Transcript Using DesCartes to Plan for Differentiated Instruction

Using DesCartes to Plan
for Differentiated
Instruction
Katie Robinson
Pepperhill Elementary
List barriers that might prevent
teachers from using DesCartes to
plan for differentiated instruction
within the classroom.
Assumptions of “Graded’
Schools
 We begin with a curriculum scale.
 The standards are divided in accordance
with grade levels and are articulated
upwards by skill.
 Typically, we feel restricted to “covering”
standards at specific grade level.
Consider…
Does this meet the
needs of all students?
How does classroom reality
relate to our assumptions?
 We have students performing above, at, and
below grade level curriculum.
 The higher achieving students are bored; the
lower achieving students are overwhelmed.
How do we foster
growth for all
students?
Why do we use MAP test?
 MAP is not a test for determining mastery
of skills.
 It provides a road map toward achieving
mastery.
 MAP provides the student’s instructional
level.
 It is based on a continuum of skills in math,
reading, and language usage from low skill
levels to high skill levels.
Exploring DesCartes
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RIT Score Range
Skills & Concepts to Develop
Subgoals
Learning Statements
Skills & Concepts to Enhance
Skills & Concepts to Introduce
Uses for DesCartes
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Flexible grouping for instruction
Focusing instruction
Monitoring students’ progress
Advancing students who are on outer ranges
of a class
 Resource for targeting and individualizing
instruction
Important Note:
DesCartes is not to be used as a curricula.
The state/local standards are to be used as
the foundation for instruction. DesCartes is
to be used only as a guide-tool-resource to
support and enhance the teaching of the
standards.
Goals of DesCartes
 To provide more detailed information about
student’s understanding of skills and
concepts
 The skills and concepts align to the goal
structures and content of state standards.
 Increase user-friendliness by eliminating the
need for interpretation.
Plan for Basic Classroom
Differentiation
 Students have to be exposed to grade level
standard: whole group lesson
 Flexible grouping-Look at DesCartes to
determine if students are working on, below,
or above grade level.
What can we determine in
analyzing the Class by RIT?
Second Grade Math
Standard:
Measures the length of an
object in inches and half
inches.
Directions
Look in DesCartes. At what
RIT range is this standard
first addressed?
Directions
 List students by RIT range.
 How would you address students in the
lower RIT ranges that are not yet prepared
to learn the grade level standard?
 How would you address students in the
upper RIT ranges who are able to measure
in smaller increments?
Share results. What difficulties
did you encounter in using
DesCartes to determine which
students are ready to learn the
grade level standard?
Compacted DesCartes
 Document is organized by skill first then
RIT Band, as opposed to RIT Band then
skill like the NWEA version.
 Not meant to replace the original document,
but should be used when planning flexible
grouping by standard within the classroom.
 Encompasses all of the skills addressed in
the NWEA version in their entirety. No
skills have been omitted or added.
Skills According to Compacted
DesCartes:
Length
Measures to…
Below 151
151 -160
161-170
171-180
181-190
191-210
211-220
221-240
inch mark
inch mark
compares objects as wider/narrower, taller/shorter
nearest inch and cm
compares objects as shorter/longer
nearest inch and cm
½ in
nearest cm
nonstandard units
same as above
½, ¼, 1/8 in
nearest cm
nearest mm
Directions
 Compacted DesCartes allows you to easily
divide the students into three groups. What
are these three groups?
Considerations
 Look at list of barriers. How did the
Compacted DesCartes document make
planning for differentiation easier?
 How will you use this document in your
classroom?
Using DesCartes to Plan
for Differentiated
Instruction
Katie Robinson
Peppehill Elementary