Transcript Differentiated Instruction Level II Orbital Project: 1

Differentiated Instruction
Level II
Orbital Project:
1. Roles, Routines & Responsibilities
2. Habit of Mind ~ Persistence
Jessica Barnum
September 2009
R. Miles’ “Children”
http://www.youtube.com/watch?v=Qv_jaeEbtvE
What is an orbital study?
“An orbital study is simply an independent course of study that
participants design and complete based on criteria published
by the instructor. Every orbital study should revolve around
the unit’s essential understandings.” ~ Joyce Stone
The purpose of this Orbital is to share my research by
demonstrating creative avenues for empowering students in a
positive community environment. I present strategies,
activities, assessments and templates for teachers and
houses to select from and hone to their liking as they design
their classroom structures and philosophies. I hope that my
research and ideas (many of which I gathered from listening
to and observing my CMS colleagues) offer a foundation upon
which teachers and houses can continue to build upon and
share with each other.
Remember, education is experientially experimental!
DI Enduring Understandings
• Key Understanding Ingredient for this
orbital study:
Brain research confirms that one-sizefits-all does not work for students,
teachers, or schools.
What does Homer’s
brain say?
Roles, Routines & Responsibilities
An aspect of differentiated instruction is building community in the
classroom. How do you craft a positive community when you have
25 unique individuals in one room?
Objective ~ As intricate spokes responsible for propelling the
“community wheel” forward, each student’s talents and
intelligences will be recognized and celebrated.
My orbital project will illustrate how the assignment and
expectations of roles, routines and responsibilities for each
student when performing daily classroom routines enhances
social and academic success, boosts empowering self-confidence
and builds a positive community.
Philosophy:
Why do we build community?
It is in our nature to contribute with kindness.
Simile: Our students have special talents and roles to contribute just like all
the characters in Shrek’s Swamp Karaoke Party!
http://www.youtube.com/watch?v=7czYEwagE6Y
#1 Tip for Building Community
1st Day of School: “Students, this is your lucky day. We have been assigned
to celebrate positive energy together. For the next 185 days, we get to
persistently contribute our blossoming talents to create a spectacular
community.”
2nd Day of School: “Students, this is your lucky day. We have been assigned
to celebrate positive energy together. For the next 184 days, we get to
persistently contribute our blossoming talents to create a spectacular
community.”
185th Day of School: “Students, this is your lucky day. We have been
assigned to celebrate positive energy together. For today and for the
rest of our lives, we get to persistently contribute our blossoming
talents to create spectacular communities. No matter where we are in
the world, we will stick to this.”
Teachers aim to foster and magnify kindness and the power of contribution in their students.
Habit of Mind ~ Persistence
Persistence is …
* perseverance
* determination
* doggedness
* diligence
* “stick-to-it-tiveness”
We are like bamboo trees ~
http://www.youtube.com/watch?v=lJ3C9SP8xRE
When students understand the purpose of and perform their roles, routines and
responsibilities, (like the bamboo tree knows to grow its roots first), persistence will
drive their intention, focus and will be the foundation for their conviction brought to
fruition as their limbs reach for the sun! The result? Successful implementation and
achievement of their roles, routines and responsibilities as well as empowering selfconfidence that’s rooted in a positive community.
Implement Portals for Persistence ~ TIPS FOR TEACHERS:
http://ltn.themlc.org/sites/bc54ff14-a7d2-4a25-b839-1a392b6d24e4/uploads/Dialogue_-_Building_Community.doc
The Research Says …
1.
(Student empowerment + self confidence) x persistence = community
Even on certain days when students don’t “feel like” following through with their roles,
routines and responsibilities, there is a comfort in the predictability and familiarity of
how a classroom is run. When students practice persistence, are empowered by being
held accountable for their role in the community and encourage each other, the power
of accomplishment speaks for itself and students grow the skills to “stick to it,” even
when they feel unmotivated.
One articulate and confident student from
Dallas, TX eloquently says it all …
http://www.youtube.com/watch?v=sgrdvUD2H6k
2. Responsive Classroom &
Developmental Designs
http://www.responsiveclassroom.org/about/aboutrc.html
This website outlines the principles and guiding practices for creating a
responsive classroom. Based on extensive research, the development of a
responsive classroom highlights social, emotional, and academic growth in an
empowering school community. The overall goal is to tap into each students’
greatest potential. (The various principles and practices are referenced in
upcoming slides).
http://www.originsonline.org/dd_index.php
Complimenting a responsive classroom approach as well as Colchester’s districtwide initiative to implement differentiated instruction, Developmental Designs is
founded on developing the social, emotional, physical, and intellectual needs of
middle school students. Strategies offer empowering opportunities for optimal
learning. “The DDMS approach is based on our research-grounded belief that
healthy, enjoyable relationships are the foundation for success in school. In
order to establish and maintain those relationships, teachers must know their
students; students must come to know and appreciate each other; clear
parameters for acceptable behavior must be drawn and consistently maintained;
and learning must be engaging, exploratory, relevant, and varied.”
A Responsive Classroom!
• Social learning is as important to success as academic learning.
•
We learn best by constructing our own understanding through
exploration, discovery, application, and reflection
•
The greatest cognitive growth occurs through social
interactions within a supportive community.
•
There is a set of personal/social skills that students need to
learn and practice in order to be successful socially and
academically: Cooperation, Assertion, Responsibility, Empathy,
and Self-control.
•
Knowing the physical, emotional, social, and intellectual needs
of the students is as important as knowing the content we teach.
•
Trust among adults is a fundamental necessity for academic
and social success in a learning community.
• Middle school students appreciate PREDICTABILITY and
STRUCTURE peppered with opportunity for their input.
Four Developmental Needs
of the Middle School Species
• Relationship: I want to connect with
others.
• Autonomy: I want to be independent.
• Competence: I want to experience
success in what I do and feel like a
worthwhile, significant person.
• Fun: I want to have a good time.
Relationship:
I want to connect with
others.
Just ask …
• Jackie says, “Last year in math class all
the students participated by sharing
their thoughts about how to solve
certain math problems. This helped
others to have a better understanding
of how to solve the type of problem.”
Collaborate with students to create
preventative strategies for solving problems
and for developing self-control.
*Refer to social / academic contracts (see slide #’s __ and __)
*Train students to mediate peer conflicts
*Role Play appropriate conflict diffusion tactics.
*Choose from a variety of artistic stress-relieving
activities (drawing, writing, stretching …)
Morning Meeting (or Beginning of Class
Meeting): Check in with students. Share
news, stories, snack / water and stretch.
Community-building Teacher Advisory!
Create advisory structures for building
community, social skills, and readiness for
learning. CMS is doing this!!!
TA Activities (CONCEPT-BASED)
• Length: approx. 20 Minutes
• Topic: COMMUNITY
#1 What is Community?
__Temperature Gage Check – In (2 min.)
__Task #1: In pairs, write 5 words that describe “community.” (2
min.)
__Task #2: As a class, share and document on the board pairs’
words. (5 min.)
__Task #3: Write on the board 3 types of community: Classroom,
School and World. (1 min.)
__Task #4: Break students into 3 groups. Each group is assigned a
type of community. Students are to brainstorm 1-2 examples for
their type of community. Ex. Classroom: Passing out paper to
fellow students. (5 min.)
__Reflective Closure: As a class, students share examples (3 min.)
#2 Modeling Community as a Group
__Temperature Gage Check – In (2 min.)
__Task #1: Ask that students listen to and engage in each of the
following commands that you give them. (5 min.)
a. “Please clap your hands like this.”
b. b. “Please stand up beside your chair.”
c. “Please stand up straight and look at me with good eye contact.”
d. “Please turn to someone next to you and shake his/her hand with
respect and conviction.”
e. “Please compliment the person whose hand you just shook.”
f. “Please sit down and place your hands folded together in front of
you like this.”
__Task #2: As a class, discuss the following questions: “Why did
you participate? What emotions were connected to your
actions? What did your actions just model?” (10 min.)
__Reflective Closure: Have each student one at a time in silence
come up to the board and write down ONE word that portrays
what this activity modeled. Ex. respect, cooperation (3 min.) Tell
students they will address these words in the next TA session.
These will be referred to as community power words.
#3 What is Confident Individuality?
__Temperature Gage Check – In (2 min.)
__Task #1: As a class discuss with students what “confident individuality”
is. Brainstorm examples of how people think and act like confident
individuals. (5 min.)
__Task #2: On board, review the community power words students wrote
in the last TA session. Ex. respect, cooperation (1 min.)
__Task #3: In pairs, brainstorm examples of how each community power
word listed can be modeled by a confident individual. Ex. a dog-walker
shows “respect” when he/she cleans up the dog poo in the dog park (10
min.)
__Reflective Closure: As a class, share examples (3 min.)
#4 Who are YOU as an Individual?
__Temperature Gage Check – In (2 min.)
__Task #1: As a class have students share what makes them a unique
confident individual (share a hobby, talent …) (5 min.)
__Task #2: Address the community power words from the last TA session
(ex. respect, cooperation …) and ask students to share how they model
1-2 of the community power words in class, in school and/or in the world
as a confident individual. (10 min.)
__Reflective Closure: Discuss how this class is a community simply by
recognizing and sharing how we model confident individuality. (3 min.)
#5 How Confident Individuality Can Positively Impact a Community
__Temperature Gage Check – In (2 min.)
__Task #1: Have each student explain in his/her own words the
importance of confident individuality in a community using 1-2 “If …
then …” statements. Ex. “If a dog-walker picks up the dog poo in the
park, then the park stays clean for the rest of the community of dogwalkers and dogs to enjoy.” (10 min.)
__Task #2: As a class, go back to the list of community power words.
Have students attach as many of the community power words to their
“If … then…” statements as they can and share. (3 min.)
__Reflective Closure: Have each student re-cap by explaining in their own
words why it’s important that an individual contributes confidently to a
community. (5 min.)
#6 A Crack in the Foundation
__Temperature Gage Check – In (2 min.)
__Task #1: In regards to confident individuality and community,
brainstorm as a class what the metaphor “a crack in the foundation”
could mean. (3 min.)
__Task #2: In pairs, have students brainstorm examples of when
individuals don’t adhere to the community power words and the
community is negatively impacted. Bonus if they refer to historical
events. (10 min.)
__Reflective Closure: Have students share their examples (5 min.)
#7 Make It Stick With a Motto & Logo (Individual)
__Temperature Gage Check – In (2 min.)
__Task #1: Each student creates a motto & a logo to help remind
him/her that he/she IS a confident individual who CAN
positively impact a community. Have students work together as
they toss around motto ideas and logo designs. (15 min.)
__Reflective Closure: Share (3 min.)
#8 Make It Stick With a Motto & Logo (Class / House
Community)
__Temperature Gage Check – In (2 min.)
__Task #1: Combining individual mottos & logos have students work
together to create a class motto & logo. (15 min.)
__Reflective Closure: Discuss how the individual and class / house
community mottos & logos represent a “contract,” a commitment
to ______________.
BONUS TA Ideas for Building
Community in CMS Houses
Plan a day when students work in groups to:
~ Create a house dance
~ Create a house song
~ Create a house handshake
~ Create a house banner / flag (being done at CMS)
~ Create house traditions
• Like celebrating birthdays by posting students’ baby
pictures on the Birthday Bulletin Board
• Like all house members singing “Happy Birthday to the
birthday student during lunch or recess
• Like the birthday student wearing a tiara or hat for the day
• Like the birthday students receiving a special certificate
that says, “Happy Birthday! Congratulations on being born!”
Introduce / remind students how to access classroom
resources and supplies through “guided discovery.” For
example, give students a list of items they can access
in the classroom and have them scavenger hunt for the
items. Then after they are seated again, give them an
oral pop quiz:
1. Who can tell us where the extra computer paper is?
2. Who can tell us where to pass in work?
Organize the classroom to encourage independence,
cooperation, and productivity. Examples ~
~ For Socratic Seminar discussions, sit students in a
circle of chairs.
~ Have various desks in private corners for students
who choose to work independently and quietly.
~ Sit students at tables for group work.
~ Have some clipboards available for students who want
to access a space outside the classroom.
~ Organize the work supplies station for students to
access independently.
Model for students how parents, teachers
and students are all working together to
create a positive community!
~ Create communication avenues for parents.
1. Open House & Forums
2. Parent Conferences (with pre-conference
forms mailed home for parents to fill out)
3. Class website and teacher emails provided
4. Invite parents to help plan house field trips
Autonomy:
I want to be
independent.
Just ask …
• Sean says, “Last year on the Commonwealth
team I was our team banker for the
Commonwealth bank. We had a money system
for our team. Every time we did something
good we got money. This was good for us
because we got a sense of how to use money
and we learned responsibility.”
Goals and Declarations: Students declare a
personal stake (moral code) in school to
anchor their learning in a meaningful
commitment to growth. Example: “I,
Samantha, will strive to earn 3 A’s on my
report card this quarter. To accomplish this
goal, I will complete my homework, I will
communicate with my parents, teachers, and
peers if I have questions, and I will persist
through challenges.”
Creatively respond to misbehaviors by facilitating
questions vs. lecturing and scolding.
“What do you need for yourself right in this moment?”
“What does our community behavior / academic contract
say?
“How can I help you settle into a comfort zone so that
our whole community benefits?”
“Sometimes transferring our emotions to paper through
our fingertips invites relaxation and offers our mind
and heart space to breathe. Would you like to draw
how you are feeling?”
By facilitating questions, you ask the student to own
their actions. This accountability strategy guarantees
that dignity is not lost and integrity is gained.
DI: Offer students differentiated academic choices
on assignments to enhance their learning style skills.
Reflective Looping: On-going assessments such as
self-reflective journal writing encourages students
to monitor their own growth.
Exhibition: Continually display student work and
require mini-presentations so all students have a
chance to “strut their stuff.” This is great incentive
for deep engagement in quality work and celebrates
differentiation.
Competence:
I want to experience success in
what I do and feel like a
worthwhile, significant person.
Just ask …
• Jessie says, “Last year in Chorus I was one of
the presidents in the classroom and I helped
Mrs. Tozzi with students. She asked for my
advice sometimes too. It let me have more
confidence in the classroom.”
• Sean says, “I would like to see more of us
being able to come up to the whiteboard to
share our ideas on the subject (being taught).
Then everyone is involved.”
Model (with a dash of humor) positive tones of voice, gestures and
catchy praise phrases to enhance a positive community.
Teacher says …
* “Welcome to another day of blooming your brain with bundles of
knowledge!”
* “Why are we feeling fortunate today?”
* “Joe, your offering to help Clara with her editing was a spectacular
display of peer support. Well done!”
* “It’s not about you when someone is speaking, it’s about the
speaker. We all have our turn on stage, so be patient. You are all
special and will all get your chance on stage. Someone who is a
teacher AND a student in one (that’s you) knows how and when to
perform on stage as well as how and when to be attentive as a
member of an audience.”
* Get mushy! “I love coming to school
every day because I know we get to
spend another day learning together!!
… more catchy phrases and
philosophies …
* “Do you know what the Sloppy-Choppy Philosophy is? If you pass
in work that is sloppy and has choppy responses (appears
incomplete) and your name is at the top of the paper, what
message are you sending?” I DON’T CARE ABOUT MYSELF.
“But you do care, so pass in work that illustrates self-respect.”
* “Repeat after me: This … This … classroom community …
classroom community … wouldn’t … wouldn’t … be the same … be
the same … without me … without me! Ladies and gentlemen, I
am SO grateful that you recognize yourselves as intricate
elements of our space here.” Note: Students love repeating
back confidence boost phrases. Once you are in the routine of
doing this, varying the call-back phrases of course, they always
giggle and laugh. A great time to do this is as an introduction or
conclusion of class.
Brilliance Box
Amidst a positive community where predictability
and structure frame the daily flow, evolution is
inevitable. Give students the opportunity to write
their observations and suggestions for how to make
the community even more positive. With slips of
paper next to it, place the Brilliance Box
somewhere in the classroom (OR for school-wide
feedback the main office of the building). Students
can write their name or remain anonymous.
Just ask …
• Sarah says, “It is important for
students to share ideas about how a
classroom is run because they may have
unique suggestions that the teacher
hadn’t thought of that makes everyone
work together better.”
Fun:
I want to have
a good time.
Just ask ...
• Jackie says, “I would like to see more
hands-on activities on a classroom
because it gets the students more
involved in the class.”
Play! (especially in the middle of a 90 minute block).
Incorporate:
~ School-wide Petra Cliffs-style activities
~ Yoga stretches
~ Laugh Therapy
~ Call and response sound games
~ Songs and dance movements
~ Brainteaser riddles
~ Fun facts
~ Trivia questions
~ Mini-talent shows (Can YOU touch your tongue to your nose?)
Goal: By taking courses in the next two years, I plan to be trained as a Brain Gym
Instructor. As a member of the CMS TA Committee, I will incorporate Brain
Gym activities in our planning and teaching so “intelligence through movement”
becomes a school-wide practice.
http://www.braingym.org
Orbital Project KUD
For Students and Teacher
“Chew on this!”
Concepts
Essential
Questions
Roles, Routines & Responsibilities
Habit of Mind ~ Persistence
How does the assignment of roles, routines and
responsibilities in the middle school classroom
enhance social and academic success, empower
self-confidence and build a positive community?
Why is the habit of mind persistence necessary
for students’ successful implementation and
achievement of their roles, routines and
responsibilities?
K stands for Know!
Students will know …
•Roles, routines and
responsibilities
•Empowerment
•Persistence
•Social and academic success
•Self-confidence
•Positive community
•Multiple Intelligences
U stands for Understandings
Students will
understand …
•How daily routines offer students a predictable and
structured classroom environment
•How the assignment and expectations of roles, routines
and responsibilities in the middle school classroom
enhance social and academic success, empower selfconfidence and build a positive community
•How the habit of mind persistence is necessary for
students’ successful implementation and achievement of
their roles, routines and responsibilities
•How consistently celebrating student’s talents and
intelligences empowers the individual and fosters
community
• How engaging in roles, routines and responsibilities
hones problem solving skills
• Why all roles, routines and responsibilities are equally
respected and practiced
D for Do’s
Students will be
able to (do) …
•Identify roles, routines and
responsibilities
•Brainstorm with students,
practice and model language,
action and cooperation (define
empowerment, persistence, social
success, academic success, selfconfidence and positive
community)
•Consistently practice and engage
in roles, routines and
responsibilities in multiple
scenarios
Brainstorm with Students!
What are roles, responsibilities and routines in a
positive classroom environment?
Activity
Use a blank Three R’s Grid
(see next slide) and
brainstorm with students a
list of social and academic
roles, routines and
responsibilities that suits
your classroom.
Assessment
Use the list to guide the
creation of the social and
academic contracts (see slide #
Teachers and students alike
will encourage and monitor that
students engage in the Three R’s with
perpetual practice.
__ and __).
Sample Three R’s Grid
Roles
Routines
Responsibilities
Students consistently persist
to do their best to complete
quality assignments.
Students are to refer to the
Sloppy-Choppy Philosophy as
incentive to adhere to
persisting. Throughout the
persistence process, students
will confidently seek help
when needed.
Use the fish net to collect
work from students. All
papers stacked neatly and
then placed in class’ orange
basket.
Borrow and return the fish
net to the same place.
When one House teacher
immediately needs to
communicate something with
another House teacher, the
messenger delivers the
message.
Student gives teacher agenda
to sign and then swiftly
delivers message.
(S) = Social
(A) = Academic
Persistence-Pursuer
(A)
Assignment Collector
(S)
Messenger
(S)
Modeling the Three R’s
Who?
Every classroom attendee.
What?
Roles, routines and responsibilities
Where?
Every step of your life
Why?
Enhance social and academic success,
empower self-confidence and build a
positive community
When?
Every breath of your life
How?
By striving for your full potential
Brainstorm with Students!
What is empowerment?
Activity
Assessment
Refer to the Three R’s grid you
created with students and brainstorm
and role play a list of examples that
show WHAT empowerment looks like
and HOW it feels.
Students will participate in role
playing each example on the list so
they can experience and practice how
the Three R’s offers them
empowerment opportunities to feel
good about themselves in a positive
community. Teachers and students
alike will encourage and monitor that
all community participants engage in
the Three R’s with perpetual practice.
Example: You are the Assignment
Collector. (collect papers with the
fish net) What is empowering about
this role? How does it feel to be the
one responsible for this role?
Pursuit of Goals in Partnerships:
Empowerment in Practice
By Anna M. Sullivan
Curtin University of Technology
http://www.aare.edu.au/02pap/sul02098.htm
“… the empowerment of an individual student is tied to
the empowerment of all students in his or her class
… empowerment is enabled by improving lives of a
community and community members through
dialogue and working collaboratively. Individuals can
be empowered to take control over their lives and
valued resources …”
“Students who are empowered both intra-personally (by setting
goals for self) and interpersonally (by working with peers) are
capable of pursuing their agendas that are complementary to
their peers' and the teacher's agendas. Thus, students are likely
to realize their social and achievement goals and fulfill their
needs for power and belonging … the extent to which students'
needs are met greatly influences the level of student engagement
… students who are empowered are more likely to be motivated to
participate in learning activities and to achieve successfully at
school.”
Although the study took place in an elementary school, Anna Sullivan
proves that students who are given opportunities to fulfill social and
academic goals experience empowerment therefore higher achievement
levels. She repeatedly describes an empowerment-oriented environment
as fluid vs. static meaning the “practice of empowerment” conditions
students to consistently “be” the role of responsible goal-setter.
Brainstorm with Students!
What is social success?
Activity
Assessment
Refer to the Three R’s grid and the
Social Contract (see below) you
created with students and brainstorm
and role play a list of examples that
show WHAT social success looks like
and HOW it feels.
Students will participate in role
playing each example on the list so
they can experience and practice how
the Three R’s offers them an
opportunity to be socially successful in
a positive community. Teachers and
students alike will encourage and
monitor that all community
participants engage in the Three R’s
with perpetual practice.
Example: You are the Messenger.
What does social success look like in
this role? How does it feel to be a
responsible messenger?
Sample Contract for
Social Behavior
Criteria
How will we get the attention we
need?
What tone of voice will we use in
class discussion?
How will we diffuse frustration that
arises?
How will we borrow and return
supplies?
How will we pass in completed work
and receive graded work back?
How will we enter / exit class?
What is the pass system for the
library, lab and bathroom?
How will we ask to use the bathroom?
What is the signal for silence?
Description
Brainstorm with Students!
What is academic success?
Activity
Refer to the Three R’s grid and the
Academic Contract (see below) you
created with students and brainstorm
and role play a list of examples that
show WHAT academic success looks
like and HOW it feels.
Example: You are working
independently, you get stuck on a
problem and ask for help. What does
academic success look like in this role?
How does it feel to be a responsible
problem solver?
Assessment
Students will participate in role
playing each example on the list so
they can experience and practice how
the Three R’s offers them an
opportunity to be academically
successful in a positive community.
Teachers and students alike will
encourage and monitor that all
community participants engage in the
Three R’s with perpetual practice.
Sample Contract
for Academics
Criteria
How will we work independently?
How will we work as a group
member?
How will we ask our teacher or a
peer for assistance with an
assignment?
How will we ask questions and
respond with answers?
How will our highest quality of work
look?
How will we persist with challenging
work?
How will we organize our class
materials?
Description
Brainstorm with Students!
What is self-confidence?
Activity
Refer to the Three R’s grid you
created with students and
brainstorm and role play a list of
examples that show WHAT selfconfidence looks like and HOW it
feels. (Also, refer to TA slides above)
Example: You are solving a math
equation on the board in front of your
class. What does self-confidence look
like in this role? How does it feel to be
a confident problem solver?
Assessment
Students will participate in role playing
each example on the list so they can
experience and practice how the Three
R’s offers them an opportunity to be
confident in a positive community.
Teachers and students alike will
encourage and monitor that all
community participants engage in the
Three R’s with perpetual practice.
Exist with Conviction!!!
ALL students can participate in ALL roles, routines and
responsibilities. Students may prefer certain roles over
others, but encourage students to hone their skills and
broaden their empowerment spectrum by challenging them
to tackle roles they’d otherwise avoid.
Discuss with students that ALL people have talents AND
challenges; no one is “off-the-charts-intelligent” in every
capacity (which is why the world revolves with great balance
and why school and life offer differentiation practices).
EVERY MOMENT OF YOUR LIFE IS THE RIGHT TIME TO DISCOVER
THE TALENTED AND CHALLENGING PARTS OF YOUR SELF.
Who are YOU?
Gardner’s Multiple Intelligences
Review the definitions of the Multiple Intelligences and have students
determine their strongest and most challenging intelligences.
•
•
Survey: http://surfaquarium.com/Mi/inventory.htm
MI Descriptors: http://www.tecweb.org/styles/gardner.html
Review the Three R’s Grid and contracts you created with students.
For example, if a student scores high Bodily-Kinesthetic, assign
them a role of classroom note-taker (notes to be given to students
who are absent). This role will challenge them to concentrate with
stillness.
Brainstorm with Students!
What is a positive community?
Activity
Refer to the Three R’s grid you
created with students and
brainstorm and role play a list of
examples that show WHAT a
positive community looks like and
HOW it feels to be a participant of
a positive community. Suggestion:
Have numerous students
simultaneously role play roles to
showcase the community vibration.
Example: You are all empowered by
your particular role. What does a
positive community look like? How
does it feel to be a participant of a
positive community?
Assessment
Students will participate in role
playing simultaneously so they can
experience and practice how the
Three R’s offers them an
opportunity to “exist with
conviction” in a positive community.
Teachers and students alike will
encourage and monitor that all
community participants engage in
the Three R’s with perpetual
practice.
Brainstorm with Students!
What is a splintered community?
Activity
Refer to the role playing for the
positive community activity.
However, this time, PANCAKE their
effort to do their job well, meaning
they are to slack off, show no follow
through and embody great
distraction.
Assessment
Students will “poorly” participate in
role playing simultaneously on the
list so they can experience and
practice how the Three R’s offers
them an opportunity to “exist
without conviction” in a splintered
community. Teachers and students
alike will encourage and monitor that
Example: You are un-empowered by
all community participants disengage
your particular role and are portraying in their roles so they can witness
lack of motivation and an “I don’t care” the absence of empowerment,
attitude. What does a splintered
persistence, success and selfcommunity look like? How does it feel
confidence.
to be a participant of a splintered
community? What is absent here
compared to the positive community
activity?
Unified Community
vs.
Splintered Community
http://www.youtube.com/watch?v=Ge4RM9LcTnE&feature=related
vs.
Preference?
Which community fosters roles, routines and
responsibilities with opportunities to empower
yourself and others, persist, socially and academically
succeed and boost your self-confidence?
Check one:
__ “Umph-powering” unified community
__ “Slump-powering” splintered community
If together teachers and students
cultivate an “umph-powering” unified
community vs. a “slump-powering”
splintered community, perhaps Calvin
wouldn’t feel this way:
Brainstorm
Templates for
Teachers
and
Students
Tip:
Accommodate, tweak and/or pick and choose
from the above and/or below templates.
Consider how YOU think and how you choose
to present your classroom / house
structure.
Design Your Own Three R’s Grid
to Suit Your Classroom
Roles
Routines
Responsibilities
.
Design a Contract for Social
Behavior
For Your Classroom
Criteria
Description
Design a Contract for Academics
For Your Classroom
Criteria
Description
Classroom: Build a More Detailed
Repertoire of the Three R’s (ACADEMIC)
Roles
Entrance /
Beginning
of Class
During
Class
Exit /
Ending of
Class
Routines
Responsibilities
Classroom: Build a More Detailed
Repertoire of the Three R’s (SOCIAL)
Roles
Entrance /
Beginning
of Class
During
Class
Exit /
Ending of
Class
Routines
Responsibilities
House: Collaboratively Craft a
Repertoire of the Three R’s (ACADEMIC)
Roles
Entrance /
Beginning of
Class
During TA, SST,
Extensions,
UA’s, Core
Classes
Exit / Ending of
Class
Other …
Routines
Responsibilities
House: Collaboratively Craft a
Repertoire of the Three R’s (SOCIAL)
Roles
Entrance / Beginning
of Class
During TA, SST,
Extensions, UA’s,
Core Classes
Exit / Ending of Class
Recess
Lunch
Hallways
Field Trips
Other …
Routines
Responsibilities
School: Collaboratively Craft a
Repertoire of the Three R’s (ACADEMIC)
Roles
Field Trips
Assemblies
NECAPS / Gates
/ On Demand
Portfolio
Prompts
Other …
Routines
Responsibilities
School: Collaboratively Craft a
Repertoire of the Three R’s (SOCIAL)
Roles
Entering Building
Recess
Lunch
Hallways
Exiting Building
School Busses
Field Trips
Other …
Routines
Responsibilities
Brainstorm with students!
What does empowerment, persistence, success
and self-confidence look like in positive
communities OUTSIDE of the classroom?
Empowerment
Cafeteria
School Bus
Recess
Sports Field
Home
Friend’s House
Persistence
Success
SelfConfidence
Credits
Jessie Allen
Sean Callahan
Jackie Sortor
Sierra Cummings
Sarah Amour
Peg Gillard
Andy Simmons
Bjorn Norstrom
Joyce Stone
Carolyn Dickinson
Deb Kendrick
Champlain housemates & students
CMS colleagues
Music: Robert Miles / Paul Oakenfold Mix “Children”
http://www.youtube.com/watch?v=Qv_jaeEbtvE
Self-Assessment Rubric for Ms. Barnum’s Three R’s and Persistence Orbital
Criteria Sprinting Jogging Strolling
Content Accuracy
Your information includes
intellectual knowledge that
reflects your understanding
of the research.
Some of your information
lacks detail but overall
presents quality.
Your information appears
incomplete and is therefore
confusing and disjointed.
Persistence
The presentation style of
your information illustrates
above and beyond learning.
You are like the Little Train
That Could, full steam
ahead!
Your information is
presented with flare but
some parts lack follow
through or seem rushed.
Choo-choo!
Quality information is
scarce which is a sign that
you may have evaded the
challenges faced during
research. Chug … chug ..
chug!
Your project reflects an
abundance of current
research.
Your project reflects some
research.
Your project reflects little
research or out-dated
information.
Your information is valuable
and implementationfriendly; it can be used by
teachers of all subject
areas.
Your information is valuable
and useful for most subject
areas.
Your information is not
diversely valuable and only
applies to some subject
areas.
Your Power Point slides
include a vast variety of
verbal and visual
explanation that
imaginatively enhances the
conceptual understanding
of this Orbital.
Your Power Point slides
include a variety of verbal
and visual explanation to
compliment the conceptual
understanding of this
Orbital.
Frankly, this Power Point
was boring. There was no
evidence of imaginative
differentiation in its
delivery.
Evidence of Research
Usefulness to Self and
Colleagues
Creativity
Work Timeline
Monday – Wednesday, Aug. 10 – 12 ~ DI class time with colleagues and Joyce Stone (30 hrs.)
Wednesday, Aug. 12 ~ set up frame of Power Point and wrote Orbital Three R’s KUD (3 hrs. after class)
Thursday, Aug. 13 ~ crafted Persistence KUD (3 hrs.)
Saturday, Aug. 15 ~ crafted Persistence KUD (3 hrs.)
Monday, August 24 ~ crafted Three R’s KUD / researched online (2.5 hrs.)
Tuesday, Aug. 25 ~ videoed /interviewed students and Peg Gillard (2.5 hrs.)
Thursday, Aug. 27 ~ crafted Three R’s KUD / researched online (2 hrs.)
Wednesday, Sept. 2 ~ crafted Three R’s KUD / researched online (2.5 hrs.)
Friday, Sept. 4 ~ crafted Three R’s KUD / researched online (2 hrs.)
Saturday, Sept. 5 ~ crafted Three R’s KUD / researched online (3 hrs.)
Sunday, Sept. 6 ~ designed / organized PP (4 hrs.)
Monday, Sept. 7 ~ researched; designed / organized PP (3.5 hrs.)
Friday, Sept. 11 ~ designed / organized PP (1.5 hrs.)
Saturday, Sept. 12 ~ designed / organized PP (4 hrs.)
Sunday, Sept, 13 ~ designed / organized PP (4 hrs.)
Tuesday, Sept. 15 ~ designed / organized PP (2hrs.)
Thursday, Sept. 17 ~ designed / organized PP (1.5 hrs.)
Saturday, Sept. 19 ~ final touches (2 hrs.)
Sunday, Sept. 20 ~ final touches (3 hrs.)
Monday, Sept. 21 ~ Uploaded video (1.5 hrs.)
Total Hrs. ~ 80.5 hrs.
Process of Three R’s
Implementation
1.
2.
3.
As a school-wide initiative, each house could
implement 1+ templates and / or one strategy
mentioned above.
Have teachers & houses informally (eventually
formally) share their crafted templates /
strategies in folders posted on the bulletin board in
the teacher’s room and on the CMS website.
Send a pilot committee to a Developmental Designs
workshop.
Note: Developmental Designs parallels the Differentiated Instruction district initiative.
Next?
Think “Global Community,” CMS!
www.freerice.com
www.healthy-kids-go-green.com