assumption that, if proven to be false, would be least
dangerous to the individual.
-Anne Donnellan
Presumption of Competence
Approaching each student (even those without language) as thinking people with ideas about their lives.
Give the student the benefit of the doubt, then look hard for the evidence.
~ Doug Biklen
Differentiated Instruction
What are you already doing to differentiate instruction in
your classroom?
The one haunting realization teachers can have when reflecting
upon students that they have served is.......
They Could Have If Only I Would Have!!!!
(Weikert, 2009)
““We need to make We need to make
Differences ordinaryordinary””
Let’s look at our classroom.
So, how do we do that?
BY BEING PROACTIVE IN PLANNING FOR ALL
NOTREACTIVE IN TRYING TO FIT A FEW
Let’s Define Differentiated Instruction
Differentiating instruction is doing what’s fair for students. It means creating multiple paths so that students of different abilities, interests, or learning needs experience equally appropriate ways to learn.
Standards guide all classroom decisions
Visit the Standard Aligned System (SAS)
www.pdesas.org
Group Processing
Moving from Standards-Referenced to
Standards-Based
Read pages 21 & 22 in your Day 7 Workshop booklet.
Discuss with your table group:
Am I Standards-Referenced or
Standards-Based?
Session A Take Home Assignment #1
Read both the Mastery Learning (pg. 12-16) and Peeling A Standard (pg. 17-18) articles found in your Day 7 Induction booklet.
Using the discussion tab on the Day 7 page of our wikispace, post your comments to each of the discussion questions.
http://pennsburyinductionyear2.wikispaces.com
Pre-Assessment(Finding
Out)
CurriculumState & Local
Standardshttp://www.pdesa
s.org
StudentReadiness,
Ability, Interest,Talents, &
Prior Knowledgehttp://www.cast.org
http://www3.bucksiu.org/167010649164760/cwp/view.asp?A=3&Q=275957&C=55775
ContentWhat the
teacher plans to teach
http://www.cast.org
ProcessHow the teacher plans to instruct
ProductAllows
students to demonstrate and extend what they
have learned
SummativeAssessment
DI/UDL (THE BIG PICTURE)Used in Planning and Implementing EFFECTIVE
INSTRUCTION
FormativeAssessment
to increase STUDENT ACHIEVEMENT
Differentiating Content
• Resource materials at varying readability levels
• Audio and video recordings• Highlighted vocabulary• Charts and models• Interest centers• Varied manipulatives and resources• Peer and adult mentors
Differentiating Process (making sense and meaning of content)
• Use leveled or tiered activities • Interest centers• Hands-on materials• Vary pacing according to readiness• Allow for working alone, in partners,
triads, and small groups• Allow choice in strategies for processing
and for expressing results of processing
Differentiating Products(showing what is known and able to be done)
• Tiered product choices• Model, use and encourage student use of
technology within products and presentations• Provide product choices that range in choices
from all multiple intelligences, options for gender, culture, and race
• Use related arts teachers to help with student products
Strategies to Make Differentiation Work
1. Tiered Instruction
Changing the level of complexity or required readiness of a task or unit of study in order to meet the developmental needs of the students involved.
Tiering f or Readiness(Prior Knowledge)
Key Concept Or
Understanding
Those who do not know the concept
Those with some understanding
Those who understand the
concept
Planning Pyramid
Some students will know*The Geography of the conflicts
•The impact of the “greatest Generation”
•Major conflicts and leaders of WWII
Most students will know•Major conflicts and leaders of WWII
•The social and cultural changes
All students will know•The three fronts and outcomes
•The major outcomes of WWII
•The major differences between the sides of WWII
Unit Planning
What some studentsWill learn
What most studentsWill learn
What all studentsShould learn
•How Earth lookedduring the ice age•Disasters caused bysudden changes•Geographic examplesof slow and fast changes
•Compare and contrastWeathering and erosion• How humans causephysical and chemicalweathering•Basic types of rocks
• Basic components ofEarth’s surface• Forces that change crust and weathering and erosion
Date: Sept. 1-30 Class Period 1:30-2:30
Unit Title: Weathering and Erosion
Materials/resources
Guest speaker on volcanoes
Video erosion and weathering
Rock samples
Library books: disasters, volcanoes, etc.
Colored transparencies for lectures
Instructional Strategies/Adaptations
Experimental
Concept maps
Cooperative learning groups to learn material in textbooks
Audiotape of chapter
Study buddies tp prepare for quizzes and tests
Evaluation/Products
Weekly quiz
Unit test
Learning logs (daily record of “What learned”)
Vocabulary flash(Refer to handout on 9 ways to adapt)
Tiering f or I nterest(Diff erent parts of a cell)
Key Concept THE CELL
One part tied to conceptNucleus
Second part tied to conceptCytoplasm
Third part tied to concept
Mitocondria
Tie everything back to key concept. Students might be in a j igsaw activity and bring the inf o back to their base groups, so you could also diff erentiate the process.
Tiering f or Learning Style
Key Concept Or
Understanding
Represent concept visually
Using drawings or photographs
Represent concept in 3 Dimensional
f ormat
Represent concept by
written report
All shared with entire class and all related to BIG PICTURE
What Can Be Tiered?
• Processes, content and products
• Assignments
• Homework
• Learning stations
• Assessments
• Writing prompts
• Anchor activities
• Materials
"A tiered lesson is a differentiation strategy that addresses a
particular standard, key concept, and generalization, but allows
several pathways for students to arrive at an understanding of
these components, based on the students interests, readiness, or
learning profiles".
What Can We Adjust?
• Level of complexity
• Amount of structure
• Pacing
• Materials
• Concrete to abstract
• Options based on student interests
• Options based on learning styles
Tiering Instruction
1. Identify grade level and subject2. Identify the standard you are targeting3. Identify the key concept and generalization.
In other words, “Whatbig idea am I targeting?”
4. Be sure the students have the background knowledge necessary. Are there skills that need to be taught first? You might have to scaffold.
Qu ick T ime™ an d a d eco mp resso r
are n eed ed to see t h i s p ictu re.
Tiering Instructions
5. Determine in which part of the lesson you will tier. You may choose to tier the content, process, or the product.
6. Determine the type of tiering you will do: readiness, interest, or learning style.
7. From here plan your tiers.
8. How are you going to assess?Qu i c kTi m e ™ a n d a
d e c om p r e s s ora r e ne e d e d t o s e e t h i s p i c t u r e .
Session A Take Home Assignment #2
Complete prior to Session B:
Watch the DI Power Point found on the Year 2 Induction – Day 7 page of the wikispace.
http://pennsburyinductionyear2.wikispaces.com
Using the Discussion tab on the Day 7 Workshop page of the wiki, post your response to the DI Power Point prompt.
Day 7 Workshop Portfolio Assignment: You are to design a differentiated lesson on
the topic of your choice. A portion of the Session B workshop will be
provided in order for you to work. Bring any necessary materials to this session.
Additional Resources, to those provided on the wikispace and in the workshop booklet, will be available.
This differentiated lesson plan and related materials will be part of the Inclusionary Practices portion of the portfolio.
Our Day 7 Conference discussion will focus on this lesson plan and reflection on how the students did with the lesson.
SESSION B – WELCOME BACK!
Please… sign-in for either Stipend or Act 48 hours. find your seat assignment with the name
tags provided. help yourself to refreshments. discuss the wikispace assignments with your
table. re-read the 21st Century Standards-Based
Classroom on pages 21 & 22 in your booklet. peruse the provided sponge activities.
SPONGE ACTIVITIES
LOVE handout (pink) in honor of Valentine’s Day
Better Teaching articles PaTTAN materials on Error Correction,
Response Cards and Time Trials.
AGENDA – SESSION B Review of Session A
DI/UDL Tiering
Day 7 Booklet Materials Walk-Thru Concepts Task Analysis Pre-Assessment/Framing the Learning Strategies Collaboration/Co-Teaching
Lisa Oates – Pennsbury 9-12 Inclusion Specialist Assignment/Conference Review Time to Work Closure
Pre-Assessment(Finding
Out)
CurriculumState & Local
Standardshttp://www.pdesa
s.org
StudentReadiness,
Ability, Interest,Talents, &
Prior Knowledgehttp://www.cast.org
http://www3.bucksiu.org/167010649164760/cwp/view.asp?A=3&Q=275957&C=55775
ContentWhat the
teacher plans to teach
http://www.cast.org
ProcessHow the teacher plans to instruct
ProductAllows
students to demonstrate and extend what they
have learned
SummativeAssessment
DI/UDL (THE BIG PICTURE)Used in Planning and Implementing EFFECTIVE
INSTRUCTION
FormativeAssessment
to increase STUDENT ACHIEVEMENT
DAY 7 WORKSHOP BOOKLET WALK-THRU #1
Concept-Based Instruction (pgs. 24-33) Planning Pyramid/Task Analysis (pgs. 34-39) Pre-Assessment (pgs.40-54) Top Ten Questions (pgs. 55-60) Differentiation Non-Negotiables (pgs. 61-62)
Assignment: Take the survey on page 62. Discuss with your table group how you are
planning to add those not marked to your decision making repertoire.
DAY 7 WORKSHOP BOOKLET WALK-THRU #2
Differentiation (pgs. 63-73) PaTTAN Materials Collaboration/Co-Teaching (pgs. 74-87)
LISA OATESPHS East
Inclusion Specialist
9-12
WHAT WOULD…DO? ACTIVITY
If these famous people were in your classroom, how would you address their learning needs? Do the students in your classes have similar talents/abilities?
Discuss at your table, which strategies can engage their different learning styles.
DAY 7 WORKSHOP BOOKLET WALK-THRU #3
Who Are Our Learners? (pgs. 89-152) Choice Boards (pgs. 153-156) RAFTs (pgs. 156-160) Cubing (pgs. 160-164) Products (pgs. 165-170) Tiered Assignments (pgs. 171-177; 204) Curriculum Mapping (pgs. 178-187) Anchoring Activities (pgs. 188-201) Learning Contracts (pgs. 202-203) Adaptations (pg. 205) Supplementary Aids and Services Toolkit
(pgs. 206-207)
TIME TO WORK
Prepare a differentiated lesson (as per assignment)
Review ResourcesWikispaceBooks DVDsLisa Oates
ClosurePlease go to the Wikispace, Day 7 page
and complete the directions for the closure – due this Friday!
Day 7 Workshop Portfolio Assignment: You are to design a differentiated lesson on
the topic of your choice. A portion of the Session B workshop will be
provided in order for you to work. Bring any necessary materials to this session.
Additional Resources, to those provided on the wikispace and in the workshop booklet, will be available.
This differentiated lesson plan and related materials will be part of the Inclusionary Practices portion of the portfolio.
Our Day 7 Conference discussion will focus on this lesson plan and reflection on how the students did with the lesson.