latb doubet differentiation 12.5.17 handout...2017/12/05 · historical fact vs. fiction option 1...

ActiveDifferentiationinPractice:EngagingStrategiestoHelpAll

StudentsGrow

KRISTINAJ. DOUBET, PH.D.JAMESMADISONUNIVERSITY– HARRISONBURG,VA

@KJDOUBET● WWW.KRISTINADOUBET.COMLEARNINGANDTHEBRAIN – DECEMBER5, 2017

PollEverywhereWhoisyourfavoritemusicalartist?RespondatPollEv.com/kristinadoub419OrbyTextingKRISTINADOUB419 to 37607 tojointhesession, thentextaresponse.

©2016BYDOUBET&HOCKETT 3

NOSPACESINSUBMISSION

www.KristinaDoubet.comAgenda8:15– 9:00 GettingontheSamePage– Differentiation

9:00– 9:30 AffectiveFoundation

9:30– 10:00 InteractiveFoundation

10:00-10:15 Break

10:15– 11:00 StrategiestoDiscoverStudentNeeds

11:00– 12:00 DifferentiatingforStudentReadiness

12:00– 1:00 Lunch

1:00– 2:00 DifferentiatingforStudentInterestandLearningProfile(FlexibleGrouping)

2:00– 2:30 StrategiesforManagingDifferentiation


WorkshopDrivingQuestions•Whatisdifferentiation?Whataresomecommonmisconceptions?•Howcanwelaytheaffectiveandsocialfoundationsfordifferentiation?•Howcancheckforunderstandingduringtheinstructionalprocess?•Howdowerespond/differentiateforreadiness?•Howdowegroupflexiblyandmotivatestudentsthroughinterest-baseddifferentiation?


YouChooseWritea“Wikipedia”styledefinitionofdifferentiationthatyoufeelclarifiesitskeyintent,elements,andprinciples— inotherwords,adefinitionthatcouldclarifythinkinginyourschool/classroom.Usethe”seealso”option,ifyou’dlike.


1. Pick a column

2. Think and write silently

3. Be ready to share when time is called

• Explaintoateachernewtothefieldwhatdifferentiationisintermsofwhats/hewouldbedoingintheclassroom– andwhy.Theexplanationshouldhelpthecandidatedevelopanclearpictureofwhatdifferentiationlookslikeinaction

• Developametaphor,analogy,orvisualsymbol–evenalogo– thatyouthinkrepresentsandclarifieswhat’simportanttounderstandaboutdifferentiation’skeyintent,elements,andprinciples.

Adapted From Carol Tomlinson, 2006

NextSteps1. Movetotheareaoftheroomassignedtoyour

number/choice.2. Inthatareaoftheroom,findapartner.Share

andcompareyourwork.Thenfindanotherpartnerandshareagain.

3. Makesureyoudiscusssimilaritiesandareasofoverlap.


Directions4. Wheninstructed,moveintoamixedpairortrio.5. Inturn,sharewhatyourtaskwasandhowyou

responded.Noteareasoveroverlapandareasofdistinction.Payparticularattentiontothecontentofyouranswersratherthanhowyoucommunicatedthatcontent.

6. Returntoyourhometablesandidentifycommonpointsofagreementaboutwhatdifferentiationisandisnot.

7. Now,compareyourthinkingwiththegraphic©2016BYDOUBET&HOCKETT 9

Creative

Intelligence

Analytical

Intelligence

Practical

Intelligence

Triarchic Teaching- Sternberg


Whichsetofverbsappealstoyoumost?

qSet1:Analyze,judge,critique,compare,contrast,evaluate,diagram,identify,explain,presentastep-by-stepapproach,assess

qSet2: Invent,discover,imagine,suppose,design,predict,findanewway,create,promote,encourage,develop

qSet3:Implement,apply,use,demonstrate,teach,putintopractice,convince,showhow,employ,makepractical


Tri-Mind- UnderstandingNumbers

CreativeImaginethatyourfavoritenumberisrunningfor“numberpresident.”Whatmights/hesaytoproves/heisthebest?

PracticalOnyourwayhomefromschooltoday,noticeallthedifferentplacesyouseeyourfavoritenumber.Howdoesithelpyouwhenyouseeit?

AnalyticalDecidewhichnumberyouthinkismostimportant.Makealist(wordsorpictures)ofyourreasons.

LearningGoalforActivities:

Studentswillunderstandthat…numbershelpusunderstandourworldbetter.

FromDoubet&Hockett(2017)DifferentiationintheElementaryGrades:StrategiestoEngageandEquipAllLearners.ASCD. 13

FromDoubet&Hockett(2015)DifferentiationinMiddleandHighSchool:StrategiestoEngageAllLearners.ASCD.

TriMind HistoryPrompts

FromCarbaugh,E.M.&Doubet,K.J.(2016).Thedifferentiatedflippedclassroom.ThousandOaks,CA:CorwinPress.p.76.

Option1Option2Option3

15FromDoubet&Hockett(2017)

DifferentiationintheElementaryGrades:StrategiestoEngageandEquipAllLearners.ASCD.

YouChooseWritea“Wikipedia”styledefinitionofdifferentiationthatyoufeelclarifiesitskeyintent,elements,andprinciples— inotherwords,adefinitionthatcouldclarifythinkinginyourschool/classroom.Usethe”seealso”option,ifyou’dlike.


1. Pick a column

2. Think and write silently

3. Be ready to share when time is called

• Explaintoateachernewtothefieldwhatdifferentiationisintermsofwhats/hewouldbedoingintheclassroom– andwhy.Theexplanationshouldhelpthecandidatedevelopanclearpictureofwhatdifferentiationlookslikeinaction

• Developametaphor,analogy,orvisualsymbol–evenalogo– thatyouthinkrepresentsandclarifieswhat’simportanttounderstandaboutdifferentiation’skeyintent,elements,andprinciples.

Adapted From Carol Tomlinson, 2006

Differentiation:Whatisitfroman“Upgraded”Perspective?

DOUBET&HOCKETT(2017)

Math•ExitCard:Studentsweregiven3wordproblemsandaskedtosetupandsolveeach

•Pattern:Studentseither“Gotit”(setupandandsolvedall3correctly)or“MadeErrors”(ineithersetuporinsolving;notallthesameerrors)

•Task1:Yousolvedalloftheseequationscorrectly.Nowmakeupthreeequationsforotherstosolve:onethat’sharderthanthoseyoujustsolved,onethat’sataboutthesamelevel,andonethat’seasier.

•Task2:[This#]oftheequationsthatyousolvedareincorrect.Findtheincorrectsolutionsandfixthem.

*AdaptedfromWiliam (2011).EmbeddedFormativeAssessment

HistoricalFactvs.FictionOPTION1 OPTION 2 OPTION 3

• Drawamuraloraseriesofpicturesshowingfactsaboutthehistoricalevent[orperson]we’vebeenstudying.

• You’lltrytotrickyourclassmatesbyputtingone“pretend”pictureintothemural.

• Beginbyplanningalistorstoryboard.

• Oncethestoryistogether,youcan addcolor.

• Makearecordingthattellsfactsaboutthehistoricalevent[orperson]we’vebeenstudying.

• You’ll trytotrickyourclassmatesbysayingone“pretend”partinyourrecording.


• Oncethestoryistogether,trytoworkinsoundeffects.

• Actout(inaplay,pantomime,orpuppetshow)thefactsaboutthehistoricalevent[orperson]we’vebeenstudying.

• You’lltrytotrickyourclassmatesbysayingone“pretend”partinyourplay/pantomime/puppetshow.


• Oncethestoryistogether,workinpropsandcues.DOUBET&HOCKETT(2017)

What’sthe“same”?What’s“different”? Bookp.260

HistoricalFactvs.FictionOPTION1 OPTION 2 OPTION 3

• Drawamuraloraseriesofpicturesshowingfactsaboutthehistoricalevent[orperson]we’vebeenstudying.

• You’lltrytotrickyourclassmatesbyputtingone“pretend”pictureintothemural.


• Oncethestoryistogether,youcan addcolor.

• Makearecordingthattellsfactsaboutthehistoricalevent[orperson]we’vebeenstudying.

• You’ll trytotrickyourclassmatesbysayingone“pretend”partinyourrecording.


• Oncethestoryistogether,trytoworkinsoundeffects.

• Actout(inaplay,pantomime,orpuppetshow)thefactsaboutthehistoricalevent[orperson]we’vebeenstudying.

• You’lltrytotrickyourclassmatesbysayingone“pretend”partinyourplay/pantomime/puppetshow.


• Oncethestoryistogether,workinpropsandcues.DOUBET&HOCKETT(2017) Tomlinson

©2016BYDOUBET&HOCKETT21

HighExpectations…StudentswillUNDERSTANDTHAT…◦ Metaphorsandsimilesallowustocommunicate meaninginwaysthatnormallanguagecannot.

◦ Metaphorsandsimilescommunicate ideasbymakingsensoryconnections.

StudentswillKNOW…◦ Definitionsofmetaphor,simile,figurativelanguage,imagery,stanza,couplet,freeverse

StudentswillBEABLETO…◦ Usemetaphorsandsimilestoconveydescriptions◦ Writeinagivenstanzaformat

©2016BYDOUBET

EXITCARD(previousclass)Name:_____________________________Period:________

1. Whatisa“metaphor”?

2. Giveatleasttwoexamples.

3. Explainwhysong-writersandpoetsusemetaphors.

©2016BYDOUBET

Warm-up Journal Prompt:

Describe yourself in such a way that someone who had never met you would feel as though they know you well.

“ME” Metaphor Poem

1.Comb your journal entry and circle the descriptions of yourself that you

believe are the most important.

2.Choose something to compare yourself to that captures all of these

aspects of your personality. It can be something abstract, something in

nature, a machine of sorts, a song, a force, a color—the only thing it

CAN’T be is another person.

3. Write a poem comparing yourself to what you chose in step 2 – without

using “like or ““as”. Strive for at least 4 stanzas (line lengths in stanzas can

vary). Let us see the real you.

A

B

“ME” Metaphor Poem

1.Comb your journal entry and circle the descriptions of yourself that you

believe are the most important.

2.Now think of things that are like each of those aspects of your

personality. These things can be abstract, from nature, electronics, colors,

etc. —the only thing they CAN’T be are people.

3. Write a poem made up of couplets – one couplet comparing yourself to

each thing you chose in step 2 – without using “like or ““as”. Strive for at

least 6 comparisons. Let us see the real you. ©2016BYDOUBET

I am a powder kegMy anger builds until someone

makes it explode.I am an eraser –

Eliminating all the bad thoughts from my mind.I am a puppy –

Loyal and friendly to those I loveI am an ant –

Everyone looks down on me.I am nothing –

No one can see me.But I am something –

Brilliant and intelligent.Who am I?

Powder keg, eraser, puppy, ant, nothing, and something.

I amMe.

~April ~7th Grade

I am Love –I am cherished.

I am looked for often,But seldom found…

I am Love –sometimes sweet,

But always with the potentialTo bite you in the back…

I am Love –Oh-so-precious,

But you’d better believe you can seeThe ugly side of me…

I am Love –A big heart full of joy,A calm, quiet day with a big storm brewing,

A bird soaring higher and higherInto that dangerous sky.

~Jasmine~7th Grade

Equally Respectful? ©2016BYDOUBET

IntheKids’WordsIfyoucouldgiveyourteachers1pieceofadvicetomakeclassmoreinterestingandbetterforyou,whatwoulditbe?

ØTalkless.ØTobemorefriendlyandfunnyandtrytounderstandthestudentsbetterØHaveamorefunvarietyofactivitiesinclass.

https://grantwiggins.wordpress.com/2014/11/14/5th-graders-speak-out-survey-results/

HSStudents’Suggestions

“Actuallyengagethestudentsinlearning...”“Trysomethingcreativewhenteachingsomethingnew...”

“Makestudentswanttolearnbyeithershowinghowfascinatingsubjectscanbeorshowrelevancetoourlives...”

AnnualStudentSurveyofAcademicExperience,AuthenticEducation,HopewellNJ

28 29

ReadinessWhereastudentisinhisorhergraspoflearninggoalsatacertainpoint

intime

InterestPassions,affinities,

kinshipsthatmotivatelearning

LearningProfileHowastudentprefersor

seemstolearnbest

Teacherscandifferentiatebyadjusting

Tomlinson,2014

accordingtopatternsinstudent

ContentThe“stuff”that

studentsgrapplewithtoreachthelearninggoals

ProcessHowstudentstakeinand

makesenseofthecontent

ProductHowstudentsshowtheirknowledge,

understanding,andskill

Differentiation

isateacher’sproactiveresponsetolearnerneeds

andguidedbygeneralprinciplesofdifferentiation

BuildingClassroomCommunity

High-QualityCurriculum

OngoingAssessment

FlexibleGrouping&Management

TeachingUpthruRespectfulTasks

shapedbymindset

usingavarietyofstrategies.30

Community=Differentiation’sAffectiveFoundation


WhatdoyouThinkofThis?

Star Studentof the Day

https://www.teachingchannel.

org/videos/building-

classroom-community

MelissaLeider–ChallengerMS,ColoradoSprings

“Adolescentsoftensaytheyhavetogototherestroombutreallytheyjust

wanttocheckouthowtheyarelookinginthe

mirror.SoI’mjustgivingthemthe

mirror… andsomeencouragementatthesametime.”MelissaLeider–ChallengerMS,ColoradoSprings

Me-Graphs

CAT– UVA‘03

•ListitemsonX-axis• Classitems(all)• LowStressitems(all)• Personalchoiceitems(individual)•Yaxisrepresentsstudent’sskill/comfortlevel•PostGraphsandmakecommentsandgeneralizations•Adaptasyearprogresses

From Doubet & Hockett (2017). Differentiation the Elementary Grades: Strategies to Engage and Equip All Learners. ASCD.

SampleMeGraph

0

1

2

3

4

5

6

7

8

9

10

ReadingFiction

ReadingforInfo

Writing Math Homework RoomClean BeingaFriend

Choice1:Basketball

Choice2:Madden360

Jake

August December

From Doubet & Hockett (2017). Differentiation in the Elementary Grades: Strategies to Engage and Equip All Learners. ASCD.

SampleMeGraph

0

2

4

6

8

10

12

ReadingFiction

ReadingforInfo

Writing Math Homework RoomClean BeingaFriend

Choice1:Minecraft

Choice2:IceSkating

Marissa

August December


ContentAreaConnections

•Math• FactFacts• PieCharts

•Science:•MyPeriodicTable–TheElementsofMe

•ATopographicalMapofmyLife

•MyPersonalEcosystem

•SocialStudies:•UnearthingMe:MyPrimarySourcesandArtifacts

•ATimelineofmyLife•LanguageArts:

• SoundtrackofmyLife

• PersonalCrest


InterestPre-Assessment

40

DesignaPieChart toshowwhatyou’reinterestedinMakeatleast5sections;representyourinterestsindecimals,fractions,andpercents.

Also serves as a

pre-assessment of

6th Grade FT 6


PieChartstobeusedlatertointroducePercentagesandProbability


JFHMS– 7th Grade

PieChartsusingPaperPlates– AlsoaPre-AssessmentonPercentages


CommunityisnotjustaboutTeacherandStudent;rather,it’saboutStudentsandtheirPeers

BUILDINGCOMMUNITY

AttendanceQuestionsAssoonasthebellrings,Carsonbeginstakingattendancewithan“attendancequestion.”Thequestionchangeseveryday.Studentsrespondwhenshecallstheirnameswiththeirresponsetotheday’squestion,andperhapsabriefjustificationfortheirresponse.“Okay,people,thisisabigonetoday.Definitiveanswer.CokeorPepsi?”Onanotherday,shebegins,“Okayfolks,you’vejustbeengivenasamplerboxofRussellStovercandy,butthemapismissing.Youbiteintoapieceandmuchtoyourdismay,findoutyou’vechosena______________.”Beforelong,thestudentsbringherslipsofpaperandwhisper,“Here’sanattendancequestion.Thisisareallygoodone.”“IlovetheideathatIstartoffallmyclasseswitheverykidspeaking,everykidhavingarightanswer,rightaway,”explainsCarson.“Andthentheyalsostarttomakeconnectionsaroundtheroom.”

Tomlinson,C.A.&Doubet,K.J.(2005).You’vegottoreachthemtoteachthem.EducationalLeadership,62(7),8-15.

FromtheclassroomofJulieMallory,EvanstonTownshipHighSchool

GraffitiWallTeacherwritesaphrase,topic,orcategoryontheboard.

Studentsrespondwithideasandperspectives.

Kelly’sTwist

KellyFreehill– ViaTwitter– September7,2012

FastFacts!

4-(i4)wordstodescribeyou

2+(2-3)+4ofyourfavoriteactivitiesoutsideofschool

80+1thingsyouplantodoafterhigh

school

300x10-2 ofyourfavoritebooks

!(1) Usetheindexcardstoprovidethefollowinginformation

aboutyourself:

(2)Next,inyourquad,compareyouranswersthenumbersolutionsforeachprompt.Makeanynecessaryrevisions.

AliCurwin©2016BYDOUBET&HOCKETT

Asagroup,createafour-wayVennDiagramthatdepictsthesimilaritiesanddifferencesamongyou.

Rememberthatyourcardsarea“hands-on”tool!

©2016BYDOUBET&HOCKETT

Let’s“Re-Group”üGetintogroupsofthreeüTrytoworkwithnewfriendsüEachofyouneedsanorganizerüAwaitinstructions


TheMatrix

Teri Jamal Mariah Travis

TeriSomething else

Teri & Jamal share

that Mariah and

Travis don’t

JamalSomething Teri

and Jamal share

that Mariah and

Travis don’t

Mariah

TravisSomething

unique to Travis

We All:

In each square, list something that the person in the two coordinate boxes share that the other three people do not. Where a person

intersects with him/herself, list something unique to only him/her.CommunityMatrix(p.23)

51From Doubet & Hockett (2017). Differentiation in the Elementary Grades: Strategies to

Engage and Equip All Learners. ASCD.

GenreMatrix(p.159)



ClassroomIdeas– Elementary

53

p.160


CharacterMatrix

Ralph Jack Simon Piggy Roger

Ralph

Jack

Simon

Piggy

Roger

In each square, list a character trait shared by the boys in the two coordinate boxes that the other two boys do not share. Where a character

intersects with him/herself, you must list something unique to only him.me te lo la se

me

te

lo

la

se

Considerthepronounsinthismatrix,andinthefirstboxinwhichtwomeet,writeonewayinwhichtheydiffer (meaning,usage,etc.).Inthesecondboxwherethesametwomeet,writeasentence thatusesbothpronounsinawaythatemphasizes

theirdifferences.

Intheboxeswherethesamepronounmeets,recordthemeaning/translationofthatpronoun.

Direct-ObjectPronounsMatrix

Characteristics of Biomes Aquatic Desert Forest Grass-

land Tundra

Aquatic

Desert

Forest

Grassland

Tundra

RealNumberSystemMatrix~BrettJohnson~

Natural Whole Integer Rational Irrational

Natural ANaturalNumber(2)

ANumberthat isNOTWholeORNatural(-3)

ANumberthatisNOTanIntegerORNatural()

ANumberthat isNOTRationalORNatural()

ANumberthatisNOTIrrationalORNatural(0)

Whole Numberthat isNOTNaturalORWhole(-1)

AWholeNumber(0)

ANumberthatisNOTanintegerORWhole(a/b)

ANumberthat isNOTRationalORWhole(0.124208)

ANumberthat isNOTIrrationalORWhole(-2)

Integer

Rational

Irrational

Directions:Whereakindofnumberintersectswithitself,putanexampleofthatkind

ofnumber.WhereakindofnumberintersectswithaDIFFERENTkindofnumber,puta

numberthatisNEITHERofthosekinds.

LeadershipMatrix

Jefferson FDR Kennedy Obama

JeffersonSomething else JFK

and Jefferson share

that FDR and

Obama don’t

FDR

KennedySomething JFK and

Jefferson share that

FDR and Obama

don’t

Obama Something

unique to

Obama’s

administration

In each square, list a leadership trait shared by the leaders in the two coordinate boxes that the other two leaders do not share. Where a person

intersects with him/herself, you must list something unique to only him.

Conflict American Revolution

French Revolution

Spanish Revolution

Russian Revolution

American Revolution

French Revolution

Spanish Revolution

Russian Revolution

We’vebeenexamininghowrevolutioninstigateslastingchange,bothpositiveandnegative.

Considertherevolutionsinthismatrix,andinthefirstboxinwhichtwomeet,writeapositive resultingchangecommonanduniquetobothrevolutions.Inthesecondboxwherethesametwomeet,writeanegative resultingchangecommonanduniquetobothrevolutions.

Intheboxeswherethesamerevolutionmeets,writeeitherapositiveoranegativeresultingchangeuniquetothatrevolution.

There’s no such thing as a neutral learning environment – for every kid, it’s either positive or negative

~David Sousa – Brain Researcher

React/Respond

What’sYourPlan?TALKWITHONEANOTHERABOUTONENEWIDEATOSTRENGTHENCLASSROOMCOMMUNITY.


Interaction=Differentiation’sSocialFoundation


• You’llformgroupsaccordingtothecolorofyourcard.

• Meetinthecorrespondingareaoftheroom.• Staystandingwhenyougetthere!

Frontoftheroom

Blue Pink

GoldOrange Green


TeaParty

TeaParty•You’llhave30-45secondstosharewhat’sonyourcardsandmakepredictions,askquestions,etc.•Whentimeiscalled,pairupwithanewgroupmember(same-coloredcard)andrepeattheprocessuntilnotified.•Makesureyoureferencethepreviouscard(s)you’veseenineachnewgrouping/discussion•Returntoyourtablewhentimeiscalled.


TeaParty:WeThink…Asasmallgroup,writeabrief“Wethink”statement thatpredictswhatthearticlemightbeaboutandwhy.“Wethinkthisarticleisabout…

because…


ReadtheBlogPostAsyouread,usetheseLogographicCues:◦� =Isawthisintheteaparty!◦� =Importantinformation/statistic/quote◦? =DebatableorQuestionableidea◦! =Interesting...Iwanttoexplorethis◦ further

After youread:• Makesureyou’veindicated– inthearticle- where

yousawthe“teaparty”snippets.• Then,writeabriefsynopsisofthearticle.Whatdid

youpredictcorrectly?Whatsurprisedyou?• Bereadytodiscusswithyourgroup.


DiscussionConnections:Whatconnectionsdoyoudrawbetweenthisstudy/articleandyourownlifeorlearning?

àß Challenge:Whatideas,positions,orassumptionsdoyouwanttochallengeorarguewithinthestudy/article?

Ο Concepts:Whatkeyconceptsorideasdoyouthinkareimportantandworthholdingontofromthestudy/article?

Δ Changes:Whatchangesinattitudes,thinking,oractionaresuggestedorreflectedbythearticle, forALLteachers?

MakingThinkingVisible(2011),Ritchhart,Church,andMorrison©2016BYDOUBET&HOCKETT

67

1. Make aclaimandexplain yourrationale.Saywhatyouthink,andwhy.

Themostimportanttipfromthisarticleis___________________Because:_________________[explainyouranswer].

2.Addorsupportingevidencefortheclaim. Readyourpeer’sclaim.Inthisbox,addsomethingthatwouldsupport thatclaimormakeitstronger.

Youcanincludeyourownideasand/orcitethosefromthearticle.

3.Makea counter-claimorprovideevidencethatchallengestheclaim. Inthisbox,make aclaimorprovideevidencethatarguesagainstwhatiswritteninboxes1and2.

Youcanpointoutweaknessesinthetiporsuggeststrengthsofadifferenttip.Includeyourownideasand/orcitethosefromthearticle.

4.Add your“twocents.” Readwhatiswritteninthethreeboxes.Addyouropinionandyourreasoninginthisbox.

Youcanincludeyourownideasand/orcitethosefromthearticle.


PromptsforDTC…etc.!!ValidatingorExtending

(Box2)ProbingorChallenging

(Box3)SummarizingorClosing

(Box4)

• “Youmadeagoodpointwhenyousaid…”

• “AmIcorrectinunderstandingthat…?”

• “Ilikethatidea.Inaddition,….”

• “Ihadn’tconsideredthat…Itmakesmewonder…”

• “While…maybetrue,it’salsoimportanttoconsider…”

• “Iseewhatyou’resaying,butIalsothink/wonder…”

• “Iunderstandthat…Ontheotherhand….”

• “Whataboutthisidea…?”• “Howdoesthatmesh

with…?”• “Somepeoplemightsay…”

• “Itseemslikeweagreethat…butthatwedisagreethat…”

• “I/weneedtobetterunderstand…”

• “Anextstepmightbe…”• Thebottomlineseems

tobe…”• “Takingallperspectives

intoconsideration...”

InDoubet&Hockett(November,2017).“ClassroomDiscourseASCivilDiscourse:InstructionalStrategiesthatCultivateCivility.”EducationalLeadership.AllRights– Doubet&Hockett.

Now…§ Readwhatwaswrittenyourownpaper.

§ Inyourgroup,identifythe2-3strongestargumentsorpoints.(Itdoesn’tmatterwhowrotethem.)


LOGOGRAPHICCUESASTRATEGYDEVELOPEDBYKYLENE BEERS(2002) INWHICHSTUDENTSCOMEUPWITHVISUALSYMBOLS, ORLOGOGRAPHS,TOSERVEASSIGNPOSTS INTHEIRREADINGTHATALERTTHEMTOIMPORTANTASPECTSOFTHETEXTORNARRATIVE.


Book:p.118-119

ASTRATEGYTHATINVITESSTUDENTSTOENGAGEWITHORSTUDYSMALLPIECESOFATEXTTHEY’LLBEREADINGTOBUILDINTERESTINWITHANDMAKEPREDICTIONSABOUTTHETEXT(BEERS,2002)

TeaParty(a.k.a.PuzzlePieces)

Book:p.96


DebateTeamcarouselASKSSTUDENTSTOENGAGEINTHEPROCESSOFCLAIM/COUNTERCLAIMWITHEVIDENCE(INCLUDINGTEXTUALSUPPORT);ALLSTUDENTSBOTH“TALK”AND“LISTEN”

Book:pp.132-134


1.Solve theproblemandshowhowyousolvedit.

2.Check thesolution.ReviewtheprocessandsolutioninBox1.Givetworeasonsyouthinkitiscorrectorincorrect.

3. Provideanotherwayofsolvingtheproblem. Solvethisprobleminawaythat’sdifferentfromtheprocessusedinBox1.

4.Detect errorsandmisconceptions. NoteanyerrorsormisconceptionsyouseeinBoxes1,2,or3.Ifyoudon’tseeany,explainwhyyouagreewithwhatiswritten.

©2016BYDOUBET&HOCKETT 74 Source:Mindshift/ColumbiaUniversity

©2016BYDOUBET&HOCKETT 76 ©2016BYDOUBET&HOCKETT 77

UseRecordings

üOfyourdirections

üOfstudentthinking…• ...duringgroupwork

• ...beforewritingorsolving

(individuals)



Adifferentiatedclassroomisfirstaninteractiveclassroom.


http://padlet.com/doubetkj/strategies

Double click anywhere on the

blue background or on the

pink plus sign and a bubble

will appear. Begin typing. J


1. Thinkaboutthestrategieslistedontheposteratthefrontoftheroom

2. Decideononeyou’duseinyourclassroom

3. Pairupwithanearbypartnerandcompareyourresponses

4. Personwiththelongesthairinthegroup:postaresponseonPadlet.UsewebsiteorscanQRcode.

PadletCanHelpyou…

GATHERFORMATIVEASSESSMENTRESPONSES

RESPONDTOFORMATIVE

ASSESSMENTDATA

Gather- Individual Gather– SmallGroups

GatherandRespond– SmallGroups Respond– TaskOptions

WorkshopDrivingQuestions•Whatisdifferentiation?Whataresomecommonmisconceptions?•Howcanwelaytheaffectiveandsocialfoundationsfordifferentiation?•Howcancheckforunderstandingduringtheinstructionalprocess?•Howdowerespond/differentiateforreadiness?•Howdowegroupflexiblyandmotivatestudentsthroughinterest-baseddifferentiation?



intime




seemstolearnbest


Tomlinson,2014








Differentiation





OngoingAssessment



shapedbymindset

usingavarietyofstrategies.

“Differentiation is the recognition, articulation, and commitment to planfor student differences.”

CarolTomlinson


NOTE:Whilethesetechniqueswon’tletusknowwhatevery studentisthinking,theycangiveusan

overallsenseofwheretheclassis…and helpmaintainattention.

EndofLesson/AssessmentRoutine

https://www.teachingchannel.org/videos/daily-lesson-assessment

AnotherOptionPoseonequestionorpromptandaskstudentstoplacetheiranswersaccordingtohowcertaintheyareoftheirresponse.


SmallGroupStructuresthathelpuscheckforUnderstanding

OneTeacher’sApproach

https://www.teachingchannel.org/videos/second-set-partners-sfusd

ü Whatdidyoulikeaboutthisapproach?

ü Whatmightyouborrow?

ü Whatmightyouchange?

ü Whatotherideasdidtheseclipsgiveyou?

ResponseCardsüWhatdoyoulikeaboutthisteacher’sapproach?üWhatwouldyouchangeaboutthisteacher’sapproach?

https://www.teachingchannel.org/videos/show-your-cards-student-assessment

AnotherTeacherinAction

https://www.teachingchannel.org/videos/tech-friendly-formative-assessment-sfusd

ü Whatdidyoulikeaboutthisapproach?

ü Whatmightyouborrow?

ü Whatmightyouchange?

ü Whatotherideasdidthisclipgiveyou?

TALKING CHIPS

Rules for Using Talking Chips

1. Each student or group gets a certain number of chips (e.g., 3)

2. 1 chip = 1 opportunity to contribute to the discussion; when you’re out, you’re out!

3. During the discussion, the teacher can require students to use all (or a certain number) of their chips.

4. Classroom norm = Yield to the classmate with the most chios left.

JudyRex

From:Doubet&Hockett(2015)DifferentiationinMiddleandHighSchool.ASCD.FromCarbaugh,E.M.&Doubet,K.J.(2016).Thedifferentiatedflippedclassroom:Apracticalguidetodigital

learning.ThousandOaks,CA:CorwinPress.p.33.

Workswithrecordedanswers,too–TrySwivl“Recap”

Plickers(Free!www.Plickers.com)Whichfull-groupmethodofFormativeAssessmentmightyoutry?a. SecondSetPartnersb. StoplightMethodc. ResponseCardsd. RecordingConversationse. ElevatorSpeech


ULTIMATEGoalofFormativeAssessment


Formative

Assessment

EXIT CARDS

EasyStrategyforAssessingStudentUnderstanding…


FormativeAssessmentExaminetheExitCardandFrayer Diagramexamplesonthefollowingslides(5pages).Usethestickynotesonyourtabletoidentify◦ 2-3examplesyoucoulduseasis◦ 3-4examplesyoucouldadapt anduseinyourschool

Bereadytoshareyourselectionswithacolleague

©2016DOUBET&HOCKETT

APrimaryTeacher’sTakeontheExitCardLisaRoeschly –RockinghamCo.

Schools

From Doubet & Hockett (2017). Differentiation in the Elementary Grades: Strategies to Engage and Equip All Learners. ASCD. 103


JournalPrompt- ELA

In your journal---

Explain the difference between a folk tale and a fairy tale.

Give some examples of each as part of your explanation.

CarolTomlinson

Name______________________

ExitCard: Symmetry

Writeyourbirthdayonthisline:09/18/2005Whichnumbersinyourbirthdayhavesymmetry?Howdoyouknow?0 – you can fold it in half and it’s the same on both sides.Whichnumbersinyourbirthdaydonot havesymmetry?Howdoyouknow?5 – When you fold it in half, it’s not the same


FractionsWhatFractionofthisshapeisshaded?

Howdidyoufindyouranswer?

Whatisanotherwaytowritethisfraction?

Howdoyouknowyouransweriscorrect?AdaptedfromNCTM2001



Show-and-TellMathShowandTellMath

Howmanywheelswouldtherebeifyouhad8cars:________

1car= 2cars= 3cars4wheels 8wheels 12wheels

Howdidyoufigurethisout?Showandtellusingnumbers,words,andpictures

107

NCTM 2003 p. 30


3-2-1ExitSlip

•3reasonsweusecommas•2examplesofcommasusedintwodifferentways.•1thingIhopeyouwillexplainagaintomorrow:


Plants

•Wehavebeenlearningaboutplants.Drawapictureofaplant,andlabelitsparts.•Doeseveryplanthavetheseparts?Whyorwhynot?•Howdoesplantstayhealthy?


DEFENDORDESTROYSelect2claimsfromthelist:onethatyoucan“defend”andonethatyouwantto“destroy.”Useevidencefrom[e.g.,thetext,thedocuments/sources] andyourreasoningtoexplainandjustifyyourthinking.

Sample“Revealing”Prompt


IMPORTANT THINGS

•Some important things about [e.g., ionic compounds] are __________and ____________.

• But the MOST important thing about [e.g., ionic compounds] is _____________ because….



MISUNDERSTANDINGS

• One misunderstanding someone might have about [e.g., how to solve this problem] is __________

• Here’s what I might say to that person to help them better understand the “truth”:



ExitCards:BritishLiteratureName:

Whatisa“conceit”?Brieflyexplainthe“conceit”apparentin“AValedictionForbiddingMourning”WhydoyoubelieveJohnDonnechosetouseaconceitinthispoem?Whateffectdoesithave?

ExitCards:AlgebraName:

Drawagraph&labelthe“x”and“y”axes

Graphalinesegmentwiththeendpoints(3,5)(7,2)

Graphalinesegmentw/theendpoints(-3,-5)(7,2)

Providetwowaysofwritingtheequationforalineandexplainwhichoneyoubelievetobethemostefficient.


ExitCard:GovernmentAfriendsaystoyouatlunch,“IthinkthePresidentisthemostimportantbranchofgovernment.”What twomisconceptionsdoesyourfriendhave?Whatwouldyousaytoyourfriendtohelpherunderstandthebranchesofgovernmentandhowtheywork?


ExitCard:LiteratureSayItinaSentence:WhatdoyouthinkMarleyistryingtogetScroogetosee,understand,and/ordointhepartofthestorywereadfortoday?Howdoyouknow?(Citespecificexamplesandevidencefromthetext.)


ExitCard:LanguageYourfriendhasleftyouamessageonyourFacebookwalltoletyouknowwhatshewantstodothisweekend.Usetheverbtensewe’restudyingandthetargetvocabularyfromthischaptertowriteher3-sentencemessage.


ExitCard:MisunderstandingOnemisunderstandingsomeonemighthaveabout[technologyinancientcivilizations]is…

Here’swhatImightsaytothatpersontohelpthembetterunderstandthe“truth”:


Name:___________________Period:_____

DrawtheEarth’sorbitaroundthesun.

Brieflyexplainwhatcausestheseasons.

Whatabouttoday’sexplanationwas“fuzzy”?Inotherwords,whatdoyouhopewe’llclearuportalkmoreaboutinfutureclasses?

Before you leave the room…

PhysicalSciencePre-Assessment

C

AballrollsdownthehillfrompointAtopointBandthenupthehillwhereitcomestoastopatpointC.Assumetheballismovingat5m/secatpointB.

•DoesithaveanyenergyatBorC?Explain.

•Ifithasenergyatbothpoints,atwhichpointdoesithavemoreenergy?Why?

A

B

ExitCard:ScienceCoachTurnerthrowsabaseballupintheair.Asitcomesbackdown,whathappenstothespeedofthebaseballandwhy?Provideascientificexplanation!Asixthgradestudentclaims(andsheisserious)thatforaforcetoexist,twoobjectsneedtobeindirectcontact.Whatwouldbeyourexpertresponsetoherclaim?

AmyGermundson

Science

DESCRIBE IT

Write or Draw EXAMPLES

Write or Draw NON-EXAMPLES

Mammal

From Doubet & Hockett (In Press). Differentiation in the Elementary Grades: Strategies to Engage and Equip All Learners. ASCD.

Biology

MakeaPunnett Squarefortwohybridparents

WhatRatiooftheoffspringwillsharetheirparents’phenotype?

Explain.

WhatRatiooftheoffspringwillsharetheirparents’genotype?

Explain.

Genetics


Government

DEFINEIT

LISTBENEFITS LISTDRAWBACKS

GIVEFUNCTION

ElectoralCollege Ontheback,describewhetheryoubelievethedrawbacksoutweighthebenefitsorviceversa/

DEFINEIT

DRAWandLABEL2EXAMPLES

DRAWandLABEL2NON-EXAMPLES

IMPORTANTCLUES

Polygons

Math

From Doubet & Hockett (2015). Differentiation in Middle and High School: Strategies to Engage All Learners. ASCD.

Shake&Share• Meetwithyourline-uppartnerandanswerthegreetingquestion• Eachpartnersharesoneofhis/her”TopFinds”• Bereadytoshareoneofthosefindswiththefullgroup


GreetingQuestion:OhioStateorOU?GreetingQuestion:SpringorFall?GreetingQuestion:

CokeorPepsiproducts?

GreetingQuestion:iPhoneorAndroid?GreetingQuestion:WafflesorPancakes?Shakeyourpartner’shandandintroduce

yourself.

NextStepsØReturntoyourtable.ØShareonethingyoulearnedfromashakeandsharepartnerØDiscussyourfeelingsaboutShakeandShare


Howcanwe“CheckourSkiers?”


intime




seemstolearnbest


Tomlinson,2014








Differentiation





OngoingAssessment



shapedbymindset

usingavarietyofstrategies.


FormativeAssessmentandReadiness

The“LineUp”


Directions:

•Callupasamplingofstudents(rangeoflastnames,birthdays,etc.)

•Explainthatoneendofthelinerepresents“I’manExpert”or“Iloveit!”Theotherendrepresents“I’maNovice”or“Iloatheit!”

•Calloutdifferentperformancebaseditems(e.g.,keepingyourlockerclean,playingsports,playingamusicalinstrument/singing,writing,reading,beingpatientwithyoungersiblings,rememberingmovielinesorlyrics).Studentsarrangethemselveswheretheyfeeltheybelongonthecontinuum.Theydonothavetoremaininaline,butcanform“clumps,”ifnecessary.

PAGE29

Readinessv.AbilityREADINESS

“where”astudentisinhisor hergraspoflearninggoalsatacertainpointintime.variesfromlessontolessonandskilltoskillbestgaugedbyrecently-gathered evidencethatisrelevant tothelearninggoals

ABILITYaproclamationaboutastudent’soverallcapacityasalearnerorhumanbeingoftentreatedstaticorfixedacrosssubjects,skills,ortimeusuallyinferredfromstandardizedtestscoresInvolvesorimpliescomparisonstootherstudents


Assess,ThenWhat?We’llwatchseveralvideosofclassroomsthatshowteachersformativelyassessingandthen“doingsomething”withtheresults.Theexamplesdifferin“preptime”requiredfromtheteacher.


Classroom1:MyFavorite“No”

https://www.teachingchann

el.org/videos/class-warm-

up-routine

NoWhatdoesthisteacherdotocheckforindividualunderstanding?

Doesherapproachyieldusableresults?

Whattechniqueswillyou“borrow”?Whattechniquesdoyouquestion?


MyFavorite“No!”NO! NO!

§ Teacher poses an opening question (OR an exit question from

the previous day OR student responses posted to a discussion

board the night before, etc. )

§ Teacher chooses a common and critical error in student work

to highlight

§ Teacher rewrites the response/error (in her own handwriting)

at the beginning of class and explains to students that it’s her

“Favorite No” because 1) it highlights a key learning point that

many students confuse, and 2) it features some “good math”

along with the mistake

§ The teacher leads the class in discussion of what’s been done

correctly in the problem, and then moves to an error analysis

§ All students complete a similar problem to show that they can

avoid the mistake, or “favorite no,” in their future work.


Whatiftheyareindifferentplaces…?


MyFavorite“No-s”ØFormsmallgroupsaccordingtothepatternsofcommonerrorsstudentsaremakingØGivethemasampleofstudentworktoexamine,evaluate,andcorrectØProvideawayofeachgroupcheckingtheiraccuracy(answerkey,arecording– audioorvisual)ØAskeachindividualstudenttosolveanewproblemorproblems(tomakesuretheycancorrecttheirerrorsindependently)

Classroom2:HomeworkCheckersØHowdoesthisteachermanagedifferentstudentswithdifferentlearningneeds?ØWhatdoyoulikeaboutherapproach?ØWhatdoyouquestion?ØHowmightyouchangethisstrategytosuityourneeds?ØHowmighttheprotocolonpp.328-329helpyouimplementthisstrategy?


• Whatdoesthisteacherdotorespondtodifferencesinreadiness?

• Whatcanyouappreciate?

• Whatwouldyouchange?Borrow?

Classroom3– HSWorldHistory

SocialStudiesReadinessTasksCommonGoal:ExtractandOrganizeinformationfromtextonConfuscianismandLegalism.qFirstTask– “PETCheck”onanonlinetextqSecondTask– Outline/PPT(sametextasTask1)qThirdTask– Outlinecreatedfromdensetext(Stanford)

Classroom4(HS):DigitalExitSlips

http://www.edutopia.org/practice/exit-tickets-checking-understanding

• Whatdotheseteachersdotocheckforindividualunderstanding?

• Howusefularetheresults?

• Whatcanyouappreciate?

• Whatwouldyouchange?Borrow?


TieredPromptsExaminationChooseasetofTieredPromptstoReview.Examine:HowarethetasksSIMILAR?What’sthe“glue”thatholdsthemtogether?Ø“Bothtasksaskstudentsto…”Ø“Botharefocusedon…”

HowarethetasksDIFFERENT?Ø“Thisoneismore_______,andthisoneismore___________.”

Ø “Thisonerequiresstudentsto ________,andthisonerequiresthemto_________.”


HighlightedTextsAbout15%ofachapter– e.g.,IntroductionConclusionCriticalpassagesKeygraphics

IntendedforEnglishlanguagelearnersAlsohelpfulforstudents:

WithADHDWithlearningDisabilitiesWhohavedifficultymakingmeaningWhostrugglewithreading

Tomlinson, 2008

UseRecordings

üOfyourdirections

üOfstudentthinking…• ...duringgroupwork

• ...beforewritingorsolving

(individuals)


Tiering theText

FromCarbaugh,E.M.&Doubet,K.J.(2016).Thedifferentiatedflippedclassroom:Apracticalguidetodigital

learning.ThousandOaks,CA:CorwinPress.

Name:___________________Text:___________________________

AS YOU READ… AFTER YOU READ…

•Important words:

•Main ideas:

•Puzzling passages:

•Powerful passages:

•Meaning of important words:

•Why ideas are important:

•Questions about passages:

•Reactions/why powerful:

Name:___________________Text:___________________________


•Important words:•Communicable (p.56): you can “catch” it from someone else•Non-communicable (p.56): you can NOT “catch” it from someone else•Invincible (p. 58): No one can stop you!•Immortal (p.60): You cannot die OR you will always be remembered

•Main ideas (physical risks, psychological risks, decision-making)

•Puzzling passages:

•Powerful passages:

•Hints to Remember Meaning of important words:

•Why ideas are important (Find the parts of the text highlighted in green)

•Questions about passages:

•Reactions/why powerful:

Name:___________________Text:___________________________


•Key Vocabulary/ Passages:

•Debatable passages:

•Overarching Ideas/Patterns:

•Why ideas are important:

•Points of Contention:

•Importance of Patterns:

AS or AFTER…

•Respond to this passage in the voice and perspective of ________________:

First,listentowhateachroleentails.Then,grabtheRoleCardsfromthecenterofthetable

anddividethemamongstyou.

Philosopher Detective Psychologist

Lawyer Director Architect

Like-RoleProcessingStandupandfindalike-rolepartnerinyourvicinity.Comparenotes;talkaboutwhatyousawfromyourrole’sperspective.


Mixed-RoleDiscussionReturntoyourtable.Flipyourrolecardovertofindyourdiscussionrole.

Yourtablewillengageinamixedrolediscussionofthevideo,pullinginwhatyousawthroughyourrespectiveviewinglenses.

Youwillalsoassumeyourassigneddiscussionroleasdescribedonyourcard.

Usethesoundbytes– they’refun!J


ForDiscussionDirectors,raiseyourhands!Herearethediscussionquestions:• Whatisthisteacher’sapproachtodifferentiation?• Howeffectiveisit?Whydoyousayso?• Whatkindofpreparationwouldit“take”tomovetowardthiskindofclassroom?

©2016DOUBET &HOCKETT ©2016BYDOUBET&HOCKETT

GroupsfortheDay


JenniferTrish

Desksareinhomeseatingarrangementat

beginning.Studentsmovethemto

stationformation.


KathyBerry- KindergartenGroups

Tasksdisplayedatthefrontoftheroom

StudentPicturesUsedtoindicatewhichgroupstudentsarein

MeetingRugStudentsmeethere

betweeneachrotationtoairquestionsandclarifications


Board

Disp

lays

Groups

Word Work(Book)

Kathy

Com

pute

r Sta

tion Patterns, Blocks,

Graphing

MeetingRug

Para-Professional

Sewing (Fine Motor)

Empty

Art Table



LearningStations• A structureformanagingsimultaneousinstruction,learningactivities,and/ortasks.

• Stationscanbeusedtointroducetopicsorconcepts,provideexperiencewithorreviewmaterial,orpracticeorreinforceideasandskills.

Book:pp.280-281

Readiness Interest LearningProfile

Teacherscandifferentiateaccordingtostudent

whenthegoal

is

AcademicGrowth Motivation Efficiency

whenthegoal

is

whenthegoal

is

BasedonTomlinson,2014159

OneStudent’sPlea

“Please,please,pleasetrytojustshakeitupsometimes.Giveusavarietyofworkandactivitiesanddon’tjuststicktothesametypeoflessoneveryday.”

AnnualStudentSurveyofAcademicExperience,AuthenticEducation,HopewellNJ

FlexibleGrouping

BLUEBIRDSBUZZARDSWOMBATS

WhatisFlexibleGrouping?•Studentsconsistentlyworkinginavariety ofgroups…•…basedondifferentelementsoftheirlearning…•…andbothhomogeneousandheterogeneous inregardtothoseelements.

Tomlinson (2003) Fulfilling the Promise of the Differentiated Classroom.

InterestandLearningProfilePROVIDINGSTUDENTSWITHCHOICESTODEMONSTRATEGRASPOFLEARNINGGOALS(HOW-TO-S,TEMPLATES,ANDEXAMPLES).


Motivation Occurswhenwehaveakinshipwith...Interestin...

Passionforwhatweareattemptingtolearn.

Interest

Piaget,1978


Source:Mindshift©2016BYDOUBET&HOCKETT 165

TwoKindsofInterestPERSONALINTERESToInterestsofpersonalvaluethatstudentsbringtotheclassroomoDevelopedovertimeoActivatedinternallyoBeyondtheteacher’scontroloArisesinpartfromsituationalinterestoImportantfor“holding”students

SITUATIONALINTERESToIntereststhatariseinorfromasituationoSpontaneousor“in-the-moment”oActivatedbytheenvironmentoWithintheteacher’scontroloPrecedespersonalinterestoImportantfor“hooking”students


SometimesChoicesareLowPrep


InterestInquiryGroupsInterestGroups◦Students choosefromthefollowingadoptions:

◦ SportsDrinks◦ HairProducts◦ GameSystems◦ Phones

◦ Inpairsorgroupsof3withotherswhochosesameoption,studentsanalyzetheadsfortechniquesused,strengthsandweaknesses,andrecommendationsforimprovement.

©2016BYDOUBET&HOCKETT 168 169From Doubet & Hockett (2017). Differentiation in the Elementary Grades: Strategies to


Interest ProblemText

TraditionalAsampleoftenmiddleschoolstudentswasaskedtocountthenumberofwritingutensilsthat

theyown.Theirresponsesarerepresentedinthefollowingsetofnumbers:

5,4,2,10,6,14,8,5,1,8

• Whatisaverageofthesetnumbers?

• Whatisthemedianofthesetofnumbers?

• Createa“five-numbersummary”ofthedataanddisplayitinboxplotformat

• Whatpatternsdoyouseeinthedata?

VideoGames

Asampleoftenmiddleschoolstudentsthatplayvideogameswasaskedhowmanyhoursthey

spendplayingeachweek.Theirresponsesarerepresentedinthefollowingsetofnumbers:

5,4,2,10,6,14,8,5,1,8

[samequestionsastraditionalproblem]

SocialMedia

AsampleoftenmiddleschoolstudentsthatuseFacebookwasaskedhowmanystatusupdates

theyposteachweek.Theirresponsesarerepresentedinthefollowingsetofnumbers:

5,4,2,10,6,14,8,5,1,8


Sports Thegirl’sbasketballcoachwasfrustratedwiththeamountofplayersfoulingout.Forthenextfive

games,thecoachkeptarecordofeverytimeaplayercommittedafoul.Thenumbersbelow

representeachplayer’stotalamountoffoulsoverafive-gameperiod.

5,4,2,10,6,14,8,5,1,8


AdjustingAlgebraProblemstoAppealtoStudentInterest

FromCarbaugh,E.M.&Doubet,K.J.(2016).Thedifferentiatedflippedclassroom.ThousandOaks,CA:CorwinPress.170

InterestPrompts



DOUBET&HOCKETT(OCTOBER,2016)THEICINGORTHECAKE.EDUCATIONALLEADERSHIP.ASCD

172 173DOUBET&HOCKETT(OCTOBER,2016)THEICINGORTHECAKE.

EDUCATIONALLEADERSHIP.ASCD

SomeChoicestakeMoreTimetoPrepare


Tri-Mind• ASTRATEGYFOR

DESIGNINGINSTRUCTIONALTASKSANDASSESSMENTSTHATCONTAINANALYTICAL,PRACTICAL,ANDCREATIVEELEMENTS

• WE’LLEXPLORETHISSTRATEGYINMOREDETAILLATERONINTHEYEAR


Book:pp. 216-222


DifferentiationintheElementaryGrades:StrategiestoEngageandEquipAllLearners.ASCD. 177FromDoubet&Hockett(2015)

DifferentiationinMiddleandHighSchool:StrategiestoEngageAllLearners.ASCD.

ThePROFILER• AFRAMEWORKFORDEVELOPINGASSIGNMENTCHOICES

GEAREDTOWARDVARIOUSMULTIPLE INTELLIGENCEPREFERENCESREPRESENTED INTHECLASSROOM.

• AWAYOFCONNECTINGSTUDENTSTOTHEWORKINGWORLDASWELLASWITHROLESORAUDIENCESFORTHEIRWORK.


Book:pp.223-231


Quickfire “Band”Task(SampleProfiler)

Createabandthatconformstothephilosophicaltenetsofthebeliefsystemassignedtoyourgroup(eitherConfucianismorLegalism).Therearefourtaskstocomplete.Dividetheseamongyourselves.Youmaycompletethemindividually,butyourworkshouldmakesenseasawhole.AlbumProducer

Choosemusicgenreforband.Createfoursongtitlesforthealbum thatrepresentthebeliefsystemyouwereassigned.[Logical]

CoverArtist

CreateaCDcover.Usewordsandimagestorepresentthebeliefsystemyou’vebeenassigned.[Visual-Spatial]

Lyricist

Write(andperform?)ashortsong orrap.Thelyricsmustrepresentthebeliefsystemyou’vebeenassigned.[Musical-Rhythmic]

MusicCritic

Writeareviewofthebandanditsalbum.Besuretoincludehow (andhowwell)thealbumrepresentsthebeliefsystemyou’vebeenassigned.[Verbal-Linguistic]

ChadPrather

LEARNINGMENUSLEARNINGMENUSOUTLINEAVARIETYOFINSTRUCTIONALOPTIONSTARGETEDTOWARDIMPORTANTLEARNINGGOALS.STUDENTSSELECTANDCOMPLETETHEASSIGNMENTOPTIONSTHATMOSTAPPEALTOTHEM.


Book:pp.253-262



RAFT• ASTRATEGYFORCREATINGDIFFERENTIATED

PERFORMANCETASKS,ORIGINALLYDEVELOPEDTOHELPTEACHERSTHINKABOUTANDPLANFORTEACHINGDIFFERENTKINDSOFWRITING(SANTA,1988;BUEHL,2009).

• RAFTISMOTIVATINGBECAUSEITGIVESSTUDENTSCHOICE,APPEALSTOTHEIRINTERESTSANDLEARNINGPROFILES,ANDCANBEADAPTEDTOSTUDENTREADINESSLEVELS


Book:p.118-119

Grammar

Role Audience Format TopicSemi-colon Comma and

conjunction

Blog post using both forms

of punctuation (semi colon

and common/conjunction)

“The two of you

are needy; I

don’t need

anyone but me.”

Comma Conjunction Series of reconciliatory

Facebook posts using both

forms of punctuation (semi

colon and

common/conjunction)

“I can’t do my

sentence-

separation job

without you!”

Semi-colon,

comma, and

conjunction

Middle School

Students

Series of “pop up” or web-

page sponsoring ads – at

least 1 ad from each of the 3

roles. Use all 3 in your ads

“I’m the best for

the job!”

Choose one of the following tasks to show what you understand about sentence combination and the tools used to accomplish that purpose.

Pretendyouarea... ..talkingtoa... ...ina... ...about…

MonarchButterfly Caterpillar Speech Howyouwillchange

Tree Children WrittenStoryWhathappenedtothebutterflyegg

onmyleaf

Teacher Class PictureCards Thelifecycleofthebutterflyinthebook

Singer Egg Song Howyouwillgrowandchange

LifeCyclesSpokenDirections:“Wehavebeenlearningthatalllivingthingschangeincycles.Nowit’stimeforyoutoshowunderstandaboutthelifecycleofabutterfly.Chooseonetaskthatyouthinkyoucandobest.I’llbeheretohelpyouwithyourwork.Let’slookatwhatthechoicesare…”

FromDoubet&Hockett(2017)DifferentiationintheElementaryGrades:StrategiestoEngageandEquipAllLearners.ASCD.

Jigsaw


HomeGroupsTTaskLaunch/Introduction

ExpertGroup ExpertGroup ExpertGroup ExpertGroup

ExpertGroupUnderstandingCheck

HomeGroupSharing/SynthesisTask

Whole-ClassDiscussion

HomeGroupAccountability

IndividualUnderstandingCheckBasedonatemplateinDoubet&Hockett(2015)

CHOICEBOARDSCHOICEBOARDSPRESENTAVARIETYOFINSTRUCTIONALOPTIONSINAVISUALLYAPPEALINGFASHIONRESEMBLINGATIC-TAC-TOEBOARD.STUDENTSSELECTANDCOMPLETETHETHREEASSIGNMENTOPTIONSTHATMOSTAPPEALTOTHEM.


Book:pp.298-305



FlexibleGroupingWAYSTOGROUP

ØLikeReadinessØMixedReadinessØLikeChoiceØMixedChoiceØRandomØStudentChoiceØThroughActivities

STRATEGIESTHATFACILITATEFG

ØEntryPointsØTeaPartyØInterviewModelØFacetoFaceØAnalyticalRoleCardsØJigsawØPlayingCards

FromtheclassroomofJackStephenson,EvanstonTownshipHighSchool(IL)

Eachstudentcreatesanameplateonaindexcard.

Theycomeineachdayandfindoutwheretheyaresitting.

SoHOWwouldyoulogisticallygroupstudentseachday?OneApproach:

AmeliaWorthington– Louisville,KYColoredOrbshangovergroupsofdeskstoenabletheteachertogroupherHSstudentseasily.

Sheoftenhandsthemthecorrectcolorpopsiclestickwhentheyentertosendthemtotheirgroups.

Theyrecordanswersonthewhiteboardusingcorrespondingcoloredmarkers

Shecanalsocallongroupsrandomlyusingthecoloredpopsiclesticksl

IndexCardswithcolor-codednames–TapedorinClearPhotoFrames

FlexibleGroupingmade

manageableatMamaroneckHighSchoolinNewYork

PhotoCred:JessicaHockett

ColoredNumbersonDesks=

3QuickwaystoGroup

MelissaLeider– ChallengerMS,ColoradoSprings

DOUBET&HOCKETT(2017)

ThinkaboutalltheStrategies

we’veexaminedtoday.

Pickone asyourfocusfor

thisfinalprocessingstrategy.

Hmmm…

ThinkDotsp.151-158Insmallgroupsyouwilltaketurnsrollingadie.Thenumberyourollwillbeyour“expert”number– writeyournameinthespacenexttothecorresponding“expert”numberonyourgraphicorganizerandthecorrespondingtitleofyourtask(onthecards).Writeyourteammembersnamesandtitles,too.

Youareresponsibleforconsideringandrecordingsomethoughtsonyourgraphicorganizerforyour“expert”task(usingthestrategyyouselected).

Afteryou’vehadtimetoformulateyourresponse,reportbacktoyouroriginalgroup.Share,inorder,yourresponses.Youshouldtakenotesonyourgraphicorganizer;you’llneedthosenotestocompletethefollow-upassignment/review/report

ThinkDots©KayBrimijoin

ExplainHowisyourstrategyconnectedtostudent

engagementandsuccess?Whatparticularaspectsofthestrategymakeit

“work”?

InterpretHowwouldyouexplainyourstrategytoan

audienceofparents?Howcouldyoucommunicatewhatitisandwhyyou

useit?.

ApplyWhatisitaboutyour

strategythatwillpreparestudentsfortheirfuture(jobs,school,family,

etc.)?

HavePerspectiveWhatmightateacherneedtodo(intermsof

instruction,management,etc.)topreparestudentstouseyourstrategy

effectively?

EmpathizeDiscussyourstrategy

fromthepoint-of-viewofastudentwhomightnotenjoyit.Whatmightbetheirmainpointsof

contention?

Self-ReflectWhatdon’t you

understandaboutusingthisstrategy?ORHowhasyourunderstandingofthisstrategychanged

sinceusingit?

Thinking About Your Strategy

Based on Wiggins & McTighe�s Six Facets of Understanding

Community-Building Think DotsIf you could have any career in the world, what would it be and why?

What�s your favorite place to travel? What new destinations would you like to explore?

If you could invite any 3 people –living or dead –to dinner, who would they be and why?

You have been banished to a desert island and can bring only 3 items. What will you bring? Why?

If you could trade places with a celebrity (for a day), who would it be? Explain?

You won a million dollars! Give a detailed breakdown of what you�ll do with the money.


Bandwagon TimeCrunch GlitteringGenerality

SnobAppeal CardStacking RedHerring

Propaganda TechniquesDirections:

• In home groups of six, students 1) develop an idea for persuasive purpose on

which their group will focus (e.g., donating money to ______, going green,

wearing pink on Wednesdays), and 2) role the die to determine the propaganda

technique each group member will adopt

• Students move to expert groups where they review the definition and examples of

their “rolled” technique. Students then craft arguments for their home group’s

purpose using that technique, checking their work with their expert group mates

• Experts return to home groups and share.

• Home group composes a persuasive piece incorporating all six techniques




Solvethisproblem.Whatwaseasyaboutit?

Notsoeasy?

Createandsolveaproblemsimilartothis

problem.

What�sonequestionsomeoneshouldask

themselveswhentheyfirstlookatthisproblem?

What�samistakethatsomeonemightmakein

tryingtosolvethisproblem?Whymighttheymake

thatmistake?

Whatmathematicalconceptsor

terms/vocabularydoesthisproblemshow?Bespecific!

Writeastep-by-stepsetofdirectionsthattellssomeonewhowasabsenttodayhowto

solvethisproblem.

EQUATION THINK DOTS• The teacher can write one problem on the board for everyone to use (undifferentiated)

• The teacher can give a different problem to each small group, or write different

problems on the backside of each card, differentiated for each group (should use

formative assessment evidence to decide on different problems).

• Can be used as sense-making after the intro of a new concept/problem type, as a

review, or as part of a homework check.


ORIGINSWhoproducedthissource?Whendidhe/she/theyproduceit?Howdoyouknow?

PURPOSEWhyorhowwasthissourceproduced?Howdoyouknow?

TIME&PLACEIdentifyandexplaintwoormorethingsthatthesourcetellsyouaboutlifeinthetimeand/orplaceitwaswritten.

CONNECTIONSInwhatwayscouldthissourcehelpyouorsomeoneelsebetterunderstandrecentorcurrenteventsinourcity,country,culture,orworld?

SOURCEAPPEAL

Besidesahistorian,whoelsemightbeinterestedinthissource,andwhy?

MISSINGPIECESWritetwoquestionstotheauthor/creatorthatareleftunansweredbythissource.Then,offerpossibilitiesforwhere&howyoumightfindtheanswers.

Historical Document Analysis (Tier 1)


ORIGINSDidtheauthor(s)/creator(s)ofthissourcehavefirsthandorsecondhandinformationaboutthetopic,event,etc.?Howdoyouknow?

PURPOSEWhatevidenceinthissourcehelpsyouknowwhyitwasproduced,andforwhataudienceitwasproduced?Quoteorciteevidencefromthesource.

TIME&PLACEWhatevidenceinthesourcesuggeststhatitis and/or isnotrepresentativeoftheideals,thinking,controversies,orotheraspectsofthetimeandplaceinwhichitwascreated?

CONNECTIONSInwhatwayscouldthissourcehelpyouorsomeoneelsebetterunderstandotherhistoricaleventsorperspectives?

SOURCEAPPEALWhomighthavebeeninterestedinthissource

atthetimeitwaswritten,andwhy?

MISSINGPIECESWhatquestion(s)abouttheeventsorpeopledescribed/depictedinthissourceareleftunanswered,butmightbe“answered”inanotherprimaryorsecondarysource?Identifythequestionsandthesources;defendyourthinking.

Historical Document Analysis (Tier 2)



DifferentiationintheElementaryGrades:StrategiestoEngageandEquipAllLearners.ASCD. 205FromDoubet&Hockett(2017)


• AVERSATILEINTERACTIVESTRATEGYFORENGAGINGSTUDENTSINSMALL-GROUPDISCUSSIONANDSENSE-MAKING.

• THEYCANALSOBEDIFFERENTIATED(DIFFERENTLEVELSOFQUESTIONS)

ThinkDots

Book:pp.151-157What’sYourPlan?

◦4FormativeAssessments I’lluse:◦3 InteractiveStrategies I’llattempt:◦2ResponsestoFAI’llincorporate◦1FlexibleGroupingStrategyI’lltry:


MostStrategiesandExamplesfrom…


Availableatwww.KristinaDoubet.com

YourTaskInstructionsüYoumaychoosefromthefollowing“self-study”Padlets:

qElementaryManagement(AllTopics)– K-4qGroup-WorkGuru(Logistics)- Grades5-12qGroupDynamics(PeerRelationships)– Grades5-12qMakingtheMostofTIME!!– Grades5-12

üOnceyoudecidewhichtopicyoulikemost,headtothatsiteviatheQRcodeorthewebsiteonthehandout

üYouwillfindblogposts,videos,andotherstrategiesonyourPadlet.Putyourearbudsinifyouwanttowatchthevideos

üTakeabout10-15minutestolookoverthematerialsonthesiteandbereadyto”ideashare”withthosewhostudieddifferentPadlets.

ElementaryManagement(K-4)http://padlet.com/doubetkj/ElementaryManagement


• Followtheinstructionsonthescreen.Youwillread,watch,andexaminematerials…andthenreportyourfindingstothosewhocompeteddifferentPadlets.

GroupWorkGuru(Logistics)– 5-12

http://padlet.com/doubetkj/groupwork



MakingtheMostofTIME- 5-12http://padlet.com/doubetkj/TIME



GroupDynamics/PeerRelationships– 5-12

http://padlet.com/doubetkj/community



latb doubet differentiation 12.5.17 handout...2017/12/05 · historical fact vs. fiction option 1...

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