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.
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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 on testing 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 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? 11 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. 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 12 POST ASSESSMENT: Impact of DI THE DECISION-MAKING PROCESS Content Process Environment PRODUCTS MODIFICATONS EXTENSIONS RESOURCES LEARNING Activities TEACHNG Strategies INRODUCTION GROUPING ASSESSMENTS CONTENT How can I ADJUST one or more of10 curriculum components to address at least ONE targeted learning difference? Product HUGE – LIKE AN ELEPHANT Page 1 Common Core and Differentiated Instruction Name: Date: Page 2 Content Standard/Benchmark Knowledge Reasoning Skill Product Deconstructing Standards Standard/Benchmark: __________________________________________________________________ _____________________________________________________________________________________ Type: q Knowledge q Reasoning q q Skill 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://education.ky.gov/curriculum/ELA/Pages/ELADeconstructed-Standards.aspx http://education.ky.gov/curriculum/math/Pages/Mat hematics-Deconstructed-Standards.aspx 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. “I CAN…” Statements I CAN identify the steps in the scientific process I CAN describe the purpose of each step in the scientific process I CAN use the steps in the scientific process correctly I CAN make observations about the world around me I CAN ask questions about the observations I make I CAN create an investigation to answer the question I ask I CAN carry out the investigation I have created I CAN record data and information that I find from my investigation I CAN communicate the results of my investigation through discussions, graphs and charts or another form that I see fits I CAN look over my observation, questions, investigation and results and form a conclusion to my original question. GOT IT!! Still working on it I need some more time What are learning targets? Page 2 Content Assessment Why ASSESS? 27 SUMMATIVE OF INSTRUCTION PREASSESMENT FOR INSTRUCTION FORMATIVE AS INSTRUCTION Links Among Achievement Targets and Assessment Methods Selected Response Extended Written Response Performance Task Assessment Personal Communication Knowledge Good Good Not so good – too time consuming OK – but time consuming Reasoning Good (some reasoning) Good Good Good Skills Not good Not good Good Good (oral communication) Products Not good Good (when written product) Good Not good. Page 2 Content Assessments Complexity – Concrete to Abstract Resources Grouping Modifications & Extensions Do/View/Construe DO – Manipulatives: Concrete • Versa Tiles • Didax Geofix (nets) • Models of shapes (surface area and volume) • Virtual Manipulatives http://www.neirtec.org/activities/math_portal.htm VIEW – Graphic Organizers Representational www.graphicorganizers.com Page 2 Content Assessments Complexity – Concrete to Abstract Modifications & Extensions Do/View/Construe Resources Print/Non-Print/Digital Grouping TAPS Page 2 Content Assessments Complexity – Concrete to Abstract Modifications & Extensions 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? 34 The Classroom Observation Study 35 “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 Page 2 Content Assessments Complexity Concrete to Abstract Resources Print/Non-Print/Digital Grouping TAPS Do/View/Construe Grade 5: Explorers 37 STRAND 1.1 – Significant events and themes in United States history. STRAND 2.1 Access and gather information from a variety of primary and secondary sources including electronic media, recordings and text. 1. Locate and gather information from primary and secondary sources. 2. Answer questions about content gathered from print and non-print sources. 3. Summarize information about primary and secondary sources. STRAND 3.1 Use evidence to identify, analyze and evaluate historical interpretations 1. Explain how specific individuals and their ideas and beliefs influenced U.S. history (e.g. John Smith, Anne Hutchison, Uncas, Benjamin Franklin). 1. Make and support judgments about the quality of information in text material. The Class Very diverse: interests, levels of motivation, ability to engage in abstract thinking Example 1: Grade 5: Explorers 38 Ms. Johnson thoroughly enjoyed the social studies unit on explorers that she covered at the beginning of school in grade 5. She always began with a story about explorers to the new world because students always enjoyed hearing the life stories of famous explorers like Columbus. She even used some primary source documents like excepts from Columbus’s ship log Subsequently, she covered other significant explorers including Jacques Cartier (French), Henry Hudson (Dutch), and John Cabot and Francis Drake (English). For the final project, she had each student create a log of a sea voyage. They had to include the following key terms in sentences that demonstrated they understood the meaning of the terms: colony, contagious disease, expedition, navigate, Northwest Passage, and technology. Example 2: Grade 5 Explorers 39 "We’re going to make our own definition of explorer at the end of this unit. Before we are able to make our definition, I want you to consider the names of American people on this list. When you have done some initial research on about two or three, you are to choose one explorer and answer the following questions about him or her: 1. Who was this explorer to the Americas? 2. What adjectives describe him or her most accurately? 3. Describe the historical time period in which he or she lived. 4. Which group(s) of people value his or her contribution? 5. Why is the contribution valued? 6. In your opinion, what impact or legacy does the exploration have on American history? 7. Should students study explorers? Defend your answer. You will use at least five resources, one of which must be electronic and one must be a primary source document. You will be making a presentation—alone, with a partner or in a group of three--to the class on your explorer in any format you wish. When everyone has made his or her presentation, we will work as a class to define the word ‘explorer,’ what role explorers played/play in the course of American history, and discuss the value of studying explorers." Page 3 Process Page 3 Process Teaching Strategies Introduction Learning Activities & Products Page 3 Process Teaching Strategies Introduction Hook them Curiosity Novelty Direct Instruction 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. Page 3 Process Teaching Strategies Direct Instruction Introduction Hook them Curiosity Drill and Recitation Concept Attainment Socratic Questioning Simulation Inquiry Based Instruction/Learning Project Based Learning PBL Independent Study Novelty Learning Activities & Products Multiple Intelligence Assignment Verbal Intelligence Visual Intelligence Musical Intelligence Write a story about your planet Make a chart that compares your planet to Earth Meal/banquet Make up a Make up or song aboutpicture adapt a your planet game about your planet (e.g., Saturn ring-toss) Twinky DI Kinesthetic Intelligence Levels Bloom’s 6 5 4 3 2 1 C 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. 2. 3. 4. Knowledge in one discipline Application within discipline Application across disciplines Application to real-world predictable situations 5. Application to real-world unpredictable situations S. Gendron, Kentwood presentation, March 2011 Levels Bloom’s 6 5 4 3 2 1 C 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 differentiate discriminate evaluate examine explain infer judge justify prove Adapt Argue Compose Conclude Construct Design Evaluate Formulate Invent justify modify predict prioritize propose rate recommend revise teach Calculate Choose Count Define Describe Find Identify Label List match memorize name recall recite record select spell locate Adjust Apply Build Calculate Construct Demonstrate Dramatize Draw Illustrate interpret interview make model play produce relate sequence solve 1 2 3 4 5 International Center for Leadership in Education Page 3 Process Teaching Strategies Direct Instruction Introduction Hook them Curiosity Drill and Recitation Concept Attainment Socratic Questioning Simulation Inquiry Based Instruction/Learning Project Based Learning PBL Independent Study Novelty Learning Activities & Products 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 52 POST ASSESSMENT: Impact of DI Page 4 Products Choice or Alternatives Page 4 Products Choice or Alternatives • Tic Tac Toe Boards Road to the Revolution Know – I can explain the causes and effects of the Acts leading up to the War. I can identify the role of the main figures of the Revolutionary War. I can identify that the colonists believed they had a right to separate from England. UnderstandI can identify the causes and effects of the events leading up to the Revolutionary War. I can interpret why the colonists believed they had a right to separate from England. Be able to do- The students will be able to apply an event from the Revolutionary War to identify differing British and colonists’ views on authority. The students will be able to apply the Revolutionary War events to identify a problem that could have existed in the colonies, explain the reason for addressing the problem, and tell what action would have been taken. Jeopardy Game Tic-Tac-Toe Choice Board 5th Grade – Road to Revolution Directions: Chose activities in a tic-tac-toe design. When you have completed the activities in a row— horizontally, vertically, or diagonally you made decide to be finished. Or you may decide to keep going and complete more activities. Star the activities you plan to complete. Color in the box when you finish the activity. Write Jeopardy questions that can be used to review the events leading up to the Revolutionary War. Write 20 questions with answers. Use an index card for each question, with the answer on the back. Multi-Media Position Piece Collage Write a position piece that explains Make a collage showing what America would be like if we how the colonists lost the war to the British. Make rebelled against the sure to include who would be the British. Include 8-12 leader and what the rules would pictures that represent the be like. Discuss the similarities or colonists’ views and differences you would see from actions. America today. Song/Rap/Poem Timeline Make a five minute multi- Write a song, rap, or poem about a Create a timeline that media presentation showing group involved in the Revolutionary shows the events leading the causes and effects of the War. Be sure to include their role up to the war. Make sure Acts leading up to the and position they take on the war. to include 10 or more we Revolutionary War. Make Your work may be either read or have discussed in class. sure to include pictures. performed for the class. Play Poster Letter Write a play about one event Create a poster that may have Write a letter to a friend that leads up to the war. been used as propaganda to that persuades a friend Make sure to include at least persuade colonists to choose a side during the Revolutionary 3 key people. You may act it in the war. era to take a side either out to the class. the British or the Patriots. Explain the advantages of your side and the disadvantages of the opposing view. Page 4 Products Choice or Alternatives • Tic Tac Toe Boards • RAFT (Role, Audience, Format, Topic) Map Reading, Grade 3 Know: Parts of a map, map symbols, different types of maps Understand: That there are many more types of maps that we imagine Depending upon one’s occupation, one is more likely to use some types of maps more than other types That we use maps for different purposes Do: •Strand 2.1 Access and gather information from a variety of primary and secondary sources. •Answer questions about content gathered from print and non-print sources. •Strand 2.2 Interpret information from a variety of primary and secondary sources •Compare and summarize information from political and physical maps by using map symbols. • Compare and summarize information from charts and graphs. Map Reading Skills ROLE AUDIENCE FORMAT TOPIC Tourist Friend, Teacher Post Card How far I travelled from Grand Rapids to Marquette Cartographer Assistant E-Mail Design a Map of Rockford National Park Service Hikers Elevation Map of Hiking Trails Tri-Fold Map of Local Trails Planning Board Mayor or City Council Member Speech, Presentation “Best Location for a Recreation Center and Pool Complex” Meteorologist Company CEO PowerPoint with Local and Regional Maps “Making the Case for Locating Farms That Will Produce High-Yield Crops” 62 Page 4 Products Choice or Alternatives • Tic Tac Toe Boards • RAFT (Role, Audience, Format, Topic) • Menu Map Reading Skills 64 ROLE AUDIENCE FORMAT TOPIC Tourist Friend, Teacher Post Card How far I travelled from CT to DC Cartographer Assistant E-Mail Design a Map of Hartford National Park Service Hikers Elevation Map of Hiking Trails Tri-Fold Map of Local Trails Planning Board Mayor or City Council Member Speech, Presentation “Best Location for a Recreation Center and Pool Complex” Meteorologist Company CEO PowerPoint with Local and Regional Maps “Making the Case for Locating Farms That Will Produce High-Yield Crops” Page 4 Products Choice or Alternatives • Tic Tac Toe Boards • RAFT (Role, Audience, Format, Topic) • Menu • Triarchic Choices Story Response: Choice Board (Triarchic Intelligences) TARGET: I can describe the theme or message that a writer or author wants to communicate. Analytic Listen to or read a story and create a chart that tells events in the story and how they contribute to the theme of the story. Practical Think of a time you or someone you know was in a situation similar to the main character in the story. Draw and/or write about it and include the theme or message that was similar to the story. Creative Imagine that the story continues after the last page. Use Prezi or PowerPoint or act out the next scene. This scene should relate to the theme or message of the story. Page 4 Products Choice or Alternatives • Tic Tac Toe Boards • RAFT (Role, Audience, Format, Topic) • Menu • Triarchic Choices • Show and Tell Boards 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. Page 4 Products Choice or Alternatives • Tic Tac Toe Boards • RAFT (Role, Audience, Format, Topic) • Menu • Triarchic Choices • Show and Tell Boards • Profiler What is your preferred Learning Profile? Write Draw Act Sing Build http://www.niehs.nih.gov/kids/music.htm#index Page 4 Products Choice or Alternatives • Tic Tac Toe Boards • RAFT (Role, Audience, Format, Topic) • Menu • Triarchic Choices • Show and Tell Boards • Profiler Tiering • Think Dots or Cubing Abstract Describe the activity that we completed in class. Which role did you play? What happened during the event? Compare and contrast the simulation in class to our government today. List 1 similarity and 1 difference. Do you think the simulation was fair or unfair? Explain. How did you feel about the role that you played in this simulation. Would you have liked to play a different role? Explain. Basic List one example of the English Bill of Rights granted to the colonists by the King and Queen. Why do you think these rights are important? List 1 way town meetings are similar to another type of government we have learned about in class. List 1 way town meetings are different from another type of government. Goal – 21 Points Ned rode his bike 7 miles to the library. He took a shortcut on the way home which was only 5 miles long. How many miles did Ned ride altogether? Anne ate 6 cookies. Samantha ate 4 more cookies than Anne. How many cookies did Samantha eat? Angela had 8 computer games. She got 3 more for her birthday. How many computer games did Angela have then? Henry gave 5 stickers to his younger brother. Now he only has 9 stickers. How many stickers did Henry have at first? Derek and Larry have 15 books together. 6 of the books belong to Derek. How many books does Larry have? Lisa made 8 apple muffins for the bake sale. Trevor made 6 banana muffins. They sold 5 muffins altogether. How many muffins were left? 1 Point Questions Carl bought 18 stickers. He used 9 of them that afternoon. He used 3 more after dinner. How many stickers did Carl have left? Alex found 12 pennies on the playground. He spent 5 pennies. Then he found 3 more. How many pennies did Alex have then? Chris found 14 colorful leaves at the park. He gave 4 to his sister. Later he found 6 more. How many leaves did Chris have then? Suzanne has 8 pairs of white socks and 6 pairs of blue socks. Her sister has 12 pairs of white socks. How many pairs of socks does Suzanne have? Scott, Frankie, and Corey played in the snow for 4 hours. Scott made 5 snowballs and 2 snowmen. Corey made 7 snowballs. Frankie made 4 snowballs and a snow fort. How many snowballs did the boys make? Alan has 10 pennies. Bonnie has 6 fewer pennies than Alan. Jack has 5 more pennies than Alan. How many pennies does Bonnie have? 3 Point Questions Scott had $15 in his wallet. He spent $8 for a toy. He earned $5 for doing a chore. He spent $3 for lunch. How much money did Scott have left? A bag contains 20 marbles. 7 are red, 5 are blue, 2 are yellow, and the rest are green. How many green marbles are in the bag? Angela opens a saving account with $12. She then deposits $5. She withdraws $9 and then later deposits $6. How much does Angela have in the account then? Anthony has saved $8. He gets $4 more for his allowance. He spends $3 for a toy. He gets another allowance of $4. How much money does Anthony need to buy a $20 robot? Ben walks from school to Danny’s house which is 6 blocks east of the school. Ben then walks 11 blocks west to his own house. How many blocks away does Ben live from school? Jordan found one seashell at the beach on Monday. She found 2 seashells the next day. If Jordan finds 2 seashells every day after that, how many days until Jordan has 21 seashells altogether? 6 Point Questions Goal – 12 Points Goal – 100 Points Goal – 10 Points Goal – 100 Points Goal – 20 Points Goal – 90 Points Goal – 50 Points Goal – 500 Points Goal – 65 Points Page 4 Curriculum Components Content Learning Activities Assessment 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. (2nd ed.).Thousand Oaks, CA: Corwin Press. As a team of educators: Discuss with your peers the differentiated instructional ideas and strategies that you recommend for implementation in your unit. An Old African Proverb Asks: How do you eat an elephant?????