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Turning Lead into Gold

A Child who is judged to be: Can also be considered: Learning disabled Hyperactive Dyslexic Aggressive Plodding Lazy Immature Phobic Scattered Daydreaming Irritable Perseverative

Learning differently Kinesthetic A spatial learner Assertive Thorough Relaxed Late blooming Cautious Divergent Imaginative Sensitive Persistent

Source: Thomas Armstrong, 1987 “In their own way” Remember that all behavior is part of the continuum of human experience that changes over time and varies at any given point in time for every individual based upon a multitude of influences (People, environment, sense of safety and personal well-being, etc.)

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Verbal/LinguisticProcessinginformation

throughreading,writing,speaking,

listening

Logical/MathematicalProcessinginformationthroughworkingwithnumbersandpatterns

Musical/RhythmicProcessing

informationthroughworkingwith

rhythm,melodies,moods,patterned

sounds

Visual/SpatialProcessinginformation

throughimages,visualizing&drawing

Whenstudentshavestrengthsintheseareas,whatdoestheirbehaviorlooklike?

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Bodily/KinestheticProcessinginformation

throughtouch,movements,dramatics

IntrapersonalProcessinginformationpersonallythrough

reflection,visualizationandmeaningmaking

NaturalistProcessinginformationthroughobservingandclassifying,participatinginoutsideactivitiesandreallifeconnections

InterpersonalProcessinginformationbysharing,cooperating,

teaching,relating

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Target Students In the center of your circles, write a target student’s name. Around the name, jot 3 positives (descriptors, skills, and intelligences) and one deficit area about the student

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Differentiation Activity With your team create an engaging, fun and differentiated learning

experience for your class. Keep your target students in mind!

Common Core Standard: Activity: Differentiation & Adaptations:

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Lesson Design Checklist: Creating Inclusive, Differentiated & Collaborative Lessons Causton & Theoharis, 2013 Adapted by Causton & MacLeod, 2014

This checklist is designed to help teams develop thoughtful & differentiated instruction for all students.

THE STUDENTS Identify Target Students: Select specific students to keep in mind during this lesson designing process (at least 3). These students should represent an academic, behavioral and/or social range of learners in your class (e.g. struggling, average, high performing). Specifically consider students who have a disability and English language learners. Create a mini positive student profile for each of the students, at minimum you must include the following information: 1) Like/dislikes, 2) Intelligences/Strengths, 3) Communication, 4) Behavior, 5) Academic & subject specific performance, 6) Other pertinent information.

THE CONTEXT Identify Important Context Information:

What is important about the physical space? The classroom community? Peer connections? Student culture? Recent occurrences in the community?

THE CONTENT Identify the Subject/ Theme, Concept, Problem or Topic for the Unit:

What grade level specific Common Core Learning Standards are being addressed?

What do you want students to know, understand, and be able to do?

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THE BRAINSTORM

Topics/Subject

What aspects of this subject/topic could we teach?

How will we teach it? How will you share information? How will the students engage in the learning?

Consider: Demonstration, modeling, mini-lecture, draw & tell story, student research, inquiry project, games, simulations, centers, video, etc.

What are the various products students can create to demonstrate their new knowledge? These should tie specifically to the lesson objectives.

Consider: Work samples, song, play, photo essay, mural, article, video, vlog, demonstration of a skill, booklet, individual or group presentation, CD, teaching another person, exhibit, etc. Consider: Will these products vary by student? Will students have a choice? Will different levels of mastery be accepted? Consider: Using Think Tac Toe, Dinner Menus, RAFT, Tri-Mind, Learning Contract, Peers, Station work, etc.

How can we assess it?

How will these products be assessed? What criteria will be used?

Novelty & Connection How will we make the learning exciting, fun, and novel?

How will we address the strengths/passions of the target student(s)?

How will we provide an emotional connection?

How will we address an array of intelligences?

How will we address student culture? How is this culturally relevant?

How will we provide the potential for students to make a contribution or link to something greater/bigger than self or class?

Differentiation

How will we differentiate? Extend? Modify? How will we challenge ALL students? How will we give students choice?

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How might we adapt and modify? How might we pair or group students? How might we use students as collaborators?

THE PLAN Goals/Objective: What do you want students to know, understand, and be able to do? Student Specific Objectives: Engaging introduction Modifications/Adaptations

Lesson Steps

Modifications/Adaptations

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Lesson steps Modifications/Adaptations

Lesson Closure

Modifications/Adaptations

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THE ASSESSMENT How will you evaluate your students' learning?

Formative Assessment: What information will you collect throughout or in an on-going manner? Summative Assessment: (This should be connected to the goals & objectives) What are you assessing? How you are assessing it? What criteria you are using? Are you using a rubric or tool to assess the work?

THE DEBRIEF Individual/Team When, where, and how will adults debrief and evaluate the outcomes of the lesson/unit? Analysis/thinking about student learning.

What did your students learn from this? Whole class and target students?

Thinking about teaching: Think about: Student participation, planning, preparation, collaboration and teaching. Thinking about teaching the specific content from this unit:

ü Where did students/you have difficulty with the content? ü Where did students/you have success with the content? What would you do differently? & What were you proud of?

Thinking about collaboration/teaming from this unit: ü What would you do differently? & What were you proud

Collaboration:. What adults will be taking part in this? What are their specific roles? What does each adult do before, during, or after the lesson?

Adult name: Specific tasks BEFORE lesson/unit

Specific tasks DURING lesson/unit

Specific tasks AFTER lesson/unit

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NOTES

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HighFive!

(ChallengeyourselfwithaDouble!)

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COPYRIGHTNOTICE

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