25 industrial park road, middletown, ct 06457-1520 860-632-1485 teaching within the differentiated...
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25 Industrial Park Road, Middletown, CT 06457-1520 860-632-1485
Teaching Within the Differentiated Classroom
April 28, 2006Day 4
Connecticut’s Common Core of Teaching
Read the Foundational Skills and Competencies
How does the use of differentiated instruction support these competencies?
http://www.state.ct.us/sde/dtl/curriculum/currkey4.htm
What Teachers Need to Know
Curriculum/Content
Foundations ofTeachingPrinciples ofLearning
Knowledge of Foundations of Teaching
Common Core of Teaching
The Instructional Cycle
Madeline Hunter’s Lesson Design
Strategic Instruction Model (SIM)
Characteristics of Exemplary Curriculum
Powerful knowledge goals, representative or generative topics, and big ideas
Advance organizers that clarify prior knowledge, future activities, and expectations
Motivating introductory experiences Challenging and active learning activities Authentic resources and products Aligned assessment strategies and growth criteria, feedback,
debriefing, transfer and extension opportunities, interaction, and support
Clearly Defining What Will Be Taught
Content standards refer to what gets taught, the subject
matter, the skills and knowledge, and the applications
set the broad curriculum goals
Performance standards set the targets or levels of
mastery that students must meet in various subject matter
translate that content into specific knowledge and skills that students are expected to demonstrate
are defined at specific grade levels or benchmark years
Nolet, V. & McLaughlin, M. J. (2000)
“Unwrapping” a Standard
Concepts Need to know Abstract ideas
e.g. Democracy
Think: Nouns
Skills Able to do Specific applications
e.g. Add
Think: Verbs
Center for Performance Assessment
Your Lesson/Unit
What is the content and performance standard of your lesson?
What are the essential or critical concepts and skills that will be taught?
Knowledge Categories
Category Definition and Examples
Fact A specific detail; verifiable information or data e.g. The capital of New York is Albany.
Concept A class of things; a category with common elements e.g. capital, city, nation
Principle A fundamental truth, law , rule, or doctrine that explains the relationship between 2 or more conceptse.g. Social, political, and geographic factors influence the location of a capital city.
Skill A proficiency, ability or technique; strategy, method or tool e.g. Locate capital cities using longitude & latitude.
Attitude A belief, disposition, appreciation, or value e.g. Develop an appreciation for the cultural heritage of selected capital cities.
Problem Solving, Transfer and Application
The ability to use knowledge to address a goal that may not be immediately understandable. e.g. Examination of issues that might arise when a capital needs to be relocated
Hilda Taba
Your Lesson/Unit
Category Definition and Examples
Fact
Concept
Principle
Skill
Attitude
Problem Solving, Transfer and Application
Knowledge of Principles of Learning
Process Constructing Meaning Context
Understanding the Learning Process
Learning
Is an active process
Consists of constructing meaning and constructing systems of meaning
Is a social activity
Is contextual
Learners…
Use sensory input to construct meaning
Learn to learn
Need activities that engage the mind as well as the hands
Need knowledge to learn
Need to revisit ideas, ponder them, try them out, play with them, and use them
Read10%
Hear20%
See30%
Hear and See50%
Say70%
Say and Do 90%
The Learning Pyramid
National Training Laboratory,
Bethel, Maine
Information Processing
Sensory input Selective encoding Working memory Short term memory Mental representation Schema storage Rehearsal Long term memory Retrieval
What is the Learner’s Role?
Recall Memorize Practice Sequence Describe Paraphrase Categorize Analyze
See Relationships Critique Apply Evaluate Decide Plan Problem Solve Create Metacogitate
NOW
THEN•Fixed Intelligence
•Rote Learning
•Drill and Recitation Methods
•Behavioral Psychology
Novice-Apprentice-Practitioner-Expert
•Cognitive Psychology
•Thinking and Learning
•Cognitive Apprenticeship
Automaticity
“High” ability 25 successful repetitions
“Average” ability 35 successful repetitions
“Low” ability 55 successful repetitions
Your Lesson/Unit
Examine the flow and types of activities you have organized for your lesson or unit.
Chart the activities/instructional delivery on the learning pyramid. What does this tell you about your plan?
How many opportunities for active engagement for “error-free” practice does you lesson or unit provide?
Optimal Learning
“Instruction is only good when it precedes ahead of development, when it awakens and rouses to life those functions which are in the process of maturing….it is in this way that instruction plays an extremely important role in development.”
-Vygotsky, 1956
Instructional Match
0
20
40
60
80
100
Baseline Frustration Instructional Independent
Task completion Task Comprehension On-task
Gickling, E. & Armstrong, D. (1978) Journal of Learning Disabilities, vol.. 11, pp.. 559-566.
Your Lesson/Unit
Examine the flow and types of activities you have organized for your lesson or unit.
How have you provided differentiation to meet the various instructional levels you are likely to have?
Research-Based Strategies
Why These Strategies?
Level of Research Basic research on learning (clinical/lab)
Experimental research on student outcomes (applied) Program evaluation (large scale implementation)
Longevity Implementation Integrity and Adaptability Evaluation of Success Rates
(Cuban, 1996; Ellis, 2001)
Your Lesson/Unit
What research-based strategies are currently incorporated into your lesson or unit?
What new ones will you add?
Select a group to develop the strategy
Teaching Strategies
Definition: Activities designed and/or conducted by the teacher in order to explicitly or implicitly provide students with the information, challenge, support, and on-going experiences they need to process knowledge and improve performance related to the lesson’s learning goal(s)
Purpose: To mediate learning, increase the likelihood of student success and self-directed learning, promote cognitive processing, rehearsal, and transfer.
Characteristics: Aligned with the content and students’ learning needs, varied, motivating, promote cognitive engagement
Activities and Products
The Teaching Strategies Continuum
Lecture Drill and recitation Direct instruction Strategy-based instruction Coaching Concept attainment Synectics Demonstration Socratic Questioning Visualization Role playing Cooperative learning Jurisprudence Simulation Inquiry-based instruction Problem-based learning Shadowing experiences Mentorships Independent study Independent investigations
Direct
Indirect
Your Lesson/Unit
Examine the flow and types of activities you have organized for your lesson or unit.
Chart the instructional delivery on the continuum.
What will you keep? What will you change?
Learning Activities
Definition: Tasks for students that are designed to develop the knowledge, understanding, and skills specified in the content and learning goals.
Purpose: To help students perceive, process, store, and/or transfer new information and skills.
Characteristics: Aligned with the content goals, teaching methods and students’ learning needs; varied; motivating; promote cognitive engagement; efficient, causes perturbation, and dissonance
The Thinking-Learning Connection
Practical (Executive)
CriticalAnalytic
Creative
Thinking-Learning Activities: Analytic
Make an Observation Find Similarities and
Differences Compare and Contrast Sequence, Rank, Prioritize Categorize Classify Predict Look for Patterns Find Cause and Effect Make an Analogy
Draw Conclusions Infer Inductive Reasoning Deductive Reasoning
Thinking-Learning Activities:Critical
Detecting Fact and Opinion Determining Bias Determining Credibility of a Source Identifying Assumptions Detecting Warranted and
Unwarranted Claims Determining Strength of an
Argument Identifying Fallacies
Critique Evaluate Judge Persuade Argue
Thinking-Learning Activities: Creative
Fluency Flexibility Originality Elaboration Brainstorming Creative Problem Solving
Design Innovate Invent Develop Improve
What Learning Activities Support Differentiation?
Make students think Listen and watch students’ thinking purposively and frequently; use
observations to tailor instruction Ensure that the learning activities are not too easy or too frustrating Ensure that the learning pace is not too fast, not too slow, but “just
right” Offer more or less scaffolding Provide more or less time Provide advance organizers that have more/less detail Create more reflection opportunities Vary grouping options for learning activities (e.g., heterogeneous,
homogeneous); provide some opportunity for students to self-select group membership
Products
Definition: Performances or work samples created by students that provide evidence of student learning
Purpose: To assess student growth; to provide for student reflection, to monitor and adjust instruction, to evaluate students
Characteristics: Aligned with the content goals, teaching methods and students’ learning needs; varied; authentic; motivating; efficient
Advance organizerAdvertisementAnimationAnnotated
bibliographyArgumentAssignmentAudiotapeBiographyBlueprintBoard gameBook jacketBulletin boardBulleted listCD discCalendarCampaignCard gameCensusCeramicsChamber musicCharacter sketchCharcoal sketchChartChoral readingChronologyCollageCollectionComic stripComputer gameComputer
program
CostumeCritiqueDanceDebateDiagramDiaryDictionaryDioramaDisplayDramatic
monologue
DrawingEconomic
forecastEditorialElegyEssayEtchingExperimentFableFact fileFairy taleFamily treeFestivalFilmstripGlossaryGraphGraphic
organizerGreeting cardHaikuHypercard
stackHypothesis
Illustrated storyInterviewInventionInvestment
portfolioJournalLandscape designLearning profileLectureLessonLetterLimerickLine drawingListMagazine articleMapMazeMemoirMontageMovieMuseum exhibitMusical
compositionNewspaperNotesObservation logOil paintingOral historyOral reportOutlineOverhead
transparency
PamphletPantomimeParagraphPatternPhoto essayPhoto journalPlayPicture dictionaryPicture bookPoemPortfolioPosterPotteryPowerpoint slidesPredictionProtocolProposalPuppetPuppet showQuestionsRadio showRelief mapReflectionReflective essayResearch reportRubbingRuleScience fiction
storyScrapbook
SculptureSet designShort storySilk screeningSimulationSkitSlide showSmall-scale modelSocial action planSongSonnetStencilSummarySurveyTableTerrariumTextbookTimelineTheoryThink pieceTopographical
mapTV documentaryTV newscastVideoVideo gameVocabulary listWeather
instrument/log
WebWorksheetWrapping paper
design
Expression Style Preferences
Style Preference Resources
Linguistic Books, worksheets, memoirs, correspondence, audiotapes, manuals
Logical/Mathematical Codes, puzzles, calculators, flow charts, graphs, forms
Spatial Charts, diagrams, maps, photographs, slides, movies, paintings, 3-D kits, optical illusions
Bodily-Kinesthetic Hands-on resources, tactile materials, virtual reality software
Musical Recordings, scores, sheet music, tapes, records, synthesizers
Interpersonal Biographies, autobiographies, memoirs, correspondence, documentaries,
Intrapersonal Self-paced instructional units, reflections, individualized projects, journals
Naturalist Nature films, videos, books and tapes; binoculars, telescopes, magnifying glasses, testing kits, star guides
How Can We Modify Products to Attend to Learner Differences?
Don’t spend more time than is necessary to figure out the nature and extent of learning
Use daily formal or informal assessments Develop rubrics with a low baseline and high ceiling Link drafts, final products, learning opportunities, and reteaching Don’t make everyone write all the time; use a variety of product
formats Encourage self-assessment Provide choice; allow students to express themselves in their
preferred expression format some of the time Keep selected exemplars to showcase as “possibilities” Provide time for students to share their work in large and small
groups
Extensions
Definition: Preplanned or serendipitous experiences that emerge from the learning goals, debriefing and reflection activities, and students’ interests
Purpose: To extend students’ learning, promote the transfer and application of content goals to real-world contexts and problems, to generate excitement for learning, to address individual interests, to promote intrinsic motivation for learning
Characteristics: Linked to the content goals; aligned with students’ interests, open-ended, guided, authentic
Extension Activities
Extension Activity Print article Videotape Community Speaker Simulation Performance Library research Field Study Web Quest Project Product Development Independent Study Research
Time & Support Required S S S S-M S-M S-M M M M-L M-L L LS=small amount,
M=medium amount, L=large amount
Extension Activities
Reasons for Providing Extension Activities To learn about a related topic To accommodate students’ interests To link to current events To relate to historical events To explore career opportunities To transfer or apply new learning To solve a related problem To share a personal experience To increase intrinsic motivation for learning
How Can We Use Extension Activities to Differentiate?
Extensions do not have to be time-consuming projects; a spectrum of possibilities exists
Make a conscious effort to analyze and reflect upon students’ evolving interests
Think of ways to respect students’ interests in the curriculum Strive to allocate 10%-20% of time to students’ interests Seek local citizens to help with extensions Encourage students’ reflections and self assessment of their
extension activities
Differentiation (Open-ended Activities and Assignments
"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 the people on this list. When you have done some initial research about two or three, you are to choose one explorer and answer the following questions about him or her:
1. Who was this person? 2. What adjectives describe him/her most accurately? 3. Describe the historical time period in which he/she lived. 4. Which group(s) of people value his/her contribution? 5. Why is the contribution valued? 6. In your opinion, what impact or legacy does the contribution have
on history? 7. Should students study explorers? Defend your answer.
You will use at least five resources, one of which must be electronic. You will be making a presentation 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 history, and discuss the value of studying world explorers."
Benefits:
Students do most of the work. Information, activities, and
assignments are subject to interpretation.
Respects differences in prior knowledge
Provides higher level thinking opportunities for all students.
Impacts the breadth and the depth of the unit.
Teaches only in context. Time intensive. Doesn’t necessarily offer explicit
instruction. May require scaffolding. May not address large differences in
prior knowledge. Students may have different
cognitive strengths.
Limitations:
Differentiation by Interest (Choice)
The class divide themselves, by interest, into groups of three to four students around the following assignment:
Investigate the relationship between two variables by collecting your own paired sample data. Use both methods that we covered in this chapter to determine whether there is a significant linear correlation. Present and justify your findings to the class. Choose one of the following topics. Is there a relationship between:
Taste and cost of different brands of chocolate chip cookies? The salaries of professional ball players and their season
achievements? Car fuel consumption rates and car weights? The lengths of men’s (women’s) feet and their heights? Student’s grade point averages and the amount of television they
watch?
Benefits: Limitations: Improves attitudes toward
learning. Provides for varied interests. Encourages multi-ability small
group work. Improves intrinsic motivation. Changes in teaching
strategies may increase achievement.
Changes the breadth of the unit.
May be limited to alternative products.
May stray from learning goal. Requires preparation time. Requires access to varied
materials and resources.
Your Lesson/Unit
What activities are currently in your lesson/unit?
How do they provide students with the best opportunities to demonstrate their new learning?
What will you change?
Resources
Definition: Materials that support learning during the teaching and learning activities.
Purpose: To provide a context or format for delivering, receiving, processing, or communicating new knowledge
Characteristics: Aligned with the content goals, teaching methods and students’ learning needs; varied; authentic; motivating, appropriate levels of readability and cognitive demand
Organizing Resources
Resources: Human
Content area experts Older students Younger students Other students in the classroom Parents Other teachers Community members Teachers from other grade levels Other school personnel University personnel Business personnel Service organization personnel
Resources: PRINT
Biographies Poems Plays Diaries Magazine Articles Journals Web Sites College Textbooks Newspapers Emails
Non-fiction Fiction Historical Fiction Literary analyses Manuals Maps Survey Data Tables Charts Anthologies
Resources: NON-PRINT
Software Artifacts Tools Inventions Technology Antiques Posters Paintings Dioramas Models Realia Photographs Observations Experiments
Situations Events Globes Showcases Exhibits Costumes Designs Equipments Videotapes Diagrams Kits Art supplies Musical instruments Music
How Can We Use Resources to Support Differentiation?
Use advance organizers Incorporate manipulatives Develop skill/strategy sheets that include varying levels of detail Use mnemonics Provide post-its@ and highlighters Provide resources at appropriate levels Don’t put a ceiling on resources Use www.iconn.org Consider students’ interests Ensure that resources reflect a variety of formats (e.g., visual,
auditory)
Your Lesson/Unit
What materials/resources does your lesson/unit use for…
Providing information to students (input) Organizing information for students (process) Providing demonstration of new learning (output)
Madeline Hunter’s Lesson Design
Anticipatory Set Purpose Input Modeling Guided Practice Checking for Understanding Independent Practice Closure
Describe
Model
Verbal Practice
Mastery?
Yes
No
Stage 2:
Stage 3:
Stage 4:
Stage 5:
Yes
Pretest
Mastery?
No
Yes
Stage 1:
Controlled Practice
NoMastery?
Go to Another Strategy
KU-CRL Strategic Instruction Model Instructional Sequence
PosttestStage 7:
Stage 8:
Grade-Appropriate Practice
Mastery?
Yes
Stage 6:
No
GeneralizationOrientationActivation
Maintenance
Mastery?
Yes
No
Mastery?
Yes
No
Go to Another Strategy
Teacher’s Role
Drill Instructor Illustrator Trainer Inquirer Coach Facilitator Designer
What Teaching Strategies Support Differentiation?
Avoid being the “sage on the stage.” See teaching as FACILITATING students’ sense making Use direct or indirect teaching methods to respond to students’
learning needs Vary the amount of teaching time for different groups of learners Vary the amount and source of feedback Provide skill strategies only if learners need them Provide practice and reinforcement only if warranted Change the pace of teaching
Your Lesson/Unit
Examine the flow and types of activities you have organized for your lesson or unit.
What are the elements of the flow and organization?
Where is the provision for modeling and guided practice?
What are the various roles you play?
Values Activity
An understanding of how students learn _____ A concern for students’ development _____ A commitment to scholarship _____ A commitment to work with and learn from colleagues _____ The practice of equal opportunities _____ Continued reflection on professional practice _____
Rank Order these 1-6 with 1 being the highest
