teachers are more likely differentiation in middle modeled
TRANSCRIPT
DifferentiationinMiddle
andHighSchool– Part1KRISTINAJ DOUBET, PH.D. [email protected]
JAMESMADISONUNIVERSITY
INTERNATIONALLEADERS INEDUCATIONPROGRAM
MARCH29, 2017
@KJDoubet
DevelopedwithJessicaHockett,Ph.D.
Today’sApproach
• Teachersaremorelikelytomimicthatwhichhasbeenexplicitlymodeled.
• Examples andexperiences equipteacherstotransferideasandstrategiestotheirownclassrooms.
©2016BYDOUBET &HOCKETT
SO....
...whatISDifferentiation,
really???
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DifferentiationIS…
Makingsureallstudentsgetwhat
theyneedtosucceedand
grow…evenifthatmeansdifferentstudentsgetdifferentwork
Tailoringinstructionto
meetthevaryinglearningneedsofadiversestudent
body.
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Good Differentiation is NOT……just “different.”
©2016BYDOUBET&HOCKETT 6 Tomlinson©2016BYDOUBET&HOCKETT
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DifferentiationisNOT…Aonce-in-a-bluemoon“event”
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DifferentiationisNOT…
Aneverydaynecessity
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
GoodDifferentiationisNOT…
...just“more”vs.just“less”.
.
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GoodDifferentiationisNOT…
Appetizingvs.Unappetizing
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GoodDifferentiationisNOT…
...relegating students to static ability groups
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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 Poem1.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 Poem1.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
18 19
TalkwithanElbowPartner
•Whatwasaffirmedforyou?•Whatsurprisedyou?•Whatchallengedyou?
WorkshopDrivingQuestions
Whatisdifferentiation?Whatareitsfoundationalprinciples?Howcanwediscoverstudentneeds– bothasagroupandasindividuals?Howcanteachersdifferentiateforstudentreadiness,interest,andlearningprofile?Howcanteachersmanagedifferentiationandmakeit“work”?
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YouChoose
Writea“Wikipedia”styledefinitionofdifferentiationthatyoufeelclarifiesitskeyintent,elements,andprinciples— inotherwords,adefinitionthatcouldclarifythinkinginyourschool/classroom.Usethe”seealso”option,ifyou’dlike.
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1. Pick a column2. Think and write silently3. Be ready to share when time is called
• Explaintoateachernewtothefieldwhatdifferentiationisintermsofwhats/hewouldbedoingintheclassroom– andwhy.Theexplanationshouldhelptheteacherdevelopanclearpictureofwhatdifferentiationlookslikeinaction.Youcanwritethemanote,ifyouwant.
• Developametaphor,analogy,orvisualsymbol–evenalogo– thatyouthinkrepresentsandclarifieswhat’simportanttounderstandaboutdifferentiation’skeyintent,elements,andprinciples.
Adapted From Carol Tomlinson, 2006
NextSteps
1. Movetotheareaoftheroomassignedtoyournumber/choice.
2. Inthatareaoftheroom,findapartner.Shareandcompareyourwork.Thenfindanotherpartnerandshareagain.
3. Makesureyoudiscusssimilaritiesandareasofoverlap.
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Directions
4. Wheninstructed,moveintoamixedpairortrio.5. Inturn,sharewhatyourtaskwasandhowyou
responded.Noteareasoveroverlapandareasofdistinction.Payparticularattentiontothecontentofyouranswersratherthanhowyoucommunicatedthatcontent.
6. Returntoyourhometablesandidentifycommonpointsofagreementaboutwhatdifferentiationisandisnot.
7. Now,compareyourthinkingwiththegraphic©2016BYDOUBET&HOCKETT 24
Creative Intelligence
Analytical Intelligence
Practical Intelligence
Triarchic Teaching- Sternberg
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TriMind HistoryPrompts
FromCarbaugh,E.M.&Doubet,K.J.(2016).Thedifferentiatedflippedclassroom.ThousandOaks,CA:CorwinPress.p.76.
Option1Option2Option3
Tri-MindExample– Geometric
Sequences(HeatherWaller)
FromCarbaugh,E.M.&Doubet,K.J.(2016).Thedifferentiatedflippedclassroom.ThousandOaks,CA:CorwinPress.p.76.
Tri-Mind:EvaluatingaScientificArgument/Claim
Dr.JessicaHockett ‘13
AnalyticalThinking Task CreativeThinkingTask PracticalThinkingTask
Useachart,diagram,ortabletodepictandanalyzethestrengthsandweaknessesof[thisauthor’s/scientist’s]scientificclaims,evidence,andreasoning.Includeanexplanationthatreflectsyouranalysisandsupportstheconclusionsyou’redrawing.
Imagineyouare goingtointerview[thisauthor/scientist] onyourradioorTVshowregardingthescientificclaimsandevidenceinthearticleyouread.Generatealistofquestionsthatprobehisclaims,evidence,andreasoning.Explainwhyyouareaskingeachquestion—thatis,whatinorabouttheargumentispromptingyoutoposeeachquestion.
Takeonthevoiceofsomeoneimpacted bythis [author’s/scientist’s]claimandcreatearesponsethateithersupportsorrefutestheclaim.Ineithercase,besuretosituatetheclaiminrealityandprobehisclaims,evidence,andreasoningaccordingly,explainingwhy youaresupportingorchallengingthem.
TriMind Example:CharacterizationDirectandIndirectCharacterizationin“TheNecklace”– RebeccaBunker
Analytical Creative Practical
• Analytical: CompareandcontrasttheprotagonistMathilde Loisel toherhusbandMonsieurLoisel.Describebothofthemusingdirectandindirectcharacterization.Youmustuseexamplesfromthetexttosupportyourresponse.Youmayeitherwriteyourresponseorpresentyourfindingsinadiagram.
• Creative: PretendyouareMonsieurLoisel.HowwouldyoudescribeyourwifeMathilde Loisel?Usedirectandindirectcharacterizationtodescribeher.Youmustuseexamplesfromthetexttosupportyourresponse.Besuretotake onMonsieur’svoiceinyourresponse.
• Practical: Thinkofoneofyourfriends.Describehimorherusingbothdirectandindirectcharacterization.IsyourfriendmoresimilartotheprotagonistMathildeLoisel orherhusbandMonsieurLoisel?Howaretheysimilar?Youmustuseexamplesfromthetexttosupportyourresponse.
• ASTRATEGYFORDESIGNINGINSTRUCTIONAL
TASKSANDASSESSMENTSTHATCONTAIN
ANALYTICAL,PRACTICAL,ANDCREATIVE
ELEMENTS
Tri-Mind
Book:pp. 216-222
Readiness Interest LearningProfile
Teacherscandifferentiateaccordingtostudent
whenthegoal
is
AcademicGrowth Motivation Efficiency
whenthegoal
is
whenthegoal
is
BasedonTomlinson,201431
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.32
Community=Differentiation’sAffectiveFoundation
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SurveySays!
üFormasub-groupof3people.
üAssigneachgroupmembertostudyoneofthetheinventoriesonthefollowingpages§ Page12§ Page13§ Page88
üBereadytosharewhatportions/itemswouldbegoodforyourstudent.
üShareyourimpressionsinturn—andaddyourownideastothoseofyourcolleagues.
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ContentAreaConnections
•Math• FactFacts• PieCharts
•Science:•MyPeriodicTable–TheElementsofMe
•ATopographicalMapofmyLife
•MyPersonalEcosystem
•SocialStudies:•UnearthingMe:MyPrimarySourcesandArtifacts
•ATimelineofmyLife
•LanguageArts:• SoundtrackofmyLife
• PersonalCrest
©2016BYDOUBET&HOCKETT36©2016BYDOUBET&HOCKETT
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InterestPre-Assessment
©2016BYDOUBET&HOCKETT 39
DesignaPieChart toshowwhatyou’reinterestedinMakeatleast5sections;representyourinterestsindecimals,fractions,andpercents.
PieChartstobeusedlatertointroduce
PercentagesandProbability
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JFHMS– 7th Grade
PieChartsusingPaperPlates– Alsoa
Pre-AssessmentonPercentages
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ThisAssessmentisalignedto
Me-Graphs
©2016BYDOUBET&HOCKETT CAT– UVA‘03
•ListitemsonX-axis•Classitems(all)• LowStressitems(all)• Personalchoiceitems(individual)
•Yaxisrepresentsstudent’sskill/comfortlevel•PostGraphsandmakecommentsandgeneralizations•Adaptasyearprogresses
0
1
2
3
4
5
6
7
8
ReadingforFun ReadingforInfo Writing RoomClean Studying BeingaFriend Choice1:Soccer Choice2:Madden
September December
SampleMeGraph- Jake
CommunityisnotjustaboutTeacherandStudent;rather,it’saboutStudentsandtheirPeersBUILDINGCOMMUNITY
©2016BYDOUBET&HOCKETT
Astrategyforengaginglearnersinquickconversationarounddifferentaspectsofatopicorconcept.
Shake‘n’Share
©2016BYDOUBET&HOCKETT
ExplainIt
Explainwhyteaching/leadinginschoolsisharderthanitlooks.
GreetingQuestion:CatsorDogs?
©2016BYDOUBET&HOCKETT
InterpretIt
Howisteachinglikepoppingpopcorn?Whatelseisitlike?
(Makeametaphor.)
GreetingQuestion:SaltyorSweetSnack?
©2016BYDOUBET&HOCKETT
HavePerspectiveOnItGreetingQuestion:iPhoneorAndroid
Discusstheadvantagesofacollaborativeclassroomfromthe
perspectiveofaparentorstudent.
©2016BYDOUBET&HOCKETT
EmpathizeWithIt
Whymightcollaborativeclassroomsbedifficultfor
somestudents?
GreetingQuestion:RainyDays– ThumbsUPorDOWN?
©2016BYDOUBET&HOCKETT
Self-ReflectOnIt
What’sonethingyounowknowaboutmanagingactiveclassroomsthatyouwishyouwould’veknown
onyourfirstday?
GreetingQuestion:DisneyLandorDisneyWorld?
(ORCaliforniaorFlorida)
©2016BYDOUBET &HOCKETT
Shake‘n’SharePrompts:Community-Building
Turn 1:Chooseonewordtodescribeyourweekend.Explainwhyyouchosethisword.
Turn2:What’syourfavorite thingforbreakfast?Whatmakesitthebestthingforbreakfast,inyouropinion?
Turn3:Howisschoollikeashoppingmall?Whatelseisitlike?
Turn4:“Idon’tknowknowhowto___________,butIthinkitwouldbecooltolearnto_______because….”
Turn5:Whatthreethingsdoyouwishyouhadknownabout[lastyear’sgradelevel]thatyouknownow?
Turn6:What’sonethingyouwoulddoto improvethephysicalenvironmentofthisclassroom?
©2016BYDOUBET &HOCKETT
Shake‘n’SharePrompts:ScienceReviewExplain
Explainwhatacellisandhowitworks.Usethewordsbalance,system,structure,andfunctionifyoucan.
InterpretHowisacell likeacar?Whatelseisitlike?
ApplyWhatwouldhappentootherstructuresinacell ifthenucleusstoppedworking?Bespecific!
HavePerspectiveOnHowandwhyareplantandanimalcellssimilaranddifferent?
EmpathizePutyourselfintheshoesofacellmembrane.Whatwouldyou“letin”?Notletin?Why?
Self-ReflectHowcouldyoubestshowwhatyouunderstandaboutcell transport?
BasedonWiggins&McTighe’s SixFacetsofUnderstanding©2016BYDOUBET&HOCKETT
Astrategyforengaginglearnersinquickconversationarounddifferentaspectsofatopicorconcept.
Shake‘n’Share
Discusshowyoumightusethisinyourclassroom.
Whatarethebenefits?
FastFacts!
4-(i4)wordstodescribeyou
2+(2-3)+4ofyourfavoriteactivitiesoutsideofschool
80+1thingsyouplantodoafterhigh
school
300x10-2 ofyourfavoritebooks
!(1) Usetheindexcardstoprovidethefollowinginformationaboutyourself:
(2)Next,inyourquad,compareyouranswersthenumbersolutionsforeachprompt.Makeanynecessaryrevisions.
(3)Asagroup,createafour-wayVennDiagramthatdepictsthesimilaritiesanddifferencesamongyou.(Rememberthatyourcardsarea“hands-on”tool!)
AliCurwin
54©2016BYDOUBET ©2016BYDOUBET&HOCKETT 55AliCurwin
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
WorkshopDrivingQuestions
Whatisdifferentiation?Whatareitsfoundationalprinciples?Howcanwediscoverstudentneeds– bothasagroupandasindividuals?Howcanteachersdifferentiateforstudentreadiness,interest,andlearningprofile?Howcanteachersmanagedifferentiationandmakeit“work”?
©2016BYDOUBET&HOCKETT 59
Interaction=Differentiation’sSocialFoundation
©2016BYDOUBET&HOCKETT 60
• You’llformgroupsaccordingtothecolorofyourcard.
• Meetinthecorrespondingareaoftheroom.• Staystandingwhenyougetthere!
Frontoftheroom
Blue Pink
PurpleOrange Green
©2016BYDOUBET&HOCKETT
TeaParty
TeaParty
•You’llhave30-45secondstosharewhat’sonyourcardsandmakepredictions,askquestions,etc.•Whentimeiscalled,pairupwithanewgroupmember(same-coloredcard)andrepeattheprocessuntilnotified.•Makesureyoureferencethepreviouscard(s)you’veseenineachnewgrouping/discussion•Returntoyourtablewhentimeiscalled.
©2016BYDOUBET&HOCKETT 62
TeaParty:WeThink…
Asasmallgroup,writeabrief“Wethink”statement thatpredictswhatthearticlemightbeaboutandwhy.“Wethinkthisarticleisabout…
because…
©2016BYDOUBET&HOCKETT 63
ReadtheArticle
Asyouread,usetheseLogographicCues:◦� =Iknewthat!◦� =Importantinformation/statistic/quote◦? =DebatableorQuestionableidea◦! =Interesting...Iwanttoexplorethis◦ further
After youread:• Goback andunderlinethephrasesfromthecolored
cards.• Whatdidyoupredictedcorrectly?Whatsurprised
you?• Bereadytodiscusswithyourgroup.
©2016BYDOUBET&HOCKETT64
Discussion
Connections:Whatconnectionsdoyoudrawbetweenthisstudy/articleandyourownlifeorlearning?
àß Challenge:Whatideas,positions,orassumptionsdoyouwanttochallengeorarguewithinthestudy/article?
Ο Concepts:Whatkeyconceptsorideasdoyouthinkareimportantandworthholdingontofromthestudy/article?
Δ Changes:Whatchangesinattitudes,thinking,oractionaresuggestedorreflectedbythestudy/article, formiddleandhighschoolteachers?
MakingThinkingVisible(2011),Ritchhart,Church,andMorrison©2016BYDOUBET&HOCKETT
65
1. Make aclaimandexplain yourrationale.Saywhatyouthink,andwhy.
ThemostimportantthingIlearnedtodayis__________Because:_________________[
2.Addorsupportingevidencefortheclaim. Readyourpeer’sclaim.Inthisbox,addsomethingthatwouldsupport thatclaimormakeitstronger.
Pretendtoagreeandaddmoreevidence/support
3.Makea counter-claimorprovideevidencethatchallengestheclaim. Inthisbox,make aclaimorprovideevidencethatarguesagainstwhatiswritteninboxes1and2.
Iseeyourpointbut_____________
Haveyouconsidered___________
4.Add your“twocents.” Readwhatiswritteninthethreeboxes.Addyouropinionandyourreasoninginthisbox.
Closehoweveryouwouldliketo.
©2016BYDOUBET&HOCKETT66
1. Make aclaimandexplain yourrationale.Saywhatyouthink,andwhy.
Themostpowerful/importantportionofthistextis__________Because:_________________[explaintheidea’svirtues]
2.Addorsupportingevidencefortheclaim. Readyourpeer’sclaim.Inthisbox,addsomethingthatwouldsupport thatclaimormakeitstronger.
Youcanincludeyourownideasand/orcitethosefromthereadings.
3.Makea counter-claimorprovideevidencethatchallengestheclaim. Inthisbox,make aclaimorprovideevidencethatarguesagainstwhatiswritteninboxes1and2.
Youcanpointoutweaknessesintheportionorsuggeststrengthsofadifferentportion.Includeyourownideasand/orcitethosefromthereadings.
4.Add your“twocents.” Readwhatiswritteninthethreeboxes.Addyouropinionandyourreasoninginthisbox.
Youcanincludeyourownideasand/orcitethosefromthereadings.
©2016BYDOUBET&HOCKETT67
1.Solve theproblemandshowhowyousolvedit.
2.Check thesolution.ReviewtheprocessandsolutioninBox1.Givetworeasonsyouthinkitiscorrectorincorrect.
3. Provideanotherwayofsolvingtheproblem. Solvethisprobleminawaythat’sdifferentfromtheprocessusedinBox1.
4.Detect errorsandmisconceptions. NoteanyerrorsormisconceptionsyouseeinBoxes1,2,or3.Ifyoudon’tseeany,explainwhyyouagreewithwhatiswritten.
©2016BYDOUBET&HOCKETT 68
Now…§ Readwhatwaswrittenyourownpaper.
§ Inyourgroup,identifythe2-3strongestargumentsorpoints.(Itdoesn’tmatterwhowrotethem.)
©2016BYDOUBET&HOCKETT 69
LOGOGRAPHICCUESASTRATEGYDEVELOPEDBYKYLENE BEERS(2002) IN
WHICHSTUDENTSCOMEUPWITHVISUALSYMBOLS,
ORLOGOGRAPHS, TOSERVEASSIGNPOSTS INTHEIRREADINGTHATALERTTHEMTOIMPORTANTASPECTS
OFTHETEXTORNARRATIVE.
©2016BYDOUBET&HOCKETT 70
Book:p.118-119
ASTRATEGYTHATINVITESSTUDENTSTO
ENGAGEWITHORSTUDYSMALLPIECESOFA
TEXTTHEY’LLBEREADINGTOBUILD
INTERESTINWITHANDMAKEPREDICTIONS
ABOUTTHETEXT(BEERS,2002)
TeaParty(a.k.a.PuzzlePieces)
Book:p.96
©2016BYDOUBET&HOCKETT 71
DebateTeamcarouselASKSSTUDENTSTOENGAGEINTHEPROCESS
OFCLAIM/COUNTERCLAIMWITHEVIDENCE
(INCLUDINGTEXTUALSUPPORT);ALL
STUDENTSBOTH“TALK”AND“LISTEN”
Book:pp.132-134
©2016BYDOUBET&HOCKETT 72
Adifferentiatedclassroomisfirstaninteractiveclassroom.
©2016BYDOUBET&HOCKETT