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 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? 13 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 14 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 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 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. 1. I can identify the hypotenuse of any right triangle. Who am I? 2. I can prove the Pythagorean Theorem by relating the triangle side lengths to areas. 4. I can find any side of a right triangle if I know the two other sides. Don’t I know you from somewhere? 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) A (-3,-2) 7. I can use right triangles in a coordinate system to find the distance between two points. 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. Why ASSESS? 31 SUMMATIVE OF INSTRUCTION PREASSESMENT FOR INSTRUCTION FORMATIVE 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 Keys to Quality Clear Purpose Clear Targets Sound Design Good Communication Student Involvement Content Assessments Complexity – Concrete to Abstract Resources Grouping Modifications & Extensions Do/View/Construe Readiness in Mathematics Concrete DO Representational VIEW Abstract CONSTRUE Gravitate to hands-on materials or manipulatives Experience difficulty explaining their mathematical thinking 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 “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 35 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 – Concrete to Abstract Modifications & Extensions Do/View/Construe Resources Print/Non-Print/Digital Grouping Directions Part 1 Part 2 Smarter Balanced Assessment Consortium Released Items http://sampleitems.smarterbala nced.org/itempreview/sbac/ELA .htm 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? 50 The Classroom Observation Study 51 “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 Ability Groups Flexible, Small Groups (FSGs) Groups - Varied roles -Heterogeneous ability - Interactive -Similar tasks -Tend to be fixed -Based on prior achievement -Homogeneous by achievement -Can effect a student’s expectations -Flexible membership -Based on a variety of factors - Student-led -Promote ownership, leadership -Understanding enhances selfesteem 52 FLEXIBLE, SMALL GROUPS: AN OPERATIONAL DEFINITION 53 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) • Content Assessments Complexity Concrete to Abstract Resources Print/Non-Print/Digital Grouping TAPS Do/View/Construe Process Process Teaching Strategies Introduction Learning Activities 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 pbl Independent Study Novelty Learning Activities & Products Resources for PBL Questgarden The Buck Institute West Virginia Department of Ed. 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 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 Common Core Standards Explicit Teaching Detour. . . A temporary inconvenience for permanent improvement 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 Imagist Poems* Know: Understand: Poets’ names, personification, verse, onomatopoeia, simile, metaphor, haiku, imagist poems 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 18th, 19th and early 20th century foundational works of American literature The Red Wheelbarrow 74 ROLE AUDIENCE FORMAT TOPIC Williams Tennyson Letter Why I moved away from traditional Victorian poetry Poetry critic Poetry aficionados Analysis The key features of Williams’ style Williams His Colleagues Explanation Why RW “is real, not realism, but reality itself” Students Other Students Interview How Williams composed one of this most famous poems Older Williams Younger Williams Letter to My Younger Self How my poetry changed as I grew older Analytic 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. Practical • • • Creative 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 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. Practical 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. Creative 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. Great Resource for Differentiated Learning Activities http://daretodifferentiate.wikispaces .com/ 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. An Old African Proverb Asks: How do you eat an elephant?????