Transcript Planning Instruction from the IFD

Planning Instruction from the IFD
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Planning Instruction from the IFD
Grade:
Unit #:
Unit Title:
# Days:
Step 1: To understand the foundation of the unit, analyze the Rationale from the IFD by summarizing each paragraph.
How are SE’s bundled in this unit?
Prior knowledge needed?
Current Grade Level Focus.
Instructional notes?
Research?
Step 2: Summarize Misconceptions/Underdeveloped Concepts and select an instructional strategy to address them.
Research-based Instructional Strategies for Addressing Misconceptions
Misconceptions Summarized:
Cooperative Learning Strategies (Marzano, Pickering & Pollock, 2005)
 Play Fact or
Fib
Showdown
(Kagan, 2002)
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•
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 Find-the-Fib
Activity
(Kagan, 2002)
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Have students label 2 notecards, one with the word “fact” and other other with the word “fib.”
Teacher presents students with one of the misconceptions phrased as either a fact or a fib.
Give students 5-10 seconds wait time for them determine (or guess) if the statement is either a
fact or a fib.
When the teacher says, “Showdown!” students slap down the response card that reflects their
answer face-up on their desk.
Students compare and discuss answers.
Teacher verifies the correct response and clarifies the misconceptions.
Provide students with three statements … 2 are facts and 1 is a fib. (Use one of the
misconceptions as the fib.)
Ask students to find the fib in a Think- Pair- Share activity
Teacher verifies the correct response and clarifies the misconceptions.
Nonlinguistic Representations (Marzano, Pickering & Pollock, 2005)
 K–W–L
Chart
• Teacher presents the unit’s main concept.
• Have students write what they KNOW about this concept on the “K” of their K-W-L chart.
• Teacher verifies correct information and corrects any misconceptions.
• Continue to use the K-W-L chart as the unit progresses.
(Activity can be implemented with whole group, cooperative groups, partners, chart paper, white
boards, etc.)
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Step 3: Determine how Performance Indicators and Unit Test (if available) will be implemented and differentiated.
• Content: How will you differentiate the assessments in regard to content?
• Process: How will you differentiate the assessments in the following areas: flexible grouping, structure, readiness level (strugglers, advanced students, ELL students), and learning styles?
• Product: What will you allow students to submit to demonstrate mastery of the Performance Indicators?
• Evaluation Method: How will the Performance Indicators and Unit Tests be evaluated?
NOTE: For a more in-depth analysis of differentiating Performance Indicators, attend the training, CSCOPE & Differentiation: For Low to High and In-between.
Use the Checklist on the following page to select differentiation strategies for each Performance Indicator and for the Unit Test
Summary Performance Indicator #1
Summary Performance Indicator #2
Summary Performance Indicator #3
Content:
Content:
Content:
Process:
Process:
Process:
Product:
Product:
Product:
Evaluation Method:
Evaluation Method:
Evaluation Method:
Unit Test: Available _____
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How are SEs bundled?
•
Any significant features?
Not Available _____
Total # of Questions: ______
# Multiple Choice: ______
# Open-ended or griddable: _____
Content:
Process:
Product:
•
Notes on how the questions are phrased.
Evaluation Method:
Copy this page as many times as necessary to analyze all the Performance Indicators on the IFD.
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Assessment Differentiation Checklist
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DIFFERENTIATING
CONTENT
DIFFERENTIATING PROCESS
DIFFERENTIATING PRODUCTS
DIFFERENTIATING
EVALUATION
Advanced Readiness
Flexible Grouping Processes
Nonlinguistic Representations
Evaluation Options
Blank graphic organizers
for advance readiness
Added layer of detail
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Individual
Partner Activity
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Spanish versions of
Performance Indicator
and/or Unit Test
Structure Processes
Pre-test
Post-test
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In-class
Homework
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Low Readiness Level Processes
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ELL
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Cooperative Group
Activity
Learning Stations
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Low Readiness
• TEKS modifications (based
upon IEP)
• Word bank
• Open-book references
• Partially completed graphic
organizers for low
readiness levels
•
Word bank
Partial outline
Sentence
frames
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Sentence starters
Partially completed
Thinking Map® or
graphic organizer, etc.
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Posters
Graphic Organizers
Thinking Maps®
Concrete Models
Brochure or
pamphlet
Illustration
Graphs, charts,
diagrams
Demonstration
Advanced Readiness Processes
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•
Combine Performance Indicators
Combine two different strategies (example:
nonlinguistic representation + multi-media)
Learning Styles Processes
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Auditory/Verbal: Cooperative Learning structures,
presentations, Podcasts
Tactile/Kinesthetic: models, card sorts,
demonstrations
Visual: graphic organizers, color-coding, Thinking
Maps®, models; uses of highlighters
ELL Processes
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Any of the strategies
above
Dictionary/glossary
use
Oral testing
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Maps
3-Dimentional
artifacts
Display Board
Story Board
Museum
displays
Murals
Timelines
Advertisemen
ts
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PowerPoint
Presentation
Photographs
Video
Presentation,
Interview,
Performance
Promethean or
Smart Board
presentation
Podcast
“Rap” or
Musical
Performance
Written Artifacts
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Student journals
Manuals, “how to”
instructions
Compositions
Narratives
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Biographies
Paragraphs
Letters
Sentences
Performance
Indicators
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Rubric
4-Point Scale
Checklist
100-Point Scale
Checked, but not
Graded
Unit Tests
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Original
poems, scripts,
or stories
Editorials
3-2-1
Summary
1-Minute Paper
• 4-Point Scale
• 100-Point Scale
 Each question
weighted the
same
 Each question
weighted
according to
difficulty level
• Checked, but not
Graded
• Stars & Steps Chart
Translations
Verbal & nonverbal
instructions
Visual cues
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Step 4: To maintain concept-based instruction, make and post an Anchor Chart for the major CONCEPT and include the
KEY UNDERSTANDINGS.
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Create a chart listing the CONCEPT and all the KEY UNDERSTANDINGS and post it in the room throughout the unit.
1.) Focuses on a single concept.
2.) Can be Co-constructed WITH the students.
3.) Presented in an organized format [Circle Map®, concept map, T-chart, Venn Diagram, list, or any other graphic representation].
4.) Reflects a developmentally appropriate format.
5.) Allows for additional ideas, examples, and deeper understandings as the unit progresses.
 Frequently throughout the unit, ask students these questions to continually link lesson activities and objectives with the CONCEPTS and KEY
UNDERSTANDINGS:
 Which KEY UNDERSTANDING fits with the activity we are doing right now?
 Which CONCEPT is a “big idea” for what we are learning today?
 What can we add to our Anchor Chart from what we have learned today?
 If the Exemplar Lesson is available, consult the Guiding Questions to lead students to the Key Understandings, and encourage students to develop
their own questions to promote deeper understanding.
EXAMPLES
Unit 2: Attributes
1.
Matter has measureable
physical properties, and those
properties determine how
matter is classified, changed,
and used.
2.
Changes in water are caused
by heating and cooling.
3.
Physical properties may
remain the same in some
mixtures, but may change in
other mixtures.
4.
The physical properties of
ingredients can change when
they are combined into a
solution.
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Concept Examples:
Conflict
Tolerance
Cooperation
Relationships
Patterns
Adaptation
Rules
Leadership
Systems
Values
Change
Perceptions
Culture
Power
Interdependence
Identity
Justice
Time
Freedom
Resources
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Adapted from Building Academic Vocabulary: Teacher’s Manual, by Marzano & Pickering, 2005
Term/Concept: __________________________
My Understanding:
1
2
3
4
Restate Description:
Illustrate:
Deeper Understanding:
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Step 5: Plan strategies for each step of Marzano’s 6-Step Process for the Key Academic Vocabulary Terms on the IFD.
Vocabulary Term
Step 1:
Teacher Describes Term
Step 2:
Students
Restate
Step 3:
Students
Illustrate
Step 4:
Students Engage in Activities with
the Terms
Step 5:
Students Talk about the
Terms
Step 6:
Students Play
Games
Use the Vocabulary Strategy Checklist on the following page to select strategies for each of the 6-Step process.
Copy this page as many times as necessary to include all Academic Vocabulary terms on the IFD.
(Marzano & Pickering, 2005)
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6-Step Vocabulary Strategy Checklist
1. Describe
2. Restate
3. Illustrate
4. Activities
5. Talk
6. Games
Provide a description,
explanation, or example
of the new term.
Ask students to restate
the description,
explanation, or example
in their own words
Ask students to
construct a picture,
symbol, or graphic
representing the term
Engage students periodically in activities that
help them add to their knowledge of the terms in
their notebooks/journals.
Periodically ask students to
discuss terms with one another
Involve students
periodically in games that
allow them to play with
terms
Tell a story
Use a video clip
Use a current event
(something
interesting to
students)
Describe a mental
picture of the term
Provide a concrete
visual or picture of
the term
Give examples
Describe the term in
student-friendly
language
Relate the term to
something familiar
(video game, song,
etc.)
Quick skit or role
play
Concept Attainment
Model
Possible
Restatement
Structures:
 Vocab. Journals
 Vocab. Notecards
kept in a file box
 6-step notebook
 Word Walls (at all
grade levels)
 Anchor Charts
To Assist Strugglers
(Low Readiness)
 Teacher provides
additional
descriptions,
examples, or
explanations
 Allow student to
partner with
another student
for a Think – Pair
– Share activity
 Ask student to go
on to Step 3
(illustrate) and
come back to step
2 if they are
struggling
 Free sketch
(preferred method)
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Word art
Collage
Magazine pictures
Trace a picture
Trace a map
 Frayer Model
 Compare/contrast terms (Thinking Maps
Double Bubble® Map or a Venn diagram)
 Brainstorm synonyms and/or anonyms
(Thinking Maps Circle ® Map)
 Creating Analogies with the terms
(Thinking Maps Bridge ® Map)
 Classify/Categorize words (word card sort ,
a Thinking Maps® Tree Map, or a table/matrix)
Students may
draw …
 A symbol
 An example
 A graphic
 A dramatization
using cartoon
bubbles
 The actual thing
 Examine cause/effect thinking (Thinking
Maps® Multi-flow Map; cause/effect graphic
organizer)
 Describe a term in detail with adjectives
(Thinking Maps® Bubble Map)
 Break the word apart visually and/or
physically into prefix / root / suffix
(Thinking Maps® Brace Map; cut word apart
physically)
Additional graphic or pictures
List related words
Write brief cautions or reminders
List commonly confused words
Translate into another language if
appropriate
 Use the terms in Sentence Frames
 Use the terms in writing assignments or
experiment summaries
 Use a technology application to
enhance word meaning (WORDLE
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Think-Pair-Share
Four Corners
Give One - Get One
Inside-Outside Circle
Make-An-Appointment
Mix-Freeze-Group
Mix- N-Match
Quiz-Quiz-Trade
Rotating Review
Showdown
Talking Chips
Team-Pair-Solo
Who am I?
 Talk a Mile a Minute
 Vocabulary Pyramid
 What’s the
Question?
(Jeopardy)
 Charades
 Pictionary
Free PowerPoint Game
Templates:
 http://jcschools.net/tutorials/
PPT-games/
 http://people.uncw.e
du/ertzbergerj/ppt_g
ames.html
http://www.wordle.net/; PowerPoint slide,
Podcast, Video clip, etc.)
(Marzano & Pickering, 2005)
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Step 6: Analyze Student Expectations to determine the following: identification of Readiness or Supporting standards, a reminder of the
cognitive rigor, the content & significant bulleted specificity, supplemental resources, and potential research-based instructional strategies.
TEKS
SE#
R or S
Standard
COGNITIVE RIGOR
(The VERBS in both the K & S Statement &
the SE)
Revised
Bloom’s
Cognitive
Level
CONTENT SPECIFICITY
Caps)
(All
Supplemental
Resources
Potential Research-based Instructional
Strategies
(Page #’s)
Use the Research-based Instructional Strategies Checklist on the following page to select potential research-based strategies.
__Creating
__Evaluating
__Analyzing
__Applying
__Understanding
__Remembering
__Creating
__Evaluating
__Analyzing
__Applying
__Understanding
__Remembering
__Creating
__Evaluating
__Analyzing
__Applying
__Understanding
__Remembering
__Creating
__Evaluating
__Analyzing
__Applying
__Understanding
__Remembering
__Creating
__Evaluating
__Analyzing
__Applying
__Understanding
__Remembering
Copy this page as many times as necessary to analyze each Student Expectation on the IFD.
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Step 7: Revisit the Year-at-a-Glance tool you have completed in the past to determine the number of days truly available for this six
weeks. Then consult the VAD, current assessment data, and Exemplar Lessons (if available) to make decisions about compacting or
expanding instruction as necessary.
Grade Level/Course
A negative balance
indicate that more
instructional days are
needed than are
available.
Six Weeks Start Date
Six Weeks End Date
Total Calendar Days Available
Non Instructional Days
Instructional Days Available
Days in
Unit Number/Title
A zero balance
indicates that enough
instructional days are
available.
After
Lessons (if available), what can you do
during the unit to make this number of
instructional days work?
Based upon appropriate benchmark data,
pre-tests, Performance Indicator results, and
other evidence of student understanding,
answer the following questions:
•
Based on consistent evidence, which Student
Expectations have been revealed as thoroughly
understood in regard to current grade level
content and cognitive rigor? Is this understanding
significant enough to allow you to compact
instruction in these areas?
•
Prior to and during the unit, which Student
Expectations need the most attention?
(Readiness and/or supporting standards?
Standards that build to mastery in the next grade
level? Standards in which students have had past
difficulty?)
•
Based upon student’s learning needs and
consistent evidence, are there any instructional
activities in the Exemplar Lessons that need to
be condensed or expanded?
CSCOPE Unit
A positive balance
indicates that more
than enough
instructional day are
available.
Total Days in CSCOPE Units
Instructional Days Available
Balance
Be sure to include the following
as NON-instructional days:
• District or campus events
• Early release days
• Staff development days
• Community events
• Recurring events (pep rallies,
picture
days, field trips, etc.)
examining the VAD and Exemplar
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Research-based Instructional Strategies (Marzano, Pickering, & Pollock, 2001)
Identifying Similarities & Differences*
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Thinking Maps® http://www.thinkingmaps.com/products.php
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Compare/Contrast; Classify/Categorize; Analogies http://www.teachervision.fen.com/prodev/skill-builder/48891.html
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Venn Diagrams http://www.graphic.org/venbas.html
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T-Chart http://www.worksheetworks.com/miscellanea/graphic-organizers/tchart.html
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Sentence Frame http://www.primary-education-oasis.com/vocabulary-sentences.html
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Card Sort http://www.uen.org/Lessonplan/preview.cgi?LPid=21438
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Manipulative Sorts http://www.ehow.com/way_5166262_math-manipulative-activities.html
Generating & Testing a Hypothesis*
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Thinking Maps® http://www.thinkingmaps.com/products.php
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Concept Attainment http://olc.spsd.sk.ca/de/pd/instr/strats/cattain/index.html
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Inductive Thinking http://www.brighthub.com/education/k-12/articles/91210.aspx
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Guess, Test, Revise Strategy http://pred.boun.edu.tr/ps/ps3.html
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Mystery Concept http://k-8visual.info/tryThis_mysteryWebs.html
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20 Questions http://www.thereligionteacher.com/inductive-teaching-strategies/
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5 E Lesson Design http://www.miamisci.org/ph/lpintro5e.html
Explore additional Kagan Cooperative Learning Structures at
Cooperative Learning*
www.kaganonline.com
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Jig
Saw
http://olc.spsd.sk.ca/de/pd/instr/strats/jigsaw/index.html
Reinforcing Effort*
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Think-Pair-Share http://olc.spsd.sk.ca/de/pd/instr/strats/think/index.html
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Thinking Maps® http://www.thinkingmaps.com/products.php
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Mix-Freeze-Group http://web.syntiro.org/pdfs//italy08/italy08-mix-freeze
Rubric http://rubistar.4teachers.org/
group.pdf?n=pdfs/italy08/italy08-mix-freeze-group.pdf
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Stars & Steps Analysis Chart
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Inner/Outer Circle
http://www.friends.edu/sites/default/files/pdf/ToolsForFormativeAssessment.pdf
http://edweb.sdsu.edu/People/tkopcha/fall2007/mathed502/kagan_strats.pdf
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Effort & Achievement Charts http://www.paec.org/itrk3/files/pdfs/whatworksReinforce.pdf
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4 Corners http://vels.vcaa.vic.edu.au/support/tla/collab_strategies.html#corners
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Take a Stand http://www.facinghistory.org/resources/strategies/barometer-taking-aFocused Classroom Practice*
stand-cont
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Thinking Maps®; http://www.thinkingmaps.com/products.php
Fact or Fib Showdown
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Learning Stations http://www.learningfocused.com/index.php/resources/newsletter/how-do-i- 
http://www2.wnyric.org/1055621228152714/lib/1055621228152714/Kagan.pdf
create-learning-stations
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Talking Chips https://sites.google.com/a/jefftwp.org/groups/the-planning-steps/positive
Model + Guided Practice [Scaffolding] http://www.vtaide.com/png/ERIC/Scaffolding.htm
interdependence/talking-chips
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Anchor Activities http://www.rtsd.org/Page/147
Cues, Questioning, & Advanced Organizers*
Summarizing*
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Thinking Maps® http://www.thinkingmaps.com/products.php
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Thinking Maps® http://www.thinkingmaps.com/products.php
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Bloom’s Question Stems or Question Cubes
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Exit Ticket
http://www.eht.k12.nj.us/~jonesj/differentiated%20instruction/Cubing.htm
http://www.stemresources.com/static/tools/Assessments/Formative/ExitTicket/index.html
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KWL Charts http://olc.spsd.sk.ca/DE/PD/instr/strats/kwl/
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1 Minute “Big Idea” paper http://www.maa.org/saum/maanotes49/87.html
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Partially Completed Graphic Organizers
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Delete, Substitute, Keep Strategy
http://www.hoover.k12.al.us/hcsnet/RFBMS/MakesSense%207.4/DoNotOpenFolder/Im
http://www.ascd.org/publications/books/106009/chapters/Summarizing-and-Note-Taking.aspx
plmnt/DONTOPEN/MSStrats/LesnStru/DURING/Idoit/Partially.pdf
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Summary Frames http://gets.gc.k12.va.us/vste/2008/2summarize.htm
Socratic Questioning http://serc.carleton.edu/introgeo/socratic/index.html
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Cooperative Rotating Review http://keystoteachingsuccess.blogspot.com/2009/04/rotating- 
review.html
Setting Goals & Objectives*
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3-2-1- Summary http://www.readingquest.org/strat/321.html
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Thinking Maps® http://www.thinkingmaps.com/products.php
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Smart Goals http://www.aea11.k12.ia.us/ldr/processresultspd.html
Nonlinguistic Representations*
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Stars & Steps Analysis Chart
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Thinking Maps® http://www.thinkingmaps.com/products.php
http://www.friends.edu/sites/default/files/pdf/ToolsForFormativeAssessment.pdf
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Graphic Organizers http://www.eduplace.com/graphicorganizer/
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Kinesthetic Activities (manipulatives, motions, etc.)
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Rubrics, Learning Contract http://www.fortheloveofteaching.net/2010/10/students-lovehttp://www.tltguide.ccsd.k12.co.us/instructional_tools/Strategies/Nonlinguistic/Nonlinguistic.html#pics
to-sign-learning.html
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Role Play http://serc.carleton.edu/introgeo/roleplaying/index.html
Demonstrations http://www.tpub.com/content/advancement/14504/css/14504_27.htm
Creating model http://serc.carleton.edu/introgeo/models/index.html
Drawing illustrations
http://www.tltguide.ccsd.k12.co.us/instructional_tools/Strategies/Nonlinguistic/Nonlinguistic.html#pics
Pictographs
http://www.tltguide.ccsd.k12.co.us/instructional_tools/Strategies/Nonlinguistic/Nonlinguistic.html#pics
Direct Vocabulary Instruction
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Thinking Maps® http://www.thinkingmaps.com/products.php
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Six-Step Process from Building Academic Vocabulary ( Marzano & Pickering, 2005)
http://academicvocabulary.pbworks.com/w/page/1278343/FrontPage
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