Social StudiesDay 5Interventions and Differentiation

World FocusDr. Bill Cranshaw, Social Studies Program Manager

•NOT AGE OR EXPERIENCE RELATED!

Changing our pedagogy

Day 5 Overview

•PLU discussion•Updates from Systems•Social Studies DOE Updates•Brief review days 1-4•Intervention Pyramid•Differentiation in Social Studies

Group Norms and HousekeepingGroup Norms:• Ask questions

▫ When they occur▫ Are no dumb questions

• Work toward solutions▫ Generally there are no

right answers▫ There is no state list of

official concepts, tasks, or correct units

• Honor confidentiality▫ Discussions remain in

training room

Housekeeping:• Parking Lot

▫ Questions▫ Concerns▫ Needs▫ Use yellow stickies

• Phone calls▫ Please restrict to

emergencies• Restrooms

▫ Use as needed

Professional Learning Units (PLUs)

•Local systems award PLUs▫MUST bring form to sign FROM SYSTEM▫DOE does not provide PLU forms

•Trainer will ONLY sign forms at end of day ▫If you need to leave early for any reason, trainer will only

sign for time you were actually in training

•CANNOT sign forms retroactively

•All information was in training letter that went to systems on June 13th, 2007.

Group Discussion: Local System Updates•Take a few minutes to introduce yourself and

get to know the teachers at your table.•Share with your group:

▫How did your system handle GPS training last year? Are there plans to change this year?

▫What organization is your system using for the curriculum (locally developed, DOE, other)? i.e., curriculum map, pacing, tasks, etc.

•Please complete the survey on pg. 27

7

Online Training•Available through

www.georgiastandards.org•At no cost to systems•Click on “Training” in the top right corner•Essentially follows the state face to face

training that you are receiving today▫Intended to be a supplement to face to face

training, NOT A SUBSTITUTE▫If you choose to use this option, you will

become the on-line facilitator Feedback and follow up with participants very

important

Day 6•EXTREMELY important that you bring

student work samples

•Should be from a culminating performance task

•Will work better if you have multiple samples

•Written work is easiest logistically, but it does not have to be written

DOE Updates

DOE GPS Updates•6-8th Grade, World Geography, American

Government/Civics, Economics, World History, United States History are ALL GPS

•Tests have been developed and aligned with GPS

•CRCT and EOCT are purely based on GPS material

•GHSGT will be dually aligned•Will be converting 2 electives to GPS•Adding more tasks•Developing interventions for tasks

DOE GPS Updates: Frameworks•Several units posted for each GPS course

6-12

•Remaining units in development and will be posted by end of semester

•www.georgiastandards.org

•Click on “Social Studies” and click on “frameworks”

What’s In A Framework?•Essentially, everything that was discussed

last year in training•All courses have a curriculum map,

consistent themes and enduring understandings (even through different grade levels), balanced assessment plan, and a sample performance task with rubric and resources

•Sample units are on page 28 and 35 of your Facilitator’s Guide

Graduation Rule• Old Rule

▫ Different diplomas and requirements (CP or TC)

▫ 22 or 24 credits, if want with distinction

▫ Social Studies US History 1 World Area Studies 1

(CP World History required)

American Gov’t ½ Econ ½

• New Rule▫ Single diploma with

single set of requirements

▫ 23 units all students

▫ Social Studies US History 1 World History 1 American Gov’t ½ Econ ½ May teach AG and Ec for

1 unit of credit.

•US History and Econ ▫No plans at present to add any more

•Are completely based on the GPS•Study guides

▫Only QCC are posted, DO NOT use!!▫GPS are being developed, but not finished

•Content Descriptions▫Are complete and posted for Social Studies

•Econ EOCT▫Mid-semester administration grades in Dec▫Insufficient data to set standards until Dec.

EOCTs

EOCT Domain Percentages

Standards 1-5

Standards 6-10

Standards 11-14

Standards 15-20

Standards 21-25

GHSGT

•Domains▫US History to 1865 (26%)▫US History from 1865 (25%)▫World History (18%)▫American Government (18%)▫World Geography (13%)

•Core Skills are gone▫Are to be taught in context▫Will be assessed as applicable to the

content▫Will not be reported separately

•Developed Unit 1▫Explains the importance of teaching

Enduring Understandings at the beginning of the course

▫Shows actual classroom instruction •Plans

▫Videos demonstrating content unit instruction

▫Production early next year

Social Studies Training Videos

Review of Days 1-4

Standards Based Education Model

GPS

GPS

(one or more)

StandardsElements

(one or more)

StandardsElements

Stage 1Identify Desired Results

(Big Ideas) Enduring Understandings Essential Questions

Skills and Knowledge

Stage 1Identify Desired Results

(Big Ideas) Enduring Understandings Essential Questions

Skills and Knowledge

All above, plusTasksStudent WorkTeacher Commentary

All above, plusTasksStudent WorkTeacher Commentary

Stage 2Determine Acceptable Evidence(Design Balanced Assessments)

(To assess student progress toward desired results)

Stage 2Determine Acceptable Evidence(Design Balanced Assessments)

(To assess student progress toward desired results)

Stage 3Plan Learning Experiences and

Instruction

(to support student success on assessments, leading to desired results)

Stage 3Plan Learning Experiences and

Instruction

(to support student success on assessments, leading to desired results)

All aboveAll above

Importance of conceptual teaching•Important to give students the BIG ideas

and enduring understandings at the beginning so they can organize new knowledge

•Must teach them initially and continually use throughout the course

•Every lesson should reinforce a concept/enduring understanding

•EUs must be consistent in a course

Group Discussion: Concepts in your classroom.

•How are you implementing conceptual teaching this year?

•What concepts are you using?•How are you ensuring student understanding?

•What techniques/strategies have you tried to help students organize the knowledge?

•Please prepare to share any helpful information with the group.

Pyramid of Interventions

The Pyramid of Interventions

•Focuses on 3 questions:▫Are students learning?▫How do we know that they are learning?

▫What are we prepared to do when they do not learn?

•The idea is to not wait until students have large gaps in their learning that are almost too great to overcome.

•Pro-active vs. re-active

Tier 1: Standards Based Classroom Learning

•Should be happening for ALL students in ALL classrooms

•Basic implementation of GPS through a standards based approach using best practices

•For Social Studies, this means conceptual teaching, varied assessments, and measuring understanding through performance tasks.

Tier 2: Needs Based Learning•Begins to answer the question: “What are we

prepared to do when they do not learn?”•Pro-active measures that address known

trouble areas OR known “easier” areas for higher ability students.

•The same student may fall in both categories as the year progresses!

For students having difficulty• More time on trouble areas• Pre-planned tutoring• Pre-planned review material for students that have problems in certain areas

For students “ahead of schedule”• Planned enrichment activity• Prepared modified curriculum• Student led tutoring or student led teaching

Social Studies Example•Identified trouble area: Analyzing Primary

Source Documents

•Major Issue: Reading level, analytical thinking

•Trouble for: ESOL, sub-level readers, linear thinkers

•Easy for: High level readers, critical thinkers

Social Studies ExampleTier 2 Intervention ideas

•Have shorter versions for lower readers focusing more on major ideas.

•Pair students high/low for help•Have “modern day” versions prepared•Have high end students work alone and have a

back-up assignment for enrichment ready to go

Tier 3: Student Support Team Driven Instruction

•This is where students begin being referred to specialized teams (SST).

•More individualized instruction•May have completely different

assessments•Different from tier 2 in terms of specificity

and individualization•Typically includes a system-level plan

Tier 4: Specially Designed Instruction•Should be the fewest number of students• If tiers 1-3 are used effectively, fewer students

will require this level•Gifted Ed or Special Ed self-contained classes

are an example•Tier 4 can take place in the general ed

classroom as well.•Takes tier 2 to a much larger level•DOES NOT MEAN CHANGING

CURRICULUM!!!!▫All students are expected to meet standards

Developing tier 2 interventions

•Select 2 areas in your course that cause instructional problems except READING.

•On a piece of chart paper write the following:▫The area that causes problems.▫Identify the specific difficulty (i.e. reading level)▫AT LEAST 2 interventions you use/could use to

solve that problem.•Repeat those bullets for BOTH areas of concern

you choose. Look at the entire curriculum, not just what you are currently teaching.

•Example on page 43.

Differentiation Strategies

Group Activity: Define differentiation.

•In your group define the word “differentiation”.

•Prepare it as though you were about to explain it to a group of non-teachers.

•Share with the large group.

What is Differentiation?Differentiation can be defined as a way of teaching in which teachers proactively modify curriculum, teaching methods, resources, learning activities, and student products to address the needs of individual students and/or small groups of students to maximize the learning opportunity for each student in the classroom.

--Facilitator’s Guide for At Work in the Differentiated Classroom, 103.

What is Differentiation?•Differentiation adapts what we teach, how

we teach to the ways students learn, and how students show what they have learned based on the readiness levels, interests, and preferred learning modes of students.

•Differentiation is classroom practice that looks eyeball to eyeball with the reality that kids differ, and the most effective teachers do whatever it takes to hook the whole range of kids on learning.

--Facilitator’s Guide for At Work in the Differentiated Classroom, 103, 113.

Essential Principles of Differentiation

1. Good Curriculum Comes First2. All Tasks Should Be Respectful of the

Learner3. When in Doubt, Teach Up4. Use Flexible Grouping5. Become an Assessment Junkie6. Grade for Growth

--Tomlinson & Eidson, Differentiation in Practice, Grades 5-9, 13-15.

Why Do We Differentiate?

The key reasons for differentiating the learning experience are:

access to learning motivation to learn efficiency of learning

--Tomlinson, The Differentiated Classroom

Access to Learning

Students cannot learn that which is inaccessible because they don’t understand.

--Tomlinson, The Differentiated Classroom

Motivation to Learn

•Students cannot learn when they are unmotivated by things far too difficult or things far too easy.

•Students learn more enthusiastically when they are motivated by those things that connect to their interests.

--Tomlinson, The Differentiated Classroom

Efficiency of Learning

•Students learn more efficiently when they have a suitable background of experience.

•Students learn more efficiently when they can acquire information and express understanding through a preferred mode.

--Tomlinson, The Differentiated Classroom

We determine what to differentiate by assessing the

readiness interests

learning profile

of particular students or groups of

students

What Do We Target to Differentiate?

DIFFERENTIATIONDIFFERENTIATION

Content

Learning Environment

Process

Product

HowHow Do We Differentiate? Do We Differentiate?

Differentiating Content (Pg. 45 In FG)

• Ideas, concepts, descriptive information, and facts, rules, and principles that the student needs to learn.

• Content can be differentiated through depth, complexity, novelty, and acceleration.

•DOES NOT MEAN CHANGING THE CURRICULUM!!!!!!!!

Readiness testing

Concept based teaching

Learning Contracts

Multiple and/or supplementary

texts Small group

Learning styles and Multiple Intelligences

Interest based mini lessons

Curriculum compacting

TechnologyVarying rate of learning and complexity

Time Line intervention

Paleo Archaic Woodland Mississippian

Paleo Archaic Woodland Mississippian

8000 BCE

1500 BCE

300 CE

Columbian Exchange

Columbian Ex.

1492 CE

Differentiating Process (Pg. 45 In FG)

• Presentation of content• Learning activities for students• Questions that are asked, • Teaching methods and thinking skills that teachers and students employ to relate, acquire, and assess understanding of content

Student ChoiceTiered

CurriculumCubing

Learning Stations

Similar Readiness Grouping

Mixed Readiness Grouping

Learning Contracts

Choice of Work Arrangement

Anchor Activities

Varied Journal Prompting

Differentiating Products (Pg. 45 In FG)

• Products are the culminating projects and performances that result from instruction.• They ask the student to rehearse, apply, or extend what s/he has learned in a unit. • A product or performance provides the vehicle that allows students to consolidate

learning and communicate ideas.

Tiered products

Student choice

Interest-based investigations

Independent study

Mentors

Differentiating Learning Environment (Pg. 45 In FG)

• The way the classroom looks and/or feels• The types of interaction that occur• The roles and relationships between and among

teachers and students• The expectations for growth and success• The sense of mutual respect, fairness, and safety

present in the classroom.

Class Meetings

Shared Decision Making

Response Journals

Responsibility for Learning

Established Protocols

WHY DIFFERENTIATE?

Provide students better ACCESS to informationImprove student MOTIVATIONUse the most EFFICIENT method of learning

WHAT SHOULD I TARGET WITH

DIFFERENTIATION?

A student’s READINESS to learn the informationA student’s INTERESTS outside the classroomA student’s LEARNING PROFILE

HOW DO I TARGET READINESS,

INTEREST, and LEARNING PROFILE?

Varying CONTENT by depth, approach, and time allotted (not changing curriculum!)Altering the PROCESS by which students receive informationAllowing for different PRODUCTS that demonstrate understandingChanging the LEARNING ENVIRONMENT at times to allow students more control of their own learning

The Equalizer

Concrete to abstractSimple to complex

Basic to transformationalFewer facets to multi-facetsSmaller leaps to greater leapsMore structured to more open

Less independence to greater independenceSlower to faster

Tomlinson,1995

Group Activity: Differentiation in practice (small groups 3-4).

•In your table groups, analyze the differentiated tasks provided on the Guided Practice handout (Page 48).

•There are three sample tasks/activities and for each one there is a differentiated version.

•Discuss and write what (readiness, interests, learning profile) and how (content, process, product, learning environment) differentiation is taking place.

Group Activity: Differentiation in practice (small groups 3-4).•Using a performance task provided on pages 50-

54) your group will develop intervention strategies.

•You will get four “personality cards” that describe four students; for each student your group will identify appropriate interventions.

•Recreate your table on chart paper and post•THINK ABOUT LESSONS LEADING UP TO

TASK!!!!!!•How does the intervention help the student to demonstrate their understanding of the EU?

Enduring Understandings

•The student will understand that▫6th & 7th & WH & WG (culture):the culture of

a society is the product of the religion, beliefs, customs, traditions, and government of that society.

•WH & WG (location): that location affects a society’s economy, culture, and development.

• WG (HEI): humans, their society, and the environment affect each other.

A True/False Quiz:What Does Differentiated Instruction Look Like?

• Turn to page 61 in your Facilitator’s Guide• Mark each item T if it is TRUE for a differentiated

classroom or F if it is FALSE for a differentiated classroom.

• After you have responded individually, think/pair/square to compare your answers to the others in your table group.

• When you disagree, discuss your various points and attempt to reach consensus.

• Be prepared to share important points with the whole group.

Day 6•EXTREMELY important that you bring

student work samples

•Should be from a culminating performance task

•Will work better if you have multiple samples

•Written work is easiest logistically, but it does not have to be written

Contact Information

• World Focus: (Program Manager)▫Dr. Bill Cranshaw▫wcransha@doe.k12.g

a.us▫404-651-7271

• US Focus: ▫Chris Cannon▫chcannon@doe.k12.g

a.us▫404-657-0313

• 3-5 Focus: (Program Specialist)

Marlo Mong mmong@doe.k12.ga.

us 404-463-5024

• K-2 Focus: Sarah Brown sbrown@doe.k12.ga.

us 404-651-7859