Transcript Document
DIFFERENTIATED INSTRUCTION AND THE COMMON CORE STATE STANDARDS
Jacque Melin – GVSU www.formativedifferentiated.com
Essential Question #1
1.
How will the Common Core State Standards change curriculum, instruction and assessment practices?
Film Clip
Today and Tomorrow
The Three Musketeers
Partner A
Talk about the schools of Today!
Partner B
Predict about schools of Tomorrow!
Partner C
Relate film message to CCSS!
Curriculum
Yesterday
What is taught Textbooks covered, worksheets completed Academic context Textbook as resource Individual subjects Basics emphasized for all; thinking skills emphasized for gifted.
Today
What is learned Identify what students should know and be able to do Life context Multiple resources Integrated subjects Basics and thinking skills emphasized for all.
Instruction
Yesterday
Teacher centered Organized around time Single teaching strategy Teach once Fixed groups Whole group instruction Passive learning
Today
Learner centered Organized for results Multiple teaching strategies Reteaching and enrichment Flexible groups Differentiated instruction Active learning
Assessment
Yesterday
Bell curve One opportunity After instruction Paper and pencil based Grades averaged Proving and accountability Focus
Today
Precise and public criteria Multiple opportunities Integrated with instruction Performance based Grades on final performance Diagnose and prescribe Focus and product and performance
“Common Core State Standards are not intended to be new names for old ways of doing business.
They are a call to take the
next step. “
Excerpt from Common Core State Standards Document
Poll Everywhere
My Confidence with teaching and assessing the Common Core State Standards is…(1-4 high)
Essential Questions #2 and #3 2. Does the Common Core call for attention to student differences?
3. What are some ways differentiation supports the instructional shifts of the Common Core?
THE DI DECISION-MAKING PROCESS What are some possible CRITICAL DIFFERENCES in my students?
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Interests
Background knowledge
Learning profiles
Expression styles
Culture
Race
Gender
English Language Learners
Motivation
Gifted/Talented or advanced
At Risk (At Promise)
Resistant & reluctant
Struggling
Students with LD, ADHD, Autism Spectrum, etc.
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THE COMMON SENSE DI DECISION-MAKING PROCESS
CONTENT
INTRODUCTION
PREASSESSMENT
FORMATIVE
TEACHING STRATEGIES
LEARNING ACTIVITES What are the CRITICAL DIFFERENCES in my students?
How can I ADJUST one or more of 10 curriculum components to address difference?
CHOICE or ALTERNATIVES Adjusting the Breadth TIERING Adjusting the Depth MANAGEMENT OF FLEXIBLE, SMALL GROUPS POST ASSESSMENT: Impact of DI
THE DECISION-MAKING PROCESS
How can I ADJUST one or more of10 curriculum components to address at least ONE learning difference?
targeted Content Process Environment Product
Curriculum Components Content Assessment Learning Activities Resources Grouping Extensions Introduction Modifications Teaching Strategies Products
Tomlinson, C.A., Kaplan, S. N., Renzulli, J. S., Purcell, J. H., Leppien, J. H., Burns, D. E., Strickland, C. A., Imbeau, M. B., (2009).
The Parallel Curriculum Model
. (2 nd ed.).Thousand Oaks, CA: Corwin Press.
HUGE – LIKE AN ELEPHANT
Common Core and Differentiated Instruction Name: Date: Fogarty & Pete, 2011
Content
Standard/Benchmark Knowledge Reasoning Skill Product Deconstructing Standards Standard/Benchmark: __________________________________________________________________ _____________________________________________________________________________________
Type: q Knowledge q Reasoning q Skill q Product
Learning Targets – Teacher Friendly Language
What are the knowledge, reasoning, skill or product targets underpinning the standard or benchmark?
Knowledge Targets Reasoning Targets Skill Targets Product Targets
“I Can” / Learning Targets – Student Friendly Language
What are the knowledge, reasoning, skill or product targets underpinning the standard or benchmark?
Knowledge Targets Reasoning Targets Skill Targets Product Targets
Kentucky Website
http://mid-illini.org/Common_Core_Resources.html
Also: Turn on Your Brain – for ELA 9 and 10 http://turnonyourbrain.wordpress.com/2011/06/27 /common-core-i-can-statements/
Writing student friendly targets
“I can…” statements
for what we want students to KNOW and DO?
Statements of intended learning.
Statements that describe how we will know that we have learned it.
Should be posted or written, not just shared verbally.
Christina Hank http://turnonyourbrain.wordpress.com/
1. I can identify the hypotenuse of any right triangle.
4. I can find any side of a right triangle if I know the two other sides.
Don’t I know you from somewhere?
Who am I?
2. I can prove the Pythagorean Theorem by relating the triangle side lengths to areas.
3. I can create a physical proof of the Pythagorean theorem using cubes to show areas.
c
a b
I’m right here!
5. I can recognize right triangles in real world applications.
6. I can create a right triangle out of any two points in a coordinate system.
B (2,3)
7. I can use right triangles in a coordinate system to find the distance between two points.
A (-3,-2) How far is it from Albuquerque to Boston?
9. I can deconstruct real world objects into circular objects.
H
8. I can relate the formulas for the volumes of cones, cylinders, and spheres to the formula for the area of a circle.
R ???
10. I can use right triangles to find the radii and heights of real world objects and use those values to calculate volumes.
Content Assessment
YOU DON’T NEED TO REINVENT THE WHEEL, BUT YOU DO NEED TO KICK THE TIRES.
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Why ASSESS?
SUMMATIVE PREASSESMENT FORMATIVE OF INSTRUCTION FOR INSTRUCTION AS INSTRUCTION
Developing an
Assessment Plan
1.
2.
3.
4.
5.
Determine the standards for the unit you will be teaching.
Deconstruct the standards as needed.
Write the learning targets into the plan.
Determine which assessment method will be used to assess the targets.
Develop assessment based on plan.
Stiggins, 2006
Links Among Achievement Targets and Assessment Methods
Knowledge Selected Response Good Extended Written Response Good Performance Task Assessment Not so good – too time consuming Personal Communication OK – but time consuming Good Reasoning Good (some reasoning) Good Skills Products Not good Not good Good Not good Good Good (when written product) Good Good (oral communication) Not good.
Keys to Quality
Clear Purpose Clear Targets Sound Design Good Communication Student Involvement
Content Assessments
Complexity –
Modifications & Extensions
Concrete to Abstract Do/View/Construe
Resources
Grouping
Readiness in Mathematics
Concrete DO
Gravitate to hands-on materials or manipulatives Experience difficulty explaining their mathematical thinking
Representational VIEW
Draw pictures to represent mathematical thinking Make models Talk about mathematical thinking in words Are able to relate the mathematical concept to real-life experiences
Abstract CONSTRUE
“See” concepts abstractly Explain readily their mathematical thinking See and articulate relationships among mathematical processes Make connections readily between mathematical concepts and prior experiences Express mathematical concepts in multiple ways 37
•
DO – Manipulatives: Concrete
Algebra Tiles (for linear and quadratic equation solving) • Didax Geofix (nets) • Models of shapes (surface area and volume) • Soft 1 cm squares http://www.etacuisenaire.com
• Virtual Manipulatives http://www.neirtec.org/activities/math_portal.htm
• Wolfram Alpha http://www.wolframalpha.com/
VIEW – Graphic Organizers Representational
www.graphicorganizers.com
http://challengebychoice.wordpress.com/examples-of-tiered-math-assessments/
3 Levels of Challenge - CbC
Green
—Tasks are foundational and appropriate for the current grade level. Success depends on understanding and applying required knowledge and skills. Green level tasks meet a rigorous grade level proficiency standard.
Blue
—Tasks are advanced and complex. Success depends on extending one’s skills in order to recognize and address the added layers of complexity.
Black—Tasks are extremely advanced and highly complex. Success depends on creatively applying and extending one’s skills, at times in very unfamiliar territory.
Content Assessments
Complexity –
Modifications & Extensions
Concrete to Abstract Do/View/Construe
Resources
Print/Non-Print/Digital
Grouping
Directions
Part 1
Part 2
Content Assessments
Complexity –
Modifications & Extensions
Concrete to Abstract Do/View/Construe
Resources
Print/Non-Print/Digital
Grouping
TAPS
Which of these grouping formats is used for 80-95% of all teaching and learning activities? What should the percentage be? Why?
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The Classroom Observation Study
“Across five subject areas and 92 observation days, observed students experienced no instructional or curriculum differentiation in 84% of their instructional activities.” NRC G/T Westberg, 1993, 2003
Cooperative Groups Ability Groups Flexible, Small Groups (FSGs)
- Varied roles -Heterogeneous ability - Interactive -Similar tasks -Tend to be fixed -Based on prior achievement -Homogeneous by achievement -Can effect a student’s -Flexible membership -Based on a variety of factors - Student-led -Promote ownership, leadership -Understanding enhances self esteem expectations 53
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FLEXIBLE, SMALL GROUPS: AN OPERATIONAL DEFINITION
Within class groupings in which: • Membership varies according to purpose, learning goals, topics, learning activities, resources, or products • Group longevity varies • Group size varies (2-10)
Dial 4-1-1 4 Ideas to take away 1 Affirmation of my work 1 Call to action for transfer
Content Assessments
Concrete to Abstract Do/View/Construe
Complexity Resources
Print/Non-Print/Digital
Grouping
TAPS
Process
Process
Teaching Strategies
Introduction
Learning Activities
Process
Teaching Strategies
Direct Instruction Introduction Hook them Curiosity Novelty Drill and Recitation Concept Attainment Socratic Questioning Simulation Inquiry Based Instruction/Learning Project Based Learning PBL pbl Independent Study
Learning Activities & Products
Resources for PBL
Questgarden The Buck Institute West Virginia Department of Ed.
Process
Teaching Strategies
Direct Instruction Introduction Hook them Curiosity Novelty Drill and Recitation Concept Attainment Socratic Questioning Simulation Inquiry Based Instruction/Learning Project Based Learning PBL Independent Study
Learning Activities & Products
Multiple Intelligence Assignment
Verbal Intelligence Visual Intelligence Write a story about your planet Make a chart that compares your planet to Earth Musical Intelligence Kinesthetic Intelligence your planet
Meal/banquet picture
game about your planet (e.g., Saturn ring-toss)
Twinky DI
Bloom’s
3 2 1 6 5 4
C
Levels
D A B
1 2 3 4 5
Application S. Gendron, Kentwood presentation, March 2011
Knowledge Taxonomy
1.
2.
3.
4.
5.
6.
Awareness Comprehension Application Analysis Synthesis Evaluation
S. Gendron, Kentwood presentation, March 2011
Application Model
1. Knowledge in one discipline 2. Application within discipline 3. Application across disciplines 4. Application to real-world predictable situations 5. Application to real-world unpredictable situations
S. Gendron, Kentwood presentation, March 2011
Bloom’s
3 2 1 6 5 4
C
Levels
D A B
1 2 3 4 5
Application S. Gendron, Kentwood presentation, March 2011
Verb list by Rigor/Relevance Quadrant
6 5 4 3 2 1
Analyze Categorize Classify Compare Conclude Contrast Defend Diagram Calculate Choose Count Define Describe Find Identify Label List
1
differentiate discriminate evaluate examine explain infer judge justify prove match memorize name recall recite record select spell locate
2
Adapt Argue Compose Conclude Construct Design Evaluate Formulate Invent Adjust Apply Build Calculate Construct Demonstrate Dramatize Draw Illustrate
3
justify modify predict prioritize propose rate recommend revise teach interpret interview make model play produce relate sequence solve
4 5
Common Core Standards
Explicit Teaching
Detour. . . A temporary inconvenience for permanent improvement
Motivational Mind Set:
Through Emotions get their Attention
Skill Description:
What Standard Requires
Taste Test: Which Candy Bar?
Menu of Operations:
“How-to” Steps for Students
Instructional Strategy:
“Process as Content”
Assessment:
Judgment of Product or Performance
Reflection:
Student Comment on Process
TAG / Synonyms
A L Account for Similarities Look for Differences I K Inspect for Hidden Similarities / Differences Know names of groupings E Express result of Compare/Contrast
T-Chart Alternating Sentences Dual Paragraphs Students compare something In your subject area.
Which is easier – compare or contrast?
A L I K E
Target Thinking Skill Template: Compare and Contrast # 3 Menu of Operations Account for similarities Look for differences Inspect for hidden Similarities/Differences Know name of groupings Express results of Compare/Contrast
Motivational Mind Set:
Through Emotions get their Attention
Skill Description:
What Standard Requires
Taste Test: Which Candy Bar?
Menu of Operations:
“How-to” Steps for Students
Instructional Strategy:
“Process as Content”
Assessment:
Judgment of Product or Performance
Reflection:
Student Comment on Process
TAG / Synonyms
A L Account for Similarities Look for Differences I K Inspect for Hidden Similarities / Differences Know names of groupings E Express result of Compare/Contrast
T-Chart Alternating Sentences Dual Paragraphs Students compare something In your subject area.
Which is easier – compare or contrast?
“Compare and Contrast” Alternating Pattern: Alternating sentences AB AB AB AB Dual Paragraphs Pattern: Para 1 Write about AAAA Para 2 Then write about BBBB How Alike and Different
Target Thinking Skill Template: Compare and Contrast # 4 Instructional Strategy
Alternating Sentences
A)Salt is savory, B)while pepper is spicy. A) yet, the salt is not that healthy, B)while pepper seems more benign. And, finally, A) salt is invisible on the food, B) while pepper is visibly “peppered” on the food. Yet, both are spices and both can be added at any point in the cooking.
Target Thinking Skill Template: Compare and Contrast # 4 Instructional Strategy Dual Paragraphs
AAA - Salt is a savory condiment that many people add to their plated food, yet is a habit that is not healthy. Usually salt has already been included in the preparation. And it is invisible so people may add too much. However salt is a spice like pepper.
BBB - On the other hand, pepper is spicy flavoring people use to give their food a “bite”. Unlike salt it is healthy to eat and it is visibly obvious how much pepper they are using. But it’s still a spice.
Process
Teaching Strategies
Direct Instruction Introduction Hook them Curiosity Novelty Drill and Recitation Concept Attainment Socratic Questioning Simulation Inquiry Based Instruction/Learning Project Based Learning PBL Independent Study
Learning Activities & Products
Imagist Poems*
Know:
Poets’ names, personification, verse, onomatopoeia, simile, metaphor, haiku, imagist poems Understand:
How do we make meaning out of poetry? What makes a poet’s voice intense, meaningful, memorable?
What are significant poetic forms and structures? How do they make meaning?
Do
Read, discuss, and appreciate a variety of poems
Analyze poems, poetic forms and devices Research the cultural and historical context of poems and poets *CCSS: CC.RL.11-12.4-Determine the meaning of words and phrases in a text, including figurative and connotative meanings, analyze the impact of specific word choices on meaning; 9: Demonstrate knowledge of 18 th , 19 th and early 20 th century foundational works of American literature
The Red Wheelbarrow
so much depends upon A red wheel barrow glazed with rain water beside the white chickens
The Red Wheelbarrow
ROLE AUDIENCE FORMAT TOPIC 82 WIlliams Poetry critic WIlliams Students Older WIlliams Tennyson Poetry aficionados His Colleagues Other Students Younger WIlliams Letter Analysis Explanation Interview Letter to My Younger Self Why I moved away from traditional Victorian poetry The key features of Williams’ style Why RW “is real, not realism, but reality itself” How Williams composed one of this most famous poems How my poetry changed as I grew older
Analytic Practical Creative Use a cause/effect chain or some other format you develop to show how each part of a cell affects other parts as well as the whole. Use labels, directional markers, and other symbols as appropriate to ensure that someone who is pretty clueless about how a cell works will be enlightened after they study your work.
• • • Look around you (in your world or the broader world) for systems that could serve as analogies for the cell. Select your best analogy (“best” = most clearly matched, most explanatory or enlightening).
Devise a way to make the analogy clear and visible to an audience of your peers, ensuring that they will develop clearer and richer insights about how a cell works by sharing in your work.
Be sure to emphasize both the individual functions of cell parts and the interrelationships among the parts.
Use unlikely stuff to depict the structure and function of the cell, with emphasis on interrelationships among each of the parts. You should select your materials carefully to reveal something important about the cell, its parts, and their interrelationships. Your “ahas” should trigger ours.
OR Tell a story that helps us understand a cell system with interdependent actors or characters, a plot to carry out, a setting , and even a potential conflict. Use your own imagination and narrative preferences to help us gain insights into this remarkable system.
Analytic Practical Creative Analyze how and why the U.S. population has shifted from a melting pot to a salad bowl or mosaic as it has assimilated new immigrants. Show your analysis in a diagram.
Think of the population of Grand Rapids and Kent County. Is it better for Grand Rapids to assimilate new people to this area like a melting pot or a salad bowl? Defend your position in a Podcast.
Create a different pair of metaphors to characterize how immigrants assimilated in the past and how they assimilate today. Write an explanation for each or create a visual to depict them.
Task: Construct a food web with the owl at the highest trophic level. Be sure to include producers (green plants) and decomposers in your food web. Also include the Sun. The intermediate organisms should include the prey found in the owl pellets that you dissected in class. Label the role of all organisms and use arrows to show the energy flow between each organism. Finally, explain the flow of energy in the food web.
Curriculum Components Content Assessment Learning Activities Resources Grouping Extensions Introduction Modifications Teaching Strategies Products
Tomlinson, C.A., Kaplan, S. N., Renzulli, J. S., Purcell, J. H., Leppien, J. H., Burns, D. E., Strickland, C. A., Imbeau, M. B., (2009).
The Parallel Curriculum Model
. (2 nd ed.).Thousand Oaks, CA: Corwin Press.