Your SlideShare is downloading. ×
0
Foundations and Applications of Differentiating Instruction: Competencies Four and Five Session 5 Learning Contracts Found...
The Simple Truths of Appreciation Foundations and Applications of Differentiating Instruction: Competencies Four and Five ...
The Human Brain Foundations and Applications of Differentiating Instruction: Competencies Four and Five S3 -
Session 8 - Outcomes <ul><li>Knowledge </li></ul><ul><li>Participants will be able to: </li></ul><ul><ul><li>Analyze diffe...
<ul><li>&quot;What is desired is that the teacher cease being lecturer, satisfied with transmitting ready made solutions; ...
Assumptions About Differentiation <ul><li>Review the list briefly in groups. </li></ul><ul><li>In your groups, discuss the...
Learning Contracts Foundations and Applications of Differentiating Instruction: Competencies Four and Five S3 -  <ul><li>R...
What are learning contracts? <ul><li>A learning contract is a working agreement between student and teacher concerning how...
Continuum of Learner Satisfaction and Success <ul><li>Learner success and satisfaction are key to student motivation and t...
Video – Learning Contracts <ul><li>Look for components of contracts and their general purpose </li></ul><ul><li>Be attenti...
Discussion Questions After Viewing Video <ul><li>What are the elements in designing and using a learning contract effectiv...
Analyzing Learning Contracts in a Differentiated Classroom Foundations and Applications of Differentiating Instruction: Co...
Reviewing Learning Contract Plans <ul><li>Learning Goals </li></ul><ul><li>Preassessment Plans </li></ul><ul><li>Tasks </l...
Upcoming SlideShare
Loading in...5
×

Session 5

665

Published on

0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total Views
665
On Slideshare
0
From Embeds
0
Number of Embeds
0
Actions
Shares
0
Downloads
30
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide
  • We don’t have all the answers, but we must believe that we are trying our best to prepare our students for the future and that is of us is making a difference in the lives of our students.
  • This session provides an overview of learning contracts and the rationale that supports their use. Participants will: Explore how learning contracts can be used for the purpose of differentiating instruction for academically diverse learners. Explore the nature of a differentiated classroom and the thinking of the teacher in a classroom about her learners, their needs, and the plans she makes to address those needs. Have time to develop plans for using a learning contract in their own classrooms.
  • Our work as teachers always reflects certain assumptions about teaching and learning – whether those assumptions are spoken or unspoken. Handout 1 presents some of the assumptions behind the video they will see.
  • Activity 1 – Reading Topic: What are learning contracts? Bring a stopwatch and time the one minute chat. Mind Streaming also works effectively as a post reading/listening strategy in which students do one minute paired retellings of what they have learned from a reading assignment, video or lecture. Do a sweep and ask for points of interest. The comments can be put on chart paper by co presenter if time permits. Have participants read article.
  • Activity 2 – Handout 4 Ask participants to read the case studies and answer the accompanying questions. Have participants work on this assignment alone because it relates specifically to their teaching setting. Ask for five volunteers to represent William, Melinda, Javier, Tracy, and Devon. Ask participants to assume that the continuum stretches across the room from left (very low satisfaction and success) to right (very high satisfaction and success). One at a time, ask the five volunteers to come to the front of the room and hold the name tags that identifies which case study he will represent. Ask for a group member to tell the case study representative where to stand on the continuum (for example, about one-third of the way toward the center of the room from the left) based on where she thinks the student would place himself and to give a reason for the placement. If others in the audience would place the student differently (and that should be the case), ask for each “new placement” and reasoning, and ask the case study representative to move accordingly. Ask the case study representative to place the card on the board at the point where most participants seem to agree the student would place himself in terms of school satisfaction and success. Activity 3 – Handout 5 Ask participants to work in groups to complete the exercise on the handout (15 minutes)
  • On the video, learning contracts are used as one approach to address the varying learner needs of students like William, Melinda, Javier, Tracy, and Devon. Ask participants to suggest indicators to look for in the video to determine whether the use of contracts is likely to benefit a range of learners in the classroom. May include indicators from Handout 5. Example: participants might be concerned about whether students can work independently. List indicators on chart paper as participants offer them. 7 th Grade Language Arts classroom Strategy is useful across grades and subjects
  • Activity 6 - Discussion.
  • Activity 7 – Handout 6 Remind participants that it’s important to think about the students in the classroom, their needs, and the teacher’s plans to meet those needs as well as the strategy of learning contracts. The teacher’s awareness of student needs and desire to meet those needs is more important than any particular instructional strategy. Left column: A few descriptors of effectively differentiated classrooms. Right column: A few descriptors of effective curriculum and instruction. Work in groups to: (10 minutes) Add descriptors they feel are important to both lists Put a plus sign beside descriptors in both columns they feel were demonstrated on the video Put a minus sign beside descriptors in both columns they feel were lacking and should have been evident in this lesson Reconvene the whole group. Mark pluses and minuses on board as participants share their ideas. Ask participants’ reasoning. Discuss any additions the group made to the list.
  • Transcript of "Session 5 "

    1. 1. Foundations and Applications of Differentiating Instruction: Competencies Four and Five Session 5 Learning Contracts Foundations and Applications of Differentiating Instruction: S3 Competencies Four and Five
    2. 2. The Simple Truths of Appreciation Foundations and Applications of Differentiating Instruction: Competencies Four and Five S3 -
    3. 3. The Human Brain Foundations and Applications of Differentiating Instruction: Competencies Four and Five S3 -
    4. 4. Session 8 - Outcomes <ul><li>Knowledge </li></ul><ul><li>Participants will be able to: </li></ul><ul><ul><li>Analyze differentiated instructional settings and tasks by using key terms and principles of differentiation. </li></ul></ul><ul><ul><li>Explain links between assessment and instruction in differentiated classrooms. </li></ul></ul><ul><ul><li>Identify and explain ways in which effective differentiation addresses both cognitive and affective needs of learners. </li></ul></ul><ul><ul><li>Identify and explain how and why learning contracts are helpful in responding to the needs of varied learners. </li></ul></ul><ul><li>Skills </li></ul><ul><li>Participants will be able to: </li></ul><ul><ul><li>Plan for effective management of a classroom in which learning contracts are used. </li></ul></ul><ul><ul><li>Plan for the use of learning contracts to meet the specific learning needs of learners in classrooms. </li></ul></ul><ul><ul><li>Extend their professional tools for evaluating the effectiveness of differentiated approaches to teaching and learning. </li></ul></ul>Foundations and Applications of Differentiating Instruction: Competencies Four and Five S3 -
    5. 5. <ul><li>&quot;What is desired is that the teacher cease being lecturer, satisfied with transmitting ready made solutions; his(her) role should rather be that of a mentor, stimulating initiative and research.“ </li></ul><ul><ul><ul><ul><ul><li> Jean Piaget </li></ul></ul></ul></ul></ul>Learning Contracts Foundations and Applications of Differentiating Instruction: Competencies Four and Five S3 -
    6. 6. Assumptions About Differentiation <ul><li>Review the list briefly in groups. </li></ul><ul><li>In your groups, discuss the assumptions and suggest ways in which you might reword items, add to the list, or delete items. </li></ul><ul><li>Share: </li></ul><ul><ul><li>An assumption with which you agree and why you feel it is important </li></ul></ul><ul><ul><li>An assumption which you would reword or modify in some way and why </li></ul></ul><ul><ul><li>An assumption which you would add to the list and why you feel it is important in today’s classrooms </li></ul></ul>Foundations and Applications of Differentiating Instruction: Competencies Four and Five S3 -
    7. 7. Learning Contracts Foundations and Applications of Differentiating Instruction: Competencies Four and Five S3 - <ul><li>Reading Strategy: Mind Streaming </li></ul><ul><ul><li>Students work in pairs to activate </li></ul></ul><ul><ul><li>background knowledge </li></ul></ul><ul><ul><li>Student A talks for one minute about the </li></ul></ul><ul><ul><li>topic. </li></ul></ul><ul><ul><li>Student B listens and encourages student A. </li></ul></ul><ul><ul><li>The roles reverse. </li></ul></ul><ul><ul><li>Read article: </li></ul></ul><ul><ul><ul><li>What are learning contracts? </li></ul></ul></ul><ul><ul><ul><li>What is the theory behind using learning </li></ul></ul></ul><ul><ul><ul><li>contracts? </li></ul></ul></ul>
    8. 8. What are learning contracts? <ul><li>A learning contract is a working agreement between student and teacher concerning how that student will meet specific learning objectives. They can include such things as: </li></ul><ul><ul><li>What the student will learn. </li></ul></ul><ul><ul><li>Time period for completion. </li></ul></ul><ul><ul><li>What he/she will do to meet these objectives. </li></ul></ul><ul><ul><li>How he/she will assess their own learning. </li></ul></ul><ul><ul><li>How the teacher will assess their learning. </li></ul></ul>Foundations and Applications of Differentiating Instruction: Competencies Four and Five S3 -
    9. 9. Continuum of Learner Satisfaction and Success <ul><li>Learner success and satisfaction are key to student motivation and tightly linked to achievement. </li></ul><ul><li>Place the case study learners where you feel they would fall on this continuum of satisfaction with and success in school. Use the room from left to right to represent the continuum . </li></ul><ul><li>1 2 3 4 5 </li></ul><ul><li>Very Low Satisfaction Very Low Satisfaction </li></ul><ul><li>& Success & Success </li></ul>Foundations and Applications of Differentiating Instruction: Competencies Four and Five S3 -
    10. 10. Video – Learning Contracts <ul><li>Look for components of contracts and their general purpose </li></ul><ul><li>Be attentive of the goals the teacher is addressing </li></ul><ul><li>No single strategy is imperative in a differentiated classroom. </li></ul><ul><li>In fact, many strategies can help teachers instruct a wide range of students in response to their needs as well as requirements of the curriculum. </li></ul>Foundations and Applications of Differentiating Instruction: Competencies Four and Five S3 -
    11. 11. Discussion Questions After Viewing Video <ul><li>What are the elements in designing and using a learning contract effectively? </li></ul><ul><li>In what ways does a learning contract help a teacher address both the cognitive and affective needs of a range of learners? </li></ul><ul><li>How might you use a learning contract to benefit the range of learners in your classroom? </li></ul>Foundations and Applications of Differentiating Instruction: Competencies Four and Five S3 -
    12. 12. Analyzing Learning Contracts in a Differentiated Classroom Foundations and Applications of Differentiating Instruction: Competencies Four and Five S3 - Some Traits of Effective Differentiation Some Traits of Effective Curriculum and Instruction <ul><li>Is planned in advance of the lesson </li></ul><ul><li>Is rooted in student need </li></ul><ul><li>Is derived from ongoing assessment </li></ul><ul><li>Respects each learner </li></ul><ul><li>Builds community </li></ul><ul><li>Involves students as decision makers </li></ul><ul><li>Demonstrates teacher-student </li></ul><ul><li>partnerships in learning </li></ul><ul><li>Focuses on growth vs. competition </li></ul><ul><li>Scaffolds growth for each learner </li></ul><ul><li>Supports successful collaboration </li></ul><ul><li>Addresses readiness, interest, and </li></ul><ul><li>learning profile </li></ul><ul><li>Teaches students to take responsibility </li></ul><ul><li>for their own learning </li></ul><ul><li>Stretches each learner </li></ul><ul><li>Supports success of each learner </li></ul><ul><li>Promotes understanding </li></ul><ul><li>Is engaging </li></ul><ul><li>Focuses activities tightly on goals </li></ul><ul><li>Is coherent to the learner (sensible, </li></ul><ul><li>organized to promote retention and </li></ul><ul><li>use) </li></ul><ul><li>Helps learner feel more purposeful and </li></ul><ul><li>powerful </li></ul><ul><li>Requires high-level thinking </li></ul><ul><li>Is fresh, surprising, interesting </li></ul><ul><li>Provides choices </li></ul><ul><li>Is clear in expectations </li></ul><ul><li>Calls on students to use what they </li></ul><ul><li>learn in interesting and important ways </li></ul><ul><li>Involves students in setting and </li></ul><ul><li>working towards goals </li></ul>
    13. 13. Reviewing Learning Contract Plans <ul><li>Learning Goals </li></ul><ul><li>Preassessment Plans </li></ul><ul><li>Tasks </li></ul><ul><li>Time Lines </li></ul><ul><li>Working Guidelines </li></ul><ul><li>Introducing the Learning Contract </li></ul><ul><li>How work will be graded </li></ul><ul><li>Assigning students to contracts </li></ul><ul><li>Giving directions </li></ul><ul><li>Monitoring student work and progress </li></ul><ul><li>Checking work for quality </li></ul><ul><li>Turning work in </li></ul>Foundations and Applications of Differentiating Instruction: Competencies Four and Five S3 -
    1. A particular slide catching your eye?

      Clipping is a handy way to collect important slides you want to go back to later.

    ×