the recipe for an excelling student

The Recipe for an

Excelling Student

Strategies for Creating Academic

Rigor for ALL Students

Question We Will Answer Today• What do students who are currently only meeting the standards need in order to truly excel?

- Guiding principles- Instructional

strategies- Practical ideas

• Research shows that, “Of all the students in a mixed-ability class, the most capable learners are likely to learn the least or make less notable progress during a school year.”

-Winebrenner, 2005

Think / Pair / ShareWhy do you think this statement is

true? What can you do to prevent this from happening?

Guiding Principle #1

CHOICE and

CHALLENGE are

Essential

• All humans have three basic needs:

1.) To feel autonomous, 2.) To feel competent, and 3.) To feel connected to others

-Deci & Ryan, 1985

• Providing choices and an adequate amount of challengeare essential to studentsfeeling both autonomous and competent in theirabilities.

• Intrinsic motivation is evidenced when someone engages in an activity because they want to, not because they have to. There is no better way to promote intrinsic motivation than by allowing students to focus on their own goals and interests.

Remember, students need opportunities to

NOT succeed with ease if they are to develop their

talent and potential.

Guiding Principle #2

PREASSESSMENT+

PERKY PACE

“The most important single factor influencing learning is what the learner already knows; ascertain this and teach him (her) accordingly”.

-Ausubel, 1968

Preassessment helps you toeliminate unnecessarypractice of material students have alreadylearned.

There are many benefits to formative assessment. Research has shown that the consistent use of formative assessment can double the speed at which students learn.

-Wiliam, 2007

Preassessment helps you todetermine what further instruction or opportunitiesfor mastery studentsneed.

Sample Pre-assessment Ideas

Sample Pre-assessment Ideas

Sample Pre-assessment Ideas

Guiding Principle #3

FLEXIBILITY+

FEEDBACK

Alonzo (2011) uses the analogy of driving a car. “One might view standards as providing this destination for student learning. However, as drivers, we often are interested in knowing more than ‘Are we there yet?’ We would like to know how much further the journey will be, what we might experience along the way, and so on.”

The average student receives 6 seconds of

personal feedback from a teacher each

day!

Giving immediate feedback is one of the most powerful impacts

we can have on student achievement.

Take advantage of flexible grouping

options to maximize your ability to

differentiate. Just make sure your groups are TRULY flexible and

change based on the needs of the students!

WHAT SHOULD BE MY NEXT STEP?

Choose from the menu of

INSTRUCTIONAL STRATEGIES

those that will best meet your

students’ needs

Shared Inquiry

Kaplan Depth and Complexity Model

What questions does this picture bring to your mind?

How would this hamburger look to a vegetarian ?

How would this hamburger look to a cow ?

How would this hamburger look to Shaquille O’Neal?

How would this hamburger look to a baby ?

How have cell phones changed over time?

What patterns do you see in this picture?

Gardner’s Multiple Intelligences

Most Difficult First

Learning Contract

Passion Project

Differentiated Choice Menus

Differentiated Choice Menus

Tiered Lessons

Tiered Lessons

Curriculum Compacting

Reading Ahead Contract

Student Proposal for Replacement Task

Think / Pair / Share

Which of these strategies would you

like to learn more about?

Think BIGBut

Start SMALL!

Final Words of Advice

JUST REMEMBER:

JUST REMEMBER:

 Created by Jason McIntoshRevised, May 2012Template by Animation Factorymcintoj@purdue.edu