cesa 11: turtle lake in-service assessments and leadership for differentiated instruction: moving...

CESA 11: Turtle Lake In-ServiceAssessments and Leadership for Differentiated Instruction:Moving Your School/District toward a D.I.A.L. Initiative ORSustaining and Embedding D.I.A.L.Agenda:Short reviewBig ideas and essential questionsUbD & DIAssessmentsGradingMoving through an instructional sequenceLeadership issues*

Things Weve Covered Thus FarDefinitions (of differentiation)Context, Justification, and ControversiesInterventions by readiness:Sponge ActivitiesAnchor activitiesTieringThink Dots and CubingBy learning style and interestThe Profiler (new)Tri-Mind and GardnerRAFTsChoice Boards and MenusKUDOs introduction

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Things well cover today:KUDOs revisitedEssential questionsGrading for differentiation and GTsAn instructional cycleInitiating and/or sustaining a D.I.A.L. initiative*

Sponge activitiesSponge activities are used to soak up down time, such as when students finish early, the class is waiting for the next activity, or the class is cleaning up or distributing papers/supplies

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An anchor activity is an on-going activity everyone is doing from which the teacher pulls students for mini-lessons

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Teach the whole class to work independently andquietly on the anchor activity.Half the class workson anchor activity.Other half works ona different activity.Flip-Flop1/3 works onanchor activity.1/3 works on adifferent activity.1/3 works withteacher---directinstruction.123*

Sponges and AnchorsDescribe:StrengthsWeaknesses:Application:

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Meeting Students Readiness NeedsBasic premise: students learn best within their zone (of proximal development, interest, or learning style) which may require pre-assessment (examples follow)Discuss: How are you doing it now?What problems are you encountering?*

The complete questionBefore the last game of the basketball season, Fernando had scored a total of 73 points. He scored 20 points in the last game, making his season average 15.5 points per game. To find the total number of games he played, first find the sum of 73 and 20 and then Add the sum to 15.5 Subtract 15.5 from 73 Multiply the sum by 15.5 Divide the sum by 15.5*

What might a beginning student understand?______ the ____ game __ the ______ball ______, Fernando ___ ______ a _____ __ 73 ______. He ______ 20 ______ in the ____ game, ______ ___ ______ _______ 15.5 ______ ___ game. To ____ the _____ ______ __ games he ______, _____ ____ the ___ __ 73 and 20 and the_ ___ the ___ to 15.5 ________ 15.5 ____ 73 ________ the ___ __ 15.5 ______ the ___ __ 15.5

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What might an intermediate student understand?______ the last game __ the basketball ______, Fernando had ______ a _____ of 73 points. He ______ 20 points in the last game, ______ his ______ _______ 15.5 points ___ game. To find the _____ number of games he ______, first find the ___ of 73 and 20 and then ___ the ___ to 15.5 ________ 15.5 ____ 73 Multiply the ___ by 15.5 ______ the ___ by 15.5

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What might an advanced student understand?______ the last game of the basketball season, Fernando had ______ a total of 73 points. He ______ 20 points in the last game, making his season _______ 15.5 points per game. To find the total number of games he played, first find the sum of 73 and 20 and then Add the sum to 15.5 Subtract 15.5 from 73 Multiply the sum by 15.5 Divide the sum by 15.5*

TieringCommon Definition -- Adjusting the following to maximize learning:

ReadinessInterestLearning Profile

Another view:

-- Changing the level of complexity or required readiness of a task or unit of study in order to meet the developmental needs of the students involved (Similar to Tomlinsons Ratcheting). Tier in gradations*

Information, Ideas, Materials, Applications

Representations, Ideas, Applications, Materials

Resources, Research, Issues, Problems, Skills, Goals

Directions, Problems, Application, Solutions, Approaches, Disciplinary Connections

Application, Insight, Transfer

Solutions, Decisions, Approaches

Planning, Designing, Monitoring

Pace of Study, Pace of ThoughtTomlinsons EqualizerFoundationalTransformational

ConcreteAbstract

SimpleComplex

Single FacetMultiple Facets

Small LeapGreat Leap

More StructuredMore Open

Less IndependenceMore independence

SlowQuick*

Varying Journal Prompting in HealthKeep a journal of all the fast food & soda ads you see/hear today. Categorize them by product brand and the appeal or hook that is used (ex. Pepsi, youth appeal). At the end of the day tally the number of fast food and soda ads. What ad technique is used most often? Why do you think its used the most? Which ad appealed most to you? Why?B. Keep a journal of all the food ads you see today. Categorize them by product and the appeal or hook that is used (ex. Pepsi, youth appeal). Analyze the techniques the advertisers use and determine which ads are the most deceptive and why. Then respond to this question:Is it ethical for an ad agency to market a potentially harmful product (a hamburger with 1,500 calories and an entire days fat content) featuring thin, healthy looking people? How is this different from the tobacco ads? *

*Imagine 3 dimensions (a cube!)

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Create and illustrate 3 statements that will be used in a campaign to reduce risky behaviorsAnalyze the relationship between physical activity, healthy eating, and self-imageWhat strategies would you use to decide if a risk is worth taking?Use a diagram to compare the daily routines between someone living a healthy life style and one who is notIdentify 3 common obstacles teens face when trying to make healthy decisions

Apply this statement to risk taking: Popularity is a competitive distortion of the concept of friendship

TieringThink Dots/CubesDescribe:StrengthsWeaknesses:Application:

Describe:StrengthsWeaknesses:Application:

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Meeting Students Learning ProfilesBasic premise: students learn best when allowed to create in their preferred learning style which means that several choices must be offered in terms of the process and/or product Discuss: How are you doing it now?What problems are you encountering?*

Howard Gardners theoryHoward Gardner defines intelligence as "the capacity to solve problems or to fashion products that are valued in one or more cultural settings" (Gardner & Hatch, 1989). Using biological as well as cultural research, he formulated a list of seven intelligences. This new outlook on intelligence differs greatly from the traditional view that usually recognizes only two intelligences, verbal and mathematical. *

Gardners Intelligences:*

The Profiler*

What is The Profiler?A way to assess and provide activities geared toward the different intelligence types/learning styles represented in the classroomA means of providing students with connections to the working world, as well as with roles and/or audiences for their workA tool useful for introducing new material or synthesizing previously learned material*

How to Create a ProfilerAssignmentThe teacher selects the knowledge, skills, and essential understandings that s/he would like students to either 1) begin to explore, or 2) synthesize and demonstrate mastery of.Thenselects jobs/occupations that are associated with the different learning styles through which students could demonstrate this learning.

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How to Create a Profiler AssignmentExamples of intelligence preferences and associated jobs/occupationsVisual-Spatial Artist, Cartoonist, Magazine layout editorLogical-Mathematical Architect, Engineer, MathematicianInterpersonal Counselor, Tour Guide, TeacherMusical/Rhythmic Songwriter, Performing ArtistVerbal-Linguistic Writer, Commentator, AnnouncerBodily-Kinesthetic Actor, BuilderIntrapersonal Poet, SongwriterNaturalistic Forest Ranger, Botanist*

How to Create a Profiler AssignmentRemember that many intelligence preferences overlapwith one another, and most children have more than one preference;therefore, it is not necessary to use them all! Simply select those that are most conducive to the demonstration of your learning goals.*Lori Comallie-Caplan

*Lori Comallie-Caplan

LearningPreference:Level 1 On or below grade levelLevel 2 On or above grade levelArtistThe Writings on the WallCreate a Growth Mural of yourself to show you have matured in terms of dating.Life is Like a Box of ChocolatesIllustrate your growth or maturation through the use of an extended metaphor or simile that compares your growthprocess to _______________.Announcer: You on a WireCreate an audio recording of a memorable scene in your life when you exhibited real courage in the face of peer pressureYou go to HollywoodCreate and produce an NPR (National Public Radio) segment in which the hosts of the show interview you and a friend about the pressures teens face from the media, parents, and peersWriter: Growth Report CardYou are a psychologist hired to examine the values of the opposite sex. What questions would you ask?Investigative ReportDevelop a Private investigators Report about the habits and values of the perfect parentsActor:Lights, Camera, Action!Choose an important scene in your life when you faced down a bully or protected someone by NOT being a by-standerLive with Dr. Phil!Act out an episode of the Dr. Phil show in which you and your friends explain what adults dont understand about being young in todays culture

The ProfilerDescribe:StrengthsWeaknesses:Application:

*Lori Comallie-Caplan

Robert Sternberg

Robert J. Sternberg is an American psychologist and psychometrician and the Dean of Arts and Sciences at Tufts University. He was formerly IBM Professor of Psychology and Education at Yale University and the President of the American Psychological Association.

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Sternberg IntelligencesAnalytical intelligence is the ability to analyze and evaluate ideas, solve problems and make decisions.

Creative intelligence involves going beyond what is given to generate novel and interesting ideas.

Practical intelligence is the ability that individuals use to find the best fit between themselves and the demands of the environment.

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Analytical Thinking: Smart at School, Linear Thinking

Thinking SkillsAnalyzeCompare and ContrastEvaluateExplainJudgeCritique

Student OutcomesIdentify ProblemsExplain/define the problemsSolve the problem, or suggest a methodology to solve the problemEvaluate the effectiveness/validity of the solution suggested*

Analytical Thinkers*

Creative ThinkingInnovator, Outside the Box, What if? Futurist, Improver

Thinking SkillsDesignCreateInventImagineSupposeConsiderStudent OutcomesRedefine problems to highlight a new perspectiveMake connections between seemingly disparate topicsIdentify and apply novel approaches

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Creative Thinker*Creative Thinker

Practical Thinking Street Smart, Contextual, Focus on ApplicationThinking Skills ApplyImplementEmployContextualize Student OutcomesUse what is learnedSituate problems or tasks in the real-world

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Practical Thinkers*

Three Minds are Better than OneTriMind is a planning tool to use in order to differentiate for different thinking styles.Robert Sternbergs Triarchic Theory of Intelligence (see included slides) posits that people have strengths in one or more types of intelligences: creative, analytical, or practical. Successful intelligence is the ability to recognize which strengths we possess, and to steer toward careers/activities which require these strengths.*

TRI-MIND TemplateCreative AssignmentPractical AssignmentAnalytic AssignmentTopicLearning Goals for Activities:

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TRI-MIND TemplateCreative Task:What are some better ways to prepare undergraduates for the teaching profession? Try to list several, and explain why each would be an improvement.Practical Task: Convince your school board to institute an induction and mentoring program. How would you persuade them its worth the initial cost and maintenance?Analytic Task:Why do 50% of first year teachers quit before year 5? Why do 30% quit after year 1?*Improving the Teaching profession

Tri-MindDescribe:StrengthsWeaknesses:Application:

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R.A.F.T.S.*

A RAFT is

an engaging, high level strategy that encourageswriting across the curriculum a way to encourage students to assume a role consider their audience, examine a topic from a relevant perspective, write in a particular format All of the above can serve as motivators by giving students choice, appealing to their interests and learning profiles, and adapting to student readiness levels.

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A Different Perspective R.A.F.T.S.Role of the writer-helps the writer decide on point of view and voice.Audience for the piece of writing-reminds the writer that he/she must communicate ideas to someone else; helps the writer determine content and styleFormat of the material-helps the writer organize ideas and employ format conventions for letters, interviews, story problems, and other kinds of writing. Topic or subject for the piece of writing-helps the writer to zero in on main ideas and narrow the focus of the writing.Strong verbs- directs the writer to the writing purpose, for example to persuade, analyze, create, predict, compare, defend, or evaluate.*

*RAFT for Health

ROLEAUDIENCEFORMATTOPICLiverOwnerUrgent e-mailHeres what your drinking is doing to meYou as a parentYour 16-year old childText messageLicense to kill?CorpseProm attendeesEpitaphDWIAd agencyTeensAd/poster/podcastMaking smoking uncoolProfessional modelOther modelsDiaryHow I really stay so thin

RAFTsDescribe:StrengthsWeaknesses:Application:

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CHOICE MenusLearning menus outline a variety ofinstructional options targeted towardimportant learning goals.Students are able to select the choiceswhich most appeal to them.The teacher directs the menu process,but the student is given control overhis/her choice of options, order ofcompletion, etc.

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Kinds of Menus MENU: Main Dishes, Side Dishes, andDesserts (for younger learners). THINK TAC TOE: Complete a row,column or diagonal line of activities.All three options can be differentiatedaccording to interest, learning profile, orreadiness (see enclosed examples).

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Use this template to help you plan a menu for your classroom.

MENU PLANNER

Menu for: _________________________ Due: __________

All items in the main dish and the specified number of side dishes must be complete by the due date. You may select among the side dishes and you may decide to do some of the desserts items, as well.

Main Dishes (complete all)

Side Dishes (Select _____)

Desserts (Optional)

1

2

3

4

1

2

2

3

4

1

3

From: Cummings, C. (2000) Winning Strategies for Classroom Management

*Entre (Select One)Draw a picture that shows what happens during photosynthesis.Write two paragraphs about what happens during photosynthesis.Create a rap that explains what happens during photosynthesis.

Diner Menu PhotosynthesisAppetizer (Everyone Shares)Write the chemical equation for photosynthesis.Side Dishes (Select at Least Two) Define respiration, in writing.Compare photosynthesis to respiration using a Venn Diagram.Write a journal entry from the point of view of a green plant.With a partner, create and perform a skit that shows the differences between photosynthesis and respiration.Dessert (Optional)Create a test to assess the teachers knowledge of photosynthesis.

What is an Extension Menu?An extension menu is an array of independent learning activities presented in a choice or menu format to provide students with options for extending or enriching the essential curriculum.*

Why use Extension Menus?Enrich or extend the essential curriculumChallenge the abilities of highly able studentsProvide alternative activities that address the differing abilities, interests, or learning styles of studentsAllow choice*

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Interview an alcoholicIs there an addictive personality?Attend an ala-teen meeting. Research the history of the 12-step programDisease/condition report/presentation: ALLResearch the other intervention programs that exist. Compare these to A.A.Debate: alcoholism is a behavior, not a diseaseConduct a panel discussion with stakeholdersWho determines what drugs are licit and illicit?

*The Good LifeMaking Choices About Tobacco UseHealth & PE ProductAll Products MustUse key facts from class and researchMake a complete caseProvide defensible evidence for the caseWeigh varied viewpointsBe appropriate/useful for the target audienceGive evidence of revision & quality in content & presentationBe though-provoking rather than predictableVISUALStory boards for TV ad using few/no words to make the pointComic book parody with smoking super heroes/heroinesORALRadio-spot (public information with music timed, lead-in)Nightline (T. Koppel, C. Roberts with teen who smokes, tobacco farmer, tobacco CEO, person with emphysema)WRITTENBrochure for a pediatricians office patients 9-16 as target audienceResearch and write an editorial that compares the relative costs and benefits of tobacco to NC submit for publicationKINESTHETICPantomime a struggle of will regarding smoking including a decision with rationaleAct out a skit on pressures to smoke and reasons not to smoke

Menus & Choice BoardsDescribe:StrengthsWeaknesses:Application:

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*Burning Questions???

Most-Effective TeachersJ.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997) Issues in educating students with disabilities.

Accommodations/Modifications AccommodationsModifications *

I.D.E.A. 1997 Reauthorization specifies (300.342(b)(3)) that the public agency shall ensure... each teacher and provider is informed of his or her specific responsibilities related to implementing the childs IEP and the specific accommodations, modifications, and supports that must be provided for the child in accordance with the IEP.Legal JustificationAccommodate, Modify, and Support*

AdaptationsAccommodationsGrading is sameGrading is different*

Section 504 protects the rights of students with disabilities, ensuring that free appropriate public education will be provided to each qualified student with a disability.Under Section 504, a student may be considered disabled if he or she: has a mental or physical impairment which substantially limits one or more of such person's major life activities. has a record of such an impairment. is regarded as having such an impairment. *

Quantity*

Time*

Level of Support*

Input*

Alternate Goals

Difficulty

Participation*

Output*

Substitute Curriculum

Adapt the way instruction is delivered to the learner.

For example:Use different visual aids, enlarge text, plan more concrete examples, provide hands-on activities, place students in cooperative groups.Adapt the number of items that the learner is expected to learn or complete.

For example:Reduce the number of social studies terms a learner must learn at any one time.

Adapt the time allotted and allowed for learning, task completion, or testing.

For example:Individualize a timeline for completing a task; pace learning differently (increase or decrease) for some learners.Increase the amount of personal assistance with a specific learner.

For example:Assign peer buddies, teaching assistants, peer tutors, or cross age tutors.Adapt the skill level, problem type, or the rules on how the learner may approach the work.

For example:Allow the use of a calculator to figure math problems; simplify task directions; change rules to accommodate learner needs.Adapt how the student can respond to instruction.

For example:Instead of answering questions in writing, allow a verbal response, use a communication book for some students, allow students to show knowledge with hands on materials.Adapt the extent to which a learner is actively involved in the task.

For example:In geography, have a student hold the globe, while others point out locations.Adapt the goals or outcome expectations while using the same materials.

For example:In social studies, expect a student to be able to locate just the states while others learn to locate capitals as well.Provide different instruction and materials to meet a learners individual goals.

For example:During a language test one student is learning computer skills in the computer lab.Nine Types of Curriculum Adaptations*Diana Browning Wright

In groups of 2-4, match the student to the adaptation.*

Adaptation ExerciseAlicia is an 8th grade student who is easily distracted. She can stay focused for short periods of time, but when a lengthy assignment is given she will fade out and not complete it. She is not a behavior problem. When Alicia is assigned 20 math problems she will usually stop at ten. However, she shows mastery of the material with those 10 problems. When graded for 20 problems she will fail because she will only have only completed 50%. Her grade will not reflect that Alicia has met the standard. What adaptation can an effective teacher use to ensure Alicias grades reflect that she has met the standard?*Diana Browning Wright

Adaptation ExerciseJacob is a diligent, hard worker whose grades matter very much to him. He stays focused and on-task, but many times he cannot finish the work in the time allotted. He understands the material well, but when graded on work completed in a specific time period it will appear he has not mastered the standard. What adaptation can an effective teacher use to ensure that Jacobs grades reflect that he has met the standard?

*Diana Browning Wright

Adaptation ExerciseIts hard for Hector to concentrate when the teacher is giving direct instruction in front of the room. He needs to be doing something active to stay focused. During a lesson on map reading, what adaptation could an effective teacher use to ensure that Hector stays focused and learns the material?*Diana Browning Wright

Adaptation ExerciseMatthew is a student with a visual impairment who has difficulty reading student text. He is attending a marketing class and the textbook has many graphs with small numbers and words. What adaptations can his teacher make to ensure that Matthew is successful at mastering the standard?*Diana Browning Wright

Adaptation ExerciseScott, is a student who is severely developmentally delayed and is fully included in an automotive class. While other students are exploring the electrical current theory, James is developing skills according to functional standards by color matching pegs to wires. What adaptation is the teacher using with James so he is successful?*Diana Browning Wright Diana Browning Wright

Adaptation ExerciseTerri, a student with learning disabilities in a CISCO networking class, has difficulty processing information into long-term memory. She is asked to troubleshoot a network diagnostic problem from memory with the rest of the class. What adaptation should be made so Terri masters the standard?*Diana Browning Wright

Adaptation ExerciseZach has ADHD and has serious problems staying focused and on-task. He will begin a task, but very quickly will lose his focus and become disruptive. When his behavior is pointed out to him, he can redirect his attention and continue with the task. What adaptations can his teacher make so that Zach can be successful in mastering the standard?*Diana Browning Wright

Adaptation ExerciseSarah has great difficulty with written assignments. When asked to demonstrate by written work, her reading comprehension of the content material, Sarah will not do it. However she is very verbal and when asked to tell about what she has read, she responds articulately and shows comprehension of the material. Sarah is also very artistic and creative. What adaptation could the teacher make so that Sarah can demonstrate mastery of reading comprehension?*Diana Browning Wright

Adaptation ExerciseJames, is a student with Downs Syndrome. He is in a full inclusion class. Each student researched a state and created a project. James picked a state and the teacher provided him with a blank book with pages labeled for him to record the state flag, state bird, geography, etc What adaptation did this teacher make for James?*Diana Browning Wright

Adaptation ExerciseSondra is a highly gifted 7th grader reading at a college level. Her class is studying Utopias by reading The Giver, which Sondra read in 3rd grade. The teacher has given her the option of re-reading The Giver, or choosing another Utopian novel, suggesting 1984, Brave New World, or Animal Farm.What adaptation did this teacher make for Sondra?

*Diana Browning Wright

Adaptation ExerciseBeth is a student with Developmental Disabilities. She is fully included in general education classes, but is unable to grasp all the concepts required in her math class. What adaptations could her math teacher make so that Beth can demonstrate mastery of the math standards?*Diana Browning Wright

Examples of Modifying Classroom Curriculum Based onLearner Need*(continues)

Student NeedModification of Classroom Curriculum in Response to Student NeedA spelling pre-assessment indicates that students in a 6th grade class range from 2nd grade level to beyond high school level.The teacher uses a spelling procedure that involves all students in spelling at the same time, but on varied levels of complexity of words required. (Modification of content based on student readiness.)Students in a pre-algebra class have varied interests & often have difficulty understanding why they are learning what they are learning in math.The teacher uses examples from sports, business, medicine, technology, & other fields to illustrate how formulas are used. She also guides students in interviewing people engaged in a range of jobs & hobbies to find out how they use formulas in their work & in sharing those examples with others in the class. (Modification of content & product based on student interest.)Students in 3rd grade are studying biography. Student reading levels vary widely & their interests do as well.The teacher develops boxes of biographies of people from a range of cultures, both gender, & a variety of jobs & hobbies. In each box are books that span a four- or five year reading range. Students first select the topic or interest box from which they would like to work and then the teacher helps them pick a book that is a close match for their reading levels. (Modification of content based on student interest & readiness.)Two students in the class have difficulty with impulsive behavior.The teacher & students develop goals for behavior & plans for decreasing impulsivity. Both positive & negative consequences of behaviors are described in the goal statements. Students & teacher use a checklist each day to record successes & difficulties as well as the consequence of student choices. (Modification of learning environment based on student affect.)

Examples of Modifying Classroom Curriculum Based on Learner Need*

Student NeedModification of Classroom Curriculum in Response to Student NeedStudents often finish their work at different timesThe teacher establishes several areas of the room where students may work when they have time. There are a variety of tasks in each area based on both what students need to work on & what they most enjoy working on. Sometimes students select where to work. Sometimes the teacher asks students to work in a particular area & on a particular task. (Modification of learning environment & process based on student readiness & interest.)Students in the science class seem to learn best through different means.The teacher develops a procedure he calls learning x 3. Periodically during a unit, he asks students to explain whats essential in what they are learning. They may write their explanation, provide it verbally, or do a demonstration as an explanation. There are criteria for quality that span all three approaches. He groups the students in threes so that each triad contains all three approaches to the explanation. As students share, he monitors the groups & selects one student to represent each approach before the whole class. (Modifications of process based on learning profile.)Students in Art I vary greatly in skill & experience with art as they enter the class.The teacher uses rubrics that specify key sills on which students need to work as well as describing what ascending proficiency looks like for each skill. Each student works with the teacher to set proficiency goals for products based on the students current work. Grading is based on both the students growth & grade-level benchmarks. (Modification of product based on student readiness.)Five students in class have great difficulty with writing some because of learning problems & some because they are ESL students.The teacher posts lists of key words for each unit on the wall. She also supports students in first webbing their ideas for writing, then tape recording the ideas, & then writing the ideas. Students may get help in writing or editing from peers, specialists when they are scheduled into the classroom, & the teacher at specified times. (Modification of process & learning environment based on student readiness.)

*The Hunt for Big Ideas Jan Leppien

First Step in Designing High Quality Curriculum isFOCUS!*Learning Goals: Knows, Understands, Be able to Dos

What Really Matters?Clear Unit OutcomesClear Lesson ObjectivesMotivation/Relevance/HookStudent-Centered Instruction with Appropriate Teacher Support (Gradual Release)Active Student EngagementChecking for UnderstandingClosure*

Whats at the Core of your Content?*

Enduring UnderstandingsOverarching conceptsBroad and abstractGive the content meaningTransferable Timeless

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Stage 1: DESIRED RESULTSStage 2:ASSESSMENTEVIDENCEStage 3:LEARNING PLAN*

Stage 1: What do I wantthem to know/do?Stage 2:How will they show they know/can do?Stage 3:How can Iget them there?

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Stage 1: DESIRED RESULTSAsk yourself.Why study______? So what?What makes the study of______ universal?What larger concept, issue, or problem underlies_______?How is ________ used and applied in the larger world?What is the real-world insight about _________?What is the value of studying __________?*

Sixth Grade Social Studies:Ancient Civilizations UnitConcepts to understand:History repeats itself: cyclical and progressive (or not?)The Human Condition: protection, competition, religion, etc.The more things change, the more they seem the same.Vocabulary (to know): contribution, belief, perspective, technology (in a broader sense), impact, consequence, significance, parallel, influence*

HS Physical Science:Energy and MatterUnderstand:Energy and matter interact through forcesForces govern all of the interactions of the universe (even personal ones!!)Changes in the motion of an object require a forceVocabulary (to know): charge, interaction, momentum, acceleration, friction, velocity*


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Stage 2: ASSESSMENT EVIDENCEWhat evidence can show that students have achieved the desired results?What assessment tasks and other evidence will anchor our curricular unit and thus guide our instruction?What should we look for, to determine the extent of student understanding?*

Consider Summative Assessment(s) AlternativesWhat kinds of evidence will demonstrate the student learning that was intended?What types of assessment are most appropriate and most revealing of the desired learning?*

Examples of summative assessmentsGrade 6: Essay analyzing the relationship between a contribution from an ancient civilization and a modern day manifestation of that contribution (city wall/border patrol, pyramid/church, irrigation ditches, plumbing systems)HS: Design an experiment to investigate the relationship between force and motion

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The Lesson PlanWhat are the essential components?Curriculum or BenchmarkBig Idea/QuestionObjectiveAccess, build or connect to prior knowledgeConstruct, support, scaffold new learningAssessment or evidence of learning with feedbackReflection or next steps

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Writing Objectives - Determine Your PurposeEssential Understanding: History repeats itself: cyclical and progressive (or not?)Summative Assessment: Write an essay analyzing the relationship between a contribution from an ancient civilization and a modern day manifestation of that contribution (city wall/border patrol, pyramid/church, irrigation ditches, plumbing systems)Concepts/Skills needed:Identify contributions of Ancient CivilizationsAnalyze the purpose of those contributionsDetermine a modern day manifestationCompare and contrast Organize ideas for essayWrite lesson objectives to review with students:Students will describe significant contributions of Ancient Greece using a T-Chart (contribution/significance or purpose)*

Shift ThinkingFrom activity What will I have the students do today?To cognitive objective What do I want the students to learn today?

and how will I know they learned it?*

*Stage 1- Desired ResultsStage 2- Assessment EvidenceStage 3- Learning PlanStandard(s):

UnderstandingsEssential questions

KnowledgeSkillsPerformance-based Task + Rubric

Other Evidence (quiz, write up, report, etc.)

Self assessment/self monitoringDaily lesson plans

Should NOT bedifferentiatedMay bedifferentiatedMay bedifferentiatedShould be differentiatedif assessment data tells you thereis a needUnderstanding by Design

Why link assessment with instruction?

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*The learning goals must be clear and on target.

Formulate an Instructional ObjectiveCognitive Verb: What kind of thinking do I want students to do?Content:

About what?

ProvingBehavior:How will the students demonstrate their thinking?

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*Students Need to Experience DEEP LEARNING Immersed from an early age in a curriculum of fragmentation, competition,and reaction, students are trained to believe that deep learning means figuring out the right answer rather than developing capabilities for effective and thoughtful action. They have been taught ----to value certainty rather than doubt, ----to give answers rather than to inquire, ----to know which choice is correct rather than to explore alternatives.

Assessment Strategies For Self-Directed Learning by Arthur L. Costa & Bena Kallick Experts in Assessment Series Corwin Press, Thousand Oaks, Calif., p. 15

*Facts and SkillsConcepts and Core ProcessesPrinciplesGeneralizationsTheoryActivities are created with a combination of these categories.Discipline Based KnowledgeRepresentative topicsStructure of a DisciplineOur standards are pulled from these categories of knowledge.

*Facts:A specific detail, verifiable information

Skills:Proficiency, ability, or technique, strategy, method or tool

Concepts:A general idea or understanding, especially a generalized idea of a thing or class of things; a category or classification

Principles:Fundamental truths, laws, doctrines, or rules, that explains the relationship between two or more concepts

Generalizations:A generalization is a principle or concept that can be applied across topics or disciplines

*Enduring Understanding: Bad to BestStudents will understand comprehension strategies.Bad: What should they understand?- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -- - -- - - -- - - -- - - - Students will understand specific strategies for gaining meaning from grade-level text.Better: Narrows the focus but still does not state what insights we want students to leave with.- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -- - -- - - -- - - -- - - -Students will understand that effective readers use specific strategies to help them better understand the text (e.g., making predictions from text context, generating questions before, during, and after reading). Best: Summarizes intended insight, helps students and teachers realize what types of learning activities are needed to support the understanding- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -- - -- - - -- - - -- - - -New Georgia Performance Standards

*Factual Knowledgeincludes

Vocabulary/terminologyDefinitionsKey factual informationCritical detailsImportant events and peopleSequence/timeline

*SkillsSkills (basic skills, skills of the discipline, skills of independence, social skills, skills of production)Verbs or phrases (not the whole activity)

AnalyzeSolve a problem to find perimeterWrite a well supported argumentEvaluate work according to specific criteriaContribute to the success of a group or teamUse graphics to represent data appropriately

*Process Skills/Methodologies of a DisciplineThinking skills used by students to construct meaning of the big ideas.

Compare and contrastMaking an observationGathering dataDrawing conclusionsAnalyzing dataIdentifying trendsIdentifying sequencesStating hypothesesMaking inferencesDeveloping questionsIdentifying point of viewDetermining biasMaking predictionsSummarizing dataCategorizingClassifyingSequencingDeveloping criteriaMaking a decisionEvaluating solutionsHow to chart starsHow to use a compassHow to identify a treeDetermining authenticity

*Concepts..transferable big ideasSome concepts. span across several subject areasserve as an integrating lens and encourages the transfer of ideas within and across the disciplines as students search for patterns and connections in the creation of new knowledge.1 represent significant ideas, phenomena, intellectual process, or persistent problemsare timelesscan be represented through different examples, with all examples having the same attributes and universalFor example, the concepts of patterns, interdependence, symmetry, system, and power can be examined in a variety of subjects or even serve as concepts for a unit that integrates several subjects. 1 Lynn Erickson Concept-Based Curriculum and Instruction, 2002

*Examples of Concepts

PowerRevolutionSystemCourageTraditionConstancyChangeEvilCyclesResponsibilityToleranceInterdependenceDestructionInfinityMythRelationshipEternityVoiceJusticePatternsCultureFairnessExplorationIdentityFreedomDiscoveryPerspectiveAdaptationBeautyClassificationSurvivalTruthIdeaOwnershipConservationRitualsIndividualityAdaptationFantasyPerspectiveExtinctionMigrationEthicsValueCause and EffectCommitmentEqualityPersuasionViolenceLoyaltyAltruismConflictSpiritualityEquilibriumResolutionInventionConstancy

*Knowledge vs. UnderstandingsAn understanding is an unobvious and important inference, needing uncoverage in the unit; knowledge is a set of established facts.Understandings make sense of facts, skills, and ideas: they tell us what our knowledge means; they connect the dotsAny understandings are inherently fallible theories; knowledge consists of the accepted facts upon which a theory is based and the facts which a theory yields.Remember that knowledge does not presume understanding, but understanding does presume knowledge!

*UNDERSTANDEssential truths that give meaning to the topic Stated as a full sentence Begin with, I want students to understand THAT (not HOW or WHY or WHAT)

Multiplication is another way to do addition.People migrate to meet basic needs.All cultures contain the same elements.Entropy and enthalpy are competing forces in the natural world.Voice reflects the author.

*2 Wiggins and McTIghe Understanding by Design, 1998 Social studies: all cultures have beliefs, roles, traditions, economies, and technologies.people change and are changed by their culture.**=Generalizations: Understandings that show the relationship between two or more conceptsScience: an ecosystem is comprised of interdependent parts.*change to one part of an ecosystem results in change in its other parts.*Englisheach of a systems (storys) elements exists in an interdependent relationship with the other elements.changing even one element will alter the storys organization and outcome in some way.*

*Avoid truisms, facts, definitions: what un-obvious, non-trivial, and important realizations do you want students to leave with?What are hard-won, powerful insights that students should come to with your help (vs. bland or self-evident generalizations, like most rules and definitions)?Understandings: Design TipJan Leppien

*Looking at the Big Ideas in Action in ClassroomsJan Leppien

Friendly PersuasionUNDERSTAND: Language is a powerful tool for expression and persuasion.ESSENTIAL QUESTIONS:In what ways and for what purposes is language used?What elements of language determine the message.How is language changed to manipulate the message.What other elements of communication can be used to convey meaning.KNOW:Understanding of the structure of a novelPersuasive techniques and how they are used in the novel in various situations

BE ABLE TO DO:Develop questions and ideas to initiate and refine researchConduct research to answer questions and evaluate information and ideasRecognize perspective in othersApply persuasive techniquesApply the elements of writing a business letterJan Leppien

Friendly Persuasion PromptYou have finished reading To Kill a Mockingbird by Harper Lee. In the novel, several characters use language and other forms of communication to persuade other characters to adopt a certain course of action. To Kill a Mockingbird is the only novel Harper Lee has ever written. She now lives quietly and anonymously in the South, rarely granting interviews. Many are disappointed that she has never written another book.You have been hired by your hometown newspaper to persuade Ms. Lee to grant you an interview. As you plan your project, you will want to consider the following steps:Conduct background research on the author;Prepare a list of at least three sources in correct bibliographical form;Write a letter to the author which uses two or more persuasive techniques to request an interview;Develop a list of compelling questions and Ms. Lees (hypothetical) answers in which you demonstrate a perceptive understanding of the author and of her only novel;Write an article on Harper Lee which reflects your analysis and interpretation of the information you have gained from your research, your interview, and your study of the novel.

Pattonville School District

*Language Arts Novel: To Kill a MockingbirdStudents will be able to:Identify examples of figurative language and key elements of fiction.Identify elements that contribute to the authors voice.Students will read the chapter on the trial for homework. Teacher will guide a class discussion in which students define key vocabulary, identify examples of figurative language, note key elements of fiction, identify examples of author voice, and answer related questions in the text.

The fact-base makes it more difficult to differentiateand to relate to the story or derive meaning from it.

*Multiple Perspectives Novel: To Kill a MockingbirdConcept: Perspective Principles: Our experiences shape our perspectivesAs our experiences evolve, our perspectives evolve You never really understand a man until you walk around in his skin...until you consider things from his point of view. Group 1--The Child's Perspective (Scout) Group 2--The Hero's (Atticus and Mrs. DuBose)Group 3--The Persecuted (Calpurnia and Tom Robinson) Group 4The Maturing (Jem, Mr.Underwood)Group 5--The Outsider's (Boo Radley, Bob and Mayella Ewell, DolphusRaymond) The conceptual base allows for quality differentiation, relevance, & meaningas well as achieving standards goals.

*Secondary Science ExampleConcept: PerspectiveLesson Topic: History of ScienceKnow: Theory (def.), evidence (def.), steps of the scientific methodUnderstand: Our perspective of the world changes as our knowledge advances.Do: Explain how a theory has changed over time due to the acquisition of new evidence.Explain how technology influences the ability of scientists to collect evidence and use it to shape perspectives of how the world works.Jan Leppien

*Elementary Social Studies ExampleConcept: CultureLesson Topic: Country Study

Know: Foods, celebrations, clothing, and jobs representative of specified countriesUnderstand: Every culture has its own unique beliefs, traditions, and behaviors.Do: Compare and contrast the foods, clothing, jobs, and celebrations of different countries.Recognize similarities and differences among people of different cultures.

Jan Leppien

*English/Social Studies ExampleConcept: PerspectiveLesson Topic: ConsumerismKnow: Definition of point of viewPoint of view is used as a tool in advertisingUnderstand: Perspective influences decision making.Do: Explain and analyze the purpose of advertising.Use point of view strategically in creating an ad.Critique other ads use of point of view to achieve purpose/influence decision making.Jan Leppien

*Writing ExampleConcept: PerspectiveLesson Topic: Writers VoiceKnow: Definition of voiceTechniques used to communicate voiceUnderstand: A clear writers voice communicates the writers perspectiveDo: Identify and describe writers voices in literatureHypothesize/explain the relationship between writers perspectives and their voicesDevelop writers voice in order to communicate ones perspective

Jan Leppien

Determining the Focus of the Unit*Principles derived from Past Perfect, Present Tense by Richard Peck, New York: Dial, pp. 1-3 *

Identify your desired results.What do I want my students to know, understand, and be able to do (skills) in this instructional unit.Concepts:FictionChangeReaders RoleSelf-UnderstandingEnduring Understandings or Principles:Fiction is never an answer, always a question.Fiction is always about change.In good fiction, a reader asks, What if I were the character? What would I do?In good fiction, the reader asks, What motivates humans to do what they do?Through good fiction, readers try on lives to see which ones fit.In good fiction, the epiphany is a sudden breakthrough of understanding.Good fiction changes readers.

Determining the Focus of the Unit**

Identify your desired results.What do I want my students to know, understand, and be able to do (skills) in this instructional unit.Know:Literary elements in fiction (character, plot, settings)The meaning of a themeExamples of personal relevanceUniversal feelings/emotionsBe Able to Do (Skills):Relates theme in works of fiction and nonfiction to personal experience.Identifies and analyzes the elements of plot,character, and setting in stories read, written,viewed, or performed.Makes judgments and inferences about setting, characters, and events and supports them with elaborating and convincing evidence from the text.Identifies similarities and differences between the characters or events and theme in a literary work and the actual experiences in an authors life.

*Examining Plot ConflictUNDERSTAND: Plot is the arrangement of events and actions in a story.Conflict is the dramatic struggle between two forces in a story.Without conflict there is no plot.There are a variety of conflicts that can occur within a story that a character will experience.These conflicts illustrate the type of conflicts that we (humans) personally experience.KNOW:Plot provides the structure to a story. Plots have components that can be analyzed to determine why characters have responded in the way that they do.Examples of these conflicts in their own lives can be classified into categories that are also experienced by characters in stories.

BE ABLE TO DO:Make predictions about the conflicts in selected pieces of literatureLocate evidence to support these predictions.Identify the types of conflict in literature by locating examplesMake various connections to plot conflict (text-text, text-self, text-world)Identify variables that contribute to the conflictsWrite a comparison/contrast essay comparing a conflict they have had to one experienced by one of the characters in a story they have read.

Try the following:*

Examining Your CurriculumAre your texts, curriculum, units, lessons designed so they allow you to focus on KUDOs and big ideas and enduring understandings?If so, please share how this has worked for you.If not, how could you get there?

*

Lets Play

KUDos*

Shuffle the cards in your envelope.

Read each statement and decide whether it is knowledge, understanding or skill.

Create the headings K-U-D on a piece of paper then sort the cards placing them under the correct heading:K - know: facts and vocabularyU - understand that: big ideas, conceptsD - be able to do: skills of

*

After you fill in each separate Know, Understand and Do, draw a line from each Know and Do statement to the corresponding Understand statement. If you have a Know or Do statement that does not relate to any Understand statements, either eliminate it or add an Understand statement that gives it meaning and content.KnowUnderstandDoASCD 2007 Tools for High Quality Differentiated Instruction*

What are they and how do you write one?*

What Is an Essential Question?Students have to think critically to answer an essential question. Instead of simply looking up answers, they conduct research and create an original answer. An essential question: provokes deep thought. solicits information-gathering and evaluation of data. results in an original answer. helps students conduct problem-related research. makes students produce original ideas rather than predetermined answers. may not have an answer. encourages critical thinking not just memorization of facts.

*

*Essential Questions

are open-ended-and resist a simple or single right answerare arguable - and important to argue about are at the heart of the subjectrecur - and should recur - in professional work, adult life, as well as in classroom inquiry raise more questions provoking and sustaining engaged inquiryoften raise important conceptual or philosophical issuescan provide organizing purpose for meaningful & connected learningrequire students to draw upon content knowledge and personal experiencerevisited throughout the unit Wiggins, G. & McTighe, J. (2000) Understanding By Design. Alexandra, Va: ASCD.WHY?SO WHAT?

*Comparing Essential and Unit QuestionsEssential Questions: Go to the heart of a disciplineIs a good read a great book?Was arithmetic an invention or a discovery?Is history always biased?Recur naturally in history through ones learning and in the history of the fieldthe same questions are asked and reasked as an outgrowth of the workthe answers may become more sophisticated but the questions remain the sameRaise other important questionsopen up a subject, its complexities, and its puzzlesAllow us to explore what knowledge is, how it came to be, and how it has changed through human historyWhat others found out in the past?What are we still wondering about?Is always posed at the boundary of the known and unknown and engages the imaginationThis fulfills our need for sense-making and seeking relevance. Why does this matter to me?Unit QuestionsProvide subject- and topic-specific doorways to essential questionsdesigned to point to and uncover essential questions through the lens, particular topics or subjectsHave no obvious right or wrong answeranswers to unit questions are not self-evidently truesuggest multiple lines of researchuncover the subjects controversies and puzzlesAre deliberately framed to provoke and sustain student interestoften involve the counterintuitive and the controversialare sufficiently open to accommodate diverse interest and learning styles

*ConceptUnderstandings=Principles"Knows" = Facts"Be able to Dos" = Skills

*InterdependenceUnderstanding:Change to one element of a story will result in change to the other elements.Facts:Definitions of setting, plot, point of view, conflict...Skills:Analyze the impact of historical perspective on a piece of writing.Determine the effects of a storys point of view.Activities:Write a modern-day version of a legend or myth.Rewrite a fairy tale from the perspective of a different character.

*Benefit of Essential QuestionsEssential Questions: Can be used as an instructional filter for selecting and designing curricular tasks that move students toward the big ideas.

Make curriculum generative so students can make connections across times, perspectives, culture, and in other contexts.

Provide evidence that the standards have been addressed.

Focus on the hows and whys of the units ideas.

Stimulate curiosity and a need to seek personal relevance.What will your essential questions be for your instructional unit?Jan Leppien

Blooms TaxonomyEssential Questions are found at the top of Bloom's Taxonomy (Bloom, 1954). They require readers to: EVALUATE (make a thoughtful choice between options, with the choice based upon clearly stated criteria) SYNTHESIZE (invent a new or different version)ANALYZE (develop a thorough and complex understanding through skillful questioning). *

Types of Essential QuestionsWhich one?How?What if?Should?Why?*

Essential vs. Traditional Questions" Not Essential:What is it like to live in Hong Kong?" EssentialWhich city in Southeast Asia is the best place to live? Not Essential:What is AIDS?" Essential:Which serious disease most deserves research funding? *

How Questions" Examples:What are some sustainable solutions to environmental problems in your neighborhood, and how could they be implemented? What is the biggest problem with tenure, and how could it be resolved?*

"What if Questions" What if questions are hypothetical, questions which ask you to use the knowledge you have to pose a hypothesis and consider options. Examples:"What if the Cultural Revolution had never happened?" "What if students didnt have to go to school? *

"Should Questions" Should questions make a moral or practical decision based on evidence. Examples:Should we discontinue trade with countries that abuse human rights?" Should students be grouped by ability?*

"Why Questions" Why questions ask you to understand cause and effect. "Why" helps us understand relationships; it helps us get to the essence of an issue. Examples:"Why is it so hard to get all teachers on board with differentiation? "Why is the death rate higher in one Third World country than another?" *

Skinny vs. Fat QuestionsWhat are Fat Question?Open-ended questions, which can be argued and supported by evidence.Examples:Skinny Question: "When was the Declaration of Independence signed?" Fat Question: "What would have happened had we not signed it? Skinny Question: How many of our students are failing?Fat Question: What is the major cause of student failure?*

How do you write an essential question?Consider the focus of the unit or lesson activity:Substance abuse, drug addiction, legal & illegal drugs Ideas for a good essential question: may stem from your particular interests in a topic (e.g. What makes a drug good?), (How is China dealing with substance abuse?)Begin with the 6 typical queries that newspaper articles address: Who? What? Where? When? Why? and How? From these questions formulate your essential question. Use: Which one? How? What if? Should? Why?*

Teach to the Objective!Information:How will the content beconveyed?Activities:What will the studentsdo to learn?Questions:What thinkingDo you want Students to engage in?Responses:How will you respond totheir efforts? *

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Big Idea/Big Question:Key Vocabulary: Lesson Objective(s) (cognitive verb, content, proving behavior) : Frame/Launch:How can I tap into my students interest, prior knowledge in order to scaffold learning, offer appropriate challenges, and increase motivation and success?Access Prior KnowledgeBuild BackgroundConnect (hook and bridge)

Check for Understanding:Support/Explore:How will I help students to interact/engage with new ideas that they encounter in order to construct meaning, monitor understanding, process ideas?Deep Processing of Information WICRDifferentiationEngagement

Check for Understanding:Summarize:How will I know what my students are thinking? What evidence can I collect to see how they are progressing towards intended objectives? What feedback will I provide?Evidence of LearningFeedback

Check for Understanding:

Questioning Your CurriculumDo your texts, curriculum, units and lessons facilitate essential questions and fat questions?If so, please share how you got there.If not, how could you make this happen?*

Struggling Learners: much effort,little normative successGifted Learners: little effort,much normative success*

*The Value of StruggleTalk with your partner about the value of struggle. Relate a personal anecdote regarding a struggle you (or a student) experienced and how it affected you (or the student).How do you deal with the tension between standards and the continuum of readiness in your:

Assignments?Grading?Parental discussions?Fairness Issues?

Evaluating Differentiated ActivitiesArt: Choosing a subject: Instructional goal: Understand how artists choose a goal for their work

Prepare an oral explanation for a classmate of why your subject is important enough to paint.Prepare a flowchart that illustrates how you go about choosing a subject or setting for your painting.Make a soundscape (no words) that captures the same kind of feeling you wish your painting to capture.Create a skit or pantomime that illustrates the right or wrong way to go about choosing a subject for your work. Find a quiet space, and write me a letter telling how to go about deciding on a subject for your painting. Let me see inside your head!Go outside to find inspiration for your painting. Sketch patterns, textures, and moods in nature that you wish to introduce into your work. How did this experience influence your final product?

Evaluating Differentiated ActivitiesScience: Instructional goal: Communicate knowledge about the rain forest.Adapted from Cindy Stricklands ASCD action tool for DI

Describe the rain forest using as much information as you can. Involve as many of the senses as possible in your description.Describe how your life would change if you moved to the canopy of the rain forest, using as much information as you can abut the canopy, involving as many of your senses as possible in your description, and explaining why these changes would take place.

Evaluating Differentiated ActivitiesSocial studies: Instructional goal: Describe the interaction of Native Americans and the early settlers.Adapted from Cindy Stricklands ASCD action tool for DI

Diagram or model the relationship between the early settlers and the American Indians. Show the positives and negatives that came from that relationship.Present an argument for or against the following: Did early settlers or American Indians benefit more from their relationship? Be sure to consider how someone taking the opposite position might respond as you prepare your most convincing argument.

Evaluating Differentiated ActivitiesMusic Appreciation: Instructional goal: Compare the musical styles of Ives and Elgar.Adapted from Cindy Stricklands ASCD action tool for DI

Basso: Using the provided grid, compare the musical styles of Ives and Elgar. Note that some cells are already filled in for you. Consider the type of compositions, instrumentation, cultural influence, and at least one other variable.Alto: Using the provided grid and another graphic organizer or your choice, compare the musical styles of Ives and Elgar. Note that some cells are already filled in for you. Consider the type of compositions, instrumentation, cultural influence, and at least one other variable.

Soprano: In a graphic organizer of your choice, compare and contrast the musical styles and lives of Ives and Elgar. Include at least four important variables for comparison. Be ready to justify your choice of variables.

Evaluating Differentiated ActivitiesComputer-Aided design: Instructional goal: Identify the capabilities and benefits of CAD software.Adapted from Cindy Stricklands ASCD action tool for DI

Practical: Create and print a simple technical drawing using the CAD program. Label your drawing and explain what command capabilities you used to make the drawing. Be ready to explain how specific tools work to simplify your task. Creative:Write a paragraph telling how you would design an improved version of CAD software you are using. Address drawing commands and capabilities. Why would architects buy your new and improved version?

Analytical: Write a paragraph explaining why the CAD drawing system results in faster and easier technical drawings. List several command capabilities, and explain why an architect would choose to use CAD programs instead of pencil techniques.

Evaluating Differentiated ActivitiesLiterature or advanced French: Instructional goal: Compare the perspectives of the two main characters of this novel.Adapted from Cindy Stricklands ASCD action tool for DI

Practical: Why is it important that the Little Prince and the aviator understand one anothers viewpoints?Creative: In what ways are the Little Princes and the aviators worldviews similar and different?Analytical: How might the Little Princes worldview be different, if, like the aviator, he had lived his entire life on Earth?

Evaluating Differentiated ActivitiesReading: Instructional goal: Given a set of words or picture cards, sort according to similar attributesAdapted from Cindy Stricklands ASCD action tool for DI

Practical: Why is it important that the Little Prince and the aviator understand one anothers viewpoints?Creative: In what ways are the Little Princes and the aviators worldviews similar and different?Analytical: How might the Little Princes worldview be different, if, like the aviator, he had lived his entire life on Earth?

Evaluating Differentiated ActivitiesHealth: Instructional goal: Plan a healthy menuAdapted from Cindy Stricklands ASCD action tool for DI

Practical: You are planning a party. Decide who the party is for and where and when it will take place. Then design a healthy, balanced menu for the party. Be ready to explain your choices.

Evaluating Differentiated ActivitiesBiology: Instructional goal: Describe the parts of the cell and how they support the work of the cell.Adapted from Cindy Stricklands ASCD action tool for DI

You have been hit by an alien ray and have been shrunk small enough to travel through the bloodstream. Write a narrative or play to describe what you see as you come through a specific cell and what happens to you once you get inside the plasma membrane.You are a scientist working in New Mexico when a spaceship crashes. Your job is to figure out the biology or the alien species on board. You find it has something similar to cells. Compare and contrast an Earth organisms cells with those of the alien. Write a lab report of your findings.

Evaluating Differentiated Activities (tiered)Math: Instructional goal: Design, carry out, and share the results of a survey. Design and distribute a survey to you classmates following the steps below (below grade level):Write your question.Design 4 likely answers to your question.Distribute your survey. Based on results, fill out the provided frequency table.Place the results in a bar graph. (You may ask your teacher for sample graphs).Write a brief summary or prepare an oral presentation that communicates results of your survey and answers the following questions: What was your question? Who did you ask? What were the results?

Adapted from Cindy Stricklands ASCD action tool for DI

Evaluating Differentiated Activities (tiered)Math: Instructional goal: Design, carry out, and share the results of a survey. Design and distribute a survey to you classmates following the steps below (on grade level):Write your question.Design 4 likely answers to your question.Distribute your survey. Design a frequency table to help you tabulate results.Place the results into an appropriate graph Write a brief summary of the results of your survey for publication in the school news paper.


Evaluating Differentiated Activities (tiered)Math: Instructional goal: Design, carry out, and share the results of a survey. Design and distribute a survey to you classmates following the steps below (above grade level):Write your question.Design 4 or 5 likely answers to your question.Distribute your survey.Compile your data using an appropriate frequency table. Choose a graph design that would best communicate the data you collected. Be ready to explain why you chose the type of graph you did and why your choice was a good one.Write an analysis of your survey as if it were an article for a math journal. What was your question? Who did you ask? What were the results? What are possible sources of error? What are the real-world implications of your findings?


Read at least one of the scenarios. Then discuss with a partner:Is this an example of respectful and effective differentiation? Why or why not?

If not, now would you improve or adapt it for your class?

How to evaluate activitiesWhat makes this high or low-quality curriculum?How does each version of the task appear to KUDos? If this isnt true, what changes need to be made to ensure each task supports the same KUD goals?How are the tasks equally respectful?Is each version equally engaging from the perspective of the students for whom it was intended?Does each version require students to stretch? If not, what changes could be made to make it so?

And now: on to grading!Please examine the grading reflection sheet with your table mates. Record any consensus, controversy, or questions you may have and be prepared to share with the large group.*C. Strickland

Myths & Realities of Grading: Using a likert (AS, A, D, DS) scale, respond to the following (and then explain):__ Grades are the best tool we have for communicating student proficiency.__ Parents of kids who usually get As without much effort will get angry at me if I challenge their children and their grades are on longer As.They will complain to the principal and force me to change their childs grade.

Myths & Realities of Grading: Using a likert (AS, A, D, DS) scale, respond to the following (and then explain):3. __ I must average grades to get a fair picture of student progress.4. __ If students get a bad grade on an assignment, they will work harder next time.5. __ My grade book will be hard to organize and interpret if I have different assignments for different students.

Myths & Realities of Grading: Using a likert (AS, A, D, DS) scale, respond to the following (and then explain):6. __ All my college bound students and their parents care about are GPAs and class rank.7. __I have to grade everything, or students wont do the work.

What is a Grade?A grade (is)an inadequate report of an imprecise judgment of a biased and variable judge of the extent to which a student has attained an undefined level of mastery of an unknown proportion of an indefinite amount of material.Paul Dressell, Michigan State University*

Building a Common TerminologyGrading:The number or letter reported at the end of a period of time as a summary statement of student performance.

The score given on a single test or performance.(OConnor, 2002)*

Building a Common TerminologyAssessment:

Gathering and interpreting information about student achievement using a variety of tools and technique.

The act of describing student performance to enhance learning

Feedback from teachers to students to improve performanceOConnor, 2002*

Building a Common TerminologyAchievement:

The demonstration of newly acquired understandings (concepts), knowledge, skills and behaviors that are stated in the learning goals for a course or unit of study, sometimes referred to as the standards*

Common Understanding of GradingIs the final judgment of what a student has learnedDefines students strengths and weaknessesInforms parents/guardians of childs learning and achievement statusDetermines promotion/detention, honors, awards, eligibility and reporting to other institutionsGuidance to student for future endeavors*

Common Understanding of AssessmentGuides instructionGuides student learningIs done differently to different studentsIs meaningfulMay come at different times for different students

*

Should the grade represent performance against a standard, other students, or individual growth?*

RAFT: Grading Perspectives Try one at your table!

ROLEAUDIENCEFORMATTOPICTeacherStudentsPoem/parableDefinition of fairTeacherParentsShort speechWhy I grade studentsVeteran teacherStudent teacherTop 5 listWhat you really need to know about gradingA student who struggles in schoolPTORule bookHow I would change gradingStudent just learning EnglishStudents fluent in EnglishFlowchart/diagramWhat fair should mean in classGifted studentAP teacherConferenceWhat an A should meanTeacherSelfPep talkThings I can control about grading

ImplicationsAgainst a standard

Against other students

A measure of personal growthStudent may be capable of meeting the standard prior to instruction

Implies use of a curve and is competitive

May result in a grade less than an A*

Potential SolutionsDo not grade on a curveIf students test out with mastery, award the top grade and evaluate, but do not grade, alternative workIf students do parallel work at a more complex level, grade with a generic rubric, common quality criteria, or product cards (the standard can be met a various levels, promoting growth with less risk to As)*

Other Grading Issues II*

Other Grading Issues III*

Grading to Support GT & DI: Tomlinson and others*

Grading to Support GT & DI*

Should more complex, abstract, or difficult assignments be graded on a separate standard?*

Information, Ideas, Materials, Applications

Representations, Ideas, Applications, Materials

Resources, Research, Issues, Problems, Skills, Goals

Directions, Problems, Application, Solutions, Approaches, Disciplinary Connections

Application, Insight, Transfer

Solutions, Decisions, Approaches

Planning, Designing, Monitoring

Pace of Study, Pace of ThoughtThe EqualizerFoundationalTransformational

ConcreteAbstract

SimpleComplex

Single FacetMultiple Facets

Small LeapGreat Leap

More StructuredMore Open

Less IndependenceGreater Independence

SlowQuick*

Cubing with Charlottes WebBasic CubeDraw Charlotte as you think she looks.Use a Venn diagram and compare Charlotte and Fern.Use a comic strip to tell what happened in this chapter.Shut your eyes and describe the barn. Jot down your ideas.Predict what will happen in the next chapter using symbols.In your opinion, why is Charlotte a good friend?Abstract CubeUse a graphics program on the computer and create a character web for Wilbur.Use symbols on a Venn diagram to compare Wilbur and Charlotte.Draw the farm and label the items, people, and buildings.Use a storyboard to show the progress of the plot to this point.What is the message that you think the writer wants people to remember? Draw a symbol that illustrates your ideas.When you think of the title, do you agree or disagree that it is a good choice? Why or why not?

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Counting/Math CenterTask 1 Find a way to count and show how many people are in our class today. How did you get your answer?Task 2 Find a way to show how many people are in our class. How many absent today? How many are here today? How do you know?

Task 3 Find a way to show how many boys are in our class today. How many boys are absent today? How many girls are here today? How many girls are absent today? Prove you are right.Grade KCounting (Skill)Grade KKey Concept: PatternsGeneralization: Scientists Classify by Patterns

Students use carpenters aprons to collect data through a nature walk.

At Science Center:Pre-made grid with categories on itSample grid students create own gridStudents decide how to show categories and contentsTask 1 Classify Leaves by size by color

Task 2 Classify Leaves by shape create a category

Task 3 Find 3 ways each leaf could be classified other than colorTomlinson 97*

Novel Think Tac-Toe -basic versionDirections: Select and complete one activity from each horizontal row to help you and others think about your novel. Remember to make your work thoughtful, original, accurate, and detailed.*

Create a pair of collages that compares you and a character from the book. Compare and contrast physical and personality traits. Label your collages so viewers understand your thinkingWrite a bio-poem about yourself and another about a main character in the book so your readers see how you and the characters are alike and different. Be sure to included the most important traits in each poem.Write a recipe or set of directions for how you would solve a problem and another for how a main character in the book would solve a problem. Your list should help us know you and the character.Draw/paint and write a greeting card that invites us into the scenery and mood of an important part of the book. Be sure the verse helps us understand what is important in the scene and why.Make a model or map of a key place in your life, and an important one in the novel. Find a way to help viewers understand both what the places are like and why they are important in your life and the characters.Make 2 timelines. The first should illustrate and describe at least 6-8 shifts in settings in the book. The second should explain and illustrate how the mood changes with the change in setting.Using books of proverbs and/or quotations, find at least 6-8 that you feel reflect whats important about the novels theme. Find at least 6-8 that do the same for your life. Display them and explain your choices.Interview a key character from the book to find out what lessons he/she thinks we should learn from events in the book. Use a Parade magazine for material. Be sure the interview is thorough.Find several songs you think reflect an important message from the book. Prepare an audio collage. Write an exhibit card that helps your listener understand how you think these songs express the books meaning.

Novel Think Tac-Toe-advanced versionDirections: Select and complete one activity from each horizontal row to help you and others think about your novel. Remember to make your work thoughtful, original, insightful, and elegant in expression.*

Write a bio-poem about yourself and another about a main character in the book so your readers see how you and the character are alike and different. Be sure to include the most important traits in each poem.A character in the book is being written up in the paper 20 years after the novel ends. Write the piece. Where has life taken him/her? Why? Now, do the same for yourself 20 years from now. Make sure both pieces are interesting feature articles.Youre a profiler. Write and illustrate a full and useful profile of an interesting character from the book with emphasis on personality traits and mode of operating. While youre at it, profile yourself too.Research a town/place you feel is equivalent to the one in which the novel is set. Use maps, sketches, population and other demographic data to help you make comparisons and contrasts.Make a model or a map of a key place in your life, and in important one in the novel. Find a way to help viewers understand both what the places are like and why they are important in your life and the characters.The time and place in which people find themselves and when events happen shape those people and events in important ways. Find a way to convincingly prove that idea using this book.Find out about famous people in history or current events whose experiences and lives reflect the essential themes of this novel. Show us what youve learned.Create a multi-media presentation that fully explores a key theme from the novel. Use at least 3 media (for example painting, music, poetry, photography, drama, sculpture, calligraphy, etc.) in your exploration.Find several songs you think reflect an important message from the book. Prepare an audio collage. Write an exhibit card that helps your listener understand how you think these songs express the books meaning.

The Good LifeMaking Choices About Tobacco UseHealth & PE ProductAll Products MustUse key facts from class and researchMake a complete caseProvide defensible evidence for the caseWeigh varied viewpointsBe appropriate/useful for the target audienceGive evidence of revision & quality in content & presentationBe though-provoking rather than predictableVISUALStory boards for TV ad using few/no words to make the pointComic book parody with smoking super heroes/heroinesORALRadio-spot (public information with music timed, lead-in)Nightline (T. Koppel, C. Roberts with teen who smokes, tobacco farmer, tobacco CEO, person with emphysema)WRITTENBrochure for a pediatricians office patients 9-16 as target audienceResearch and write an editorial that compares the relative costs and benefits of tobacco to NC submit for publicationKINESTHETICPantomime a struggle of will regarding smoking including a decision with rationaleAct out a skit on pressures to smoke and reasons not to smoke*

Totally 10: Differentiated ScoresScores are calibrated according to BloomTasks are scored at various levels depending on level of challengeStudents must score a 10Students must select tasks from at least 2 categoriesProjects are graded on qualityWeight your grades based on level of challenge and contribution to a final overall grade*

Totally 10: A Mythology exampleScore 2 (20% of final grade)Construct a family tree with various mythological creaturesCreate a poster showing corresponding Greek and Roman gods and goddesses and creation mythsCreate a story featuring a mythical creature

See Heacox, D. Differentiating Instruction in the Regular Classroom, Free Spirit Press*

Totally 10: A Mythology exampleScore 4 (40% of final grade)Make a chart or diagram comparing and contrasting a mythical character from another culture to one from Greece or RomeSelect a contemporary super hero and write a newspaper article describing how this hero has mythical traitsSee Heacox, D. Differentiating Instruction in the Regular Classroom, Free Spirit Press*

Totally 10: A Mythology exampleScore 6 (60% of total grade)Write an original dialogue between two mythical characters. Make sure their discussion is consistent with their adventures and characteristics as detailed in our readings.

Design a mystery book of mythical characters with enough details to help a knowledgeable reader discover their identitiesSee Heacox, D. Differentiating Instruction in the Regular Classroom, Free Spirit Press

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Totally 10: A Mythology exampleTotally 10 (100% of final grade)Create a mythical character for the present time. Write a sketch to identify your characters personality, appearance, and powers. Including mythical elements, dramatize, do storytelling, make a video, create a comic book, or select another way to tell one of your creations adventures.See Heacox, D. Differentiating Instruction in the Regular Classroom, Free Spirit Press*

Totally 10 Practice 2 pts 4pts 6pts 10pts*

Final Thoughts on GradingGrades should reflect:AchievementDesired behaviors in the learning processParticipationMeeting deadlinesEffortPersistentEtcGrades should not be an averaging or accumulation of the aboveWeighting grades can be useful in the grading process

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Grading in a Differentiated ClassroomGrades are:ConsistentAccurateMeaningfulUsefulEmotionally supportive &Intellectually supportive of the learning for all students, andReflective of the teaching processAdapted from Tomlinson & OConnor, 2005*

Weighting GradesWeighting should reflect the intended purpose of the learningNon-academic processes should receive less emphasis than academicExample: turning work in on time, classroom behaviors, effort, organization, visual appeal

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What Grades are NOT Intended To Be Used For:Punishment/reward

Poor/good attendance/ tardiness

Inappropriate/appropriate behavior

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What Grades are ARE Intended To Be Used For:How close a student came to hitting the targetCommunicates and encourages success and promotes persistenceInformation supports the learning process

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Grading Individuals in GroupsIndividual grades should reflect individual achievementAn individuals grade should not reflect the achievement (or lack of achievement) of other studentsProvide for teacher/peer and self evaluation within the group process

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************************Does balance mean equal?*****RAFT is an acronym for Role, Audience, Format, and Topic. In a RAFT, students take on a particular role, develop a product for a specified audience in a particular format and on a topic that gets right at the heart of what matters most in a particular segment of study. At some points, a teacher may want to assign students particular RAFTs and at other points may want the student to make the choice. RAFT assignments are typically of fairly short duration and can be completed at school or at home.*You can use this strategy to design classroom writing topics for ANY classroom (language arts, mathematics, science, social studies, etc) so students have lots of mental elbow room to connect what they know and are learning to different genres of writing. RAFT writing allows students to personalize their responses to learning

************Diana Browning Wright, Teaching and Learning Trainings, 2003 [email protected]*Diana Browning Wright, Teaching and Learning Trainings, 2003 [email protected]*It is every students civil right to have accommodations, whether or not they have an IEP. Of course, if they have an IEP its even more paramount.Diana Browning Wright, Teaching and Learning Trainings, 2003 [email protected]*********.************Share out*

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cesa 11: turtle lake in-service assessments and leadership for differentiated instruction: moving...

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