TEACH TEST and ?
School Assistance Meeting (SAMs)December 2010
TEACH TEST and ?
School Assistance Meeting (SAMs)December 2010
“Think about every problem, every challenge we face. The solution to each starts with
education.”- George Bush, 1991
Guaranteed the Right to Attend, Not the Right to Learn.
Schools had little influence on a child’s achievement that was independent of the background and social
context of that student.Equality in Educational Opportunity, 1966
“Schools that are highly effective produce results that almost entirely over come the
effects of student backgrounds.”- Robert Marzano (2003)
Effective Versus Ineffective Schools, Assuming 20% Variance
Group Outcome
% Passed % Failed
Effective Schools
Ineffective Schools
72.4%
27.6%
27.6%
72.4%
AYP Proficiency Reading
Subgroups Mobile98.65 F/R
Birmingham0.65 F/R
Birmingham0.0 F/R
All Students 15.98 15.52 14.65
Spec. Ed 16.36 13.00 -3.00
Black 15.98 10.30 ~
White ~ 16.00 14.64
Free/Reduced 15.97 ~ ~
AYP Proficiency Math
Subgroups Mobile98.65
Birmingham0.65
Birmingham0.0
All Students 22.00 19.64 24.19
Spec. Ed 21.64 5.95 11.88
Black 22.00 6.90 ~
White ~ 19.96 24.17
Free/Reduced 22.00 ~ ~
What Highly Effective Schools Do…
Highly effective schools succeed where other schools fail because they ruthlessly organize
themselves around one thing: helping students learn a great deal … focusing on
student learning and then creating structures that support that learning. Karin Chenoweth, 2009
3• Break the Surface of Differentiated
Instruction• Dig Deeper into the Intentional
Practice of Differentiated Instruction
• Uncover Keys to Creating a Foundation For Success
What is differentiation?
Differentiation is a philosophy that enables teachers to plan strategically in order to reach
the needs of the diverse learners in classrooms today
1 Break the Surface of
Differentiated Instruction
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Why?
“In differentiated classrooms, teachers begin where students are, not the
front of a curriculum guide.” CTomlinson
Differentiated Instruction
is NOT
Just arranging
students into groups of 4
Whole Group work
done in small groups
28 different
lesson plans
Giving all students the exact same
work or assessments
Assuming all students learn by listening
Differentiated Instruction is…
Using small groups to
work closely with non-mastery students
Offering tiered
lessons to meet all learners needs
One plan addressing
the needs of all learners.
Different assignments
in small groups based on knowledge
level
Visualizing success for all students
Offering teacher-guided
choices to students on
the direction of their learning
2Dig Deeper into the Intentional
Practice of Differentiated Instruction
Prior to Instruction (differentiation based on readiness, interest, and learning style)
After Initial Instruction (non mastery support)
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Content Process Product
According to Students’
Readiness Interest LearningProfile
Teachers Can Differentiate
Adapted from The Differentiated Classroom: Responding to the Needs of All Learners (Tomlinson, 1999).
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Content - What Process - How Product – Evaluation
Teachers Can Differentiate
Adapted from The Differentiated Classroom: Responding to the Needs of All Learners (Tomlinson, 1999).
Three Crucial Points
All Aspects of the Topic
In-depth study
RED
YELLOW
GREEN
Direct Instruction in Each Step
Minimal Instruction,
Probing Questions for Independent
study
Modeling, Independent Work
PPT presentation with computer
generated graphics and
tables
Five Page Paper
Group paper of one page
Traditional Differentiated Classroom
Student Differences
Student differences addressed when they
become a problem
Differences become the basis for planning and
instructionAssessment
Interest/Learning Styles
Instruction
Assignments
Factors Guiding Instruction
Assessments are daily informal formative
assessments that drive instruction
Assessments tend to be summative, at the end of a
unit, week, or year
Rarely informs instruction
Much of the instruction is whole class
Single curriculum, guide, or text is used
Students are usually given the same assignment to
complete
Students are guided to makeInterest and learning profile
Based choices
Many instructional groupingsAnd arrangements are used
Multi Option Assignments
Still used, but supplementedBy other materials
Looks Complicated!
I have given a pretest or a diagnostic
assessment. I have tutored a student I have analyzed similarities and differences in
students’ test scores I have given students different books to read I have taught students in a small group I have given students choices for projects
Begin with the Standards
First Grade – Determining the monetary value of individual coins and sets of like coins up to $1.00
Kindergarten – Identify penny, nickel, dime, quarter
Second Grade - Determine the monetary value of sets of coins and bills up to $2.00.
• Exchanging coins of equivalent values• Applying monetary symbols, including dollar, cent,
and decimal point.• Recognizing the decimal numbers .10, .25, .50, and
.75 as related to money
Video
• Identified Penny, Nickel, Dime, Quarter• Stated the value of each• Added like coins together• Sang song about coins• Reviewed• Counted coins together• Made 20 cents 2 different ways• Word problem – purchased item
Adjustable Assignment – Money Basics
HighDegree
Of Mastery
ApproachingMastery Beginning
Counts by 1s, 5s, and 10s. Knows coins are money – Can identify penny, nickel, dime, quarter
Identify Coins, Can count coin patterns, Can put in order. Knows values of each up to $1.00
Recognizes and counts coins and dollars. Able to exchange coins of equivalent values
So…What happens next?
Work on value, order and patternsLearn more money
combinations
Learn more about money as a consumerApply monetary symbols
COS Content Process Product
BeginningWork on value, order and patterns
Station Activity – Direct Instruction
with Teacher -hands on
(Pull chair up to a group of students)
Informal Assessment as teacher works with students
Approaching Mastery, Mastery
Learn more money combinations
Learning more challenging money combinations – manipulating coins and responding to questions on worksheet
Turn in answers to questions
High Degree of Mastery
Learn more about money as a consumerApply monetary symbols
Independent Learning - given certain amount of money at the store to purchase more than one item.
Share with other students how they spent the money they had
TEACH TEST and ?
School Assistance Meeting (SAMs)December 2010 – Part 2
3Uncover the Keys to Building a
Foundation for Success
Personal Academic Time with a Caring Adult
For Differentiation to Work in High School…
Policies and Procedures Must Be in Place
No Significant Learning occurs without a significant
relationship
Support, Insistence, and High Expectations
Support: Effective InstructionInsistence: Motivation and Persistence to Get Students
to LearnHigh Expectations: “I know you can do it and you will
do it!”-Ruby Payne-
A teacher must:
• Be willing to develop the necessary skills
• Be willing to persist in maturing those skills
Learn Their Students
• Become a kid watcher • See their students as individuals rather than as
a group • Identify their personality and learning style
Begin by:
• Differentiating in small ways – various graphic organizers, giving students choices, giving kids options to work alone or in small groups
• Utilizing the models we presented today
Remembering to:
Move forward but do not push themselves beyond reason!
The Principals Role
A. Principals should be keepers of the vision--people who use the pulpit of leadership to help teachers reflect on the need to meet students where they are. They should provide the leadership to say, "In this school, we want to nurture teachers who look at individuals rather than groups. We don't do anything in this building that doesn't move us in that direction. “
Principal is key
Culture of good-enough- to-get-by attitude to a learning-brings- endless -possibilities attitude
We can succeed only by concert. Can we all do better? Abraham Lincoln
One More Thing…
Or go to www.schoolimprovement.schools.officelive.com
Diner Menu—Photosynthesis
Appetizer (Everyone Shares)
Write the chemical equation for photosynthesis
Entrée (Select One)
Draw a picture that shows what happens during photosynthesis.
Write two paragraphs about what happens during photosynthesis.
Create a rap or song that explains what happens during 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 teacher’s knowledge of photosynthesis.
Think-Tac-Toe
Book Report
Draw a picture of the main character.
Perform a play that shows the conclusion of
a story.
Write a song about one of the main events.
Write a poem about two main events in the story.
Make a poster that shows the order of events in the story.
Dress up as your favorite character and perform a speech telling who you
are.
Create a Venn diagram comparing and contrasting the
introduction to the closing.
Write two paragraphs about the main
character.
Write two paragraphs about the setting.