CSC/SC Differentiation Workshop 2009

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CSC/SC Differentiation Workshop 2009
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1. Differentiation Instruction and its application to world languages learning
2. Critical and Creative Thinking
3. 21st Century skills and tools for WL Teachers

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  • CSC/SC Differentiation Workshop 2009

    1. 1. While we are waiting to start do the following: Teacher Strategy Profile-page 2 a. Check three you already do. b. Check one you want to do.
    2. 2. Differentiated Instruction to Support and Challenge our 21st Century Learners <ul><li>Toni Theisen Loveland High School Thompson School District Loveland, CO 970-482-2606 [email_address] </li></ul><ul><li>[email_address] </li></ul><ul><li>http://tonitheisen.wikispaces.com </li></ul><ul><li>http://lhsfrenchclasses.wikispaces.com </li></ul>
    3. 3. Goal: <ul><li>Students who can function in real-world situations that are authentic, predictable, unpredictable and vital. </li></ul>
    4. 4. Visual Agenda
    5. 5. <ul><li>“ Do not confine your children to your own learning, for they were born in another time.” -Hebrew Proverb </li></ul>A Thought…
    6. 7. <ul><li>“ The teacher, if indeed wise, does not bid you to enter the house of her/his wisdom, but leads you to the threshold of you own mind.” </li></ul><ul><li>Kahlil Gibran-Lebanese poet, (1883-1931 ) </li></ul>Another Thought…
    7. 8. Essential Question: <ul><li>How do teachers vary instruction and assessment in order to be responsive to the needs of all students? </li></ul>
    8. 9. Comparing <ul><li>Traditional (T) </li></ul><ul><li>Differentiated (D) </li></ul><ul><li>Classrooms </li></ul>
    9. 10. What patterns did you notice?
    10. 11. Why Differentiate? <ul><li>To provide access, equity and support for all students. </li></ul>
    11. 12. Content Process Product According to Students’ Readiness How Can Teachers Differentiate? Adapted from The Differentiated Classroom: Responding to the Needs of All Learners (Tomlinson, 1999) Interest Learning Profile
    12. 13. The Many Layers of Learning The many layers of a student
    13. 14. Our learners challenge us….. Running with the squirrels ad:http://www.youtube.com/watch?v=2Z2_kKAe9y0
    14. 15. In order to teach the squirrels, you must think like the squirrels!
    15. 17. <ul><li>Feeling confused? </li></ul>
    16. 18. Guiding Principles <ul><li>There is a balance between whole class learning and differentiation. </li></ul><ul><li>Essential questions guide instruction. </li></ul><ul><li>Instruction aligns with standards and curriculum. </li></ul>
    17. 19. Characteristics of a differentiated classroom.. <ul><li>High Expectations for all </li></ul><ul><li>Respectful tasks </li></ul><ul><li>Flexible grouping </li></ul><ul><li>Ongoing assessment </li></ul><ul><li>Positive and safe learning environment </li></ul><ul><li>Choice </li></ul><ul><li>Collaboration </li></ul>
    18. 20. What is Differentiation? <ul><li>A teacher’s response to learner needs </li></ul><ul><li>The recognition of students’ varying background knowledge and learning styles </li></ul><ul><li>Instruction that honors students’ differences </li></ul><ul><li>A philosophy of teaching and not just a set of strategies </li></ul>
    19. 21. What does content mean? <ul><li>What a student knows, understands and is able to do as a result of the instruction: the “input” </li></ul>
    20. 22. What does process mean? <ul><li>The process helps the student “make sense of”, make meaning from, or “own” the content. </li></ul>
    21. 23. What does product mean? <ul><li>How the student demonstrates what s/he knows, understands, and is able to do: the “output”. </li></ul>
    22. 24. <ul><li>Aspects of teaching for engaging all learners </li></ul>
    23. 25. Content Process Product According to Students’ Readiness How Can Teachers Differentiate? Adapted from The Differentiated Classroom: Responding to the Needs of All Learners (Tomlinson, 1999) Interest Learning Profile
    24. 26. Some basic strategies <ul><li>Menu choice board </li></ul><ul><li>Tiered lesson </li></ul><ul><li>R.A.F.T. </li></ul><ul><li>Learning Centers </li></ul>
    25. 27. Choice Board Menu
    26. 28. <ul><li>T </li></ul><ul><li>i </li></ul><ul><li>e </li></ul><ul><li>r </li></ul><ul><li>e </li></ul><ul><li>d </li></ul><ul><li>lesson for Readiness </li></ul>
    27. 29. How to tier for readiness.. <ul><li>Concrete </li></ul><ul><li>Concrete/Abstract </li></ul><ul><li>Abstract </li></ul>
    28. 30. R.A.F.T. writing (provides purpose for writing) R-role of the writer A-audience F-format T-topic (+strong verb)
    29. 31. R.A.F.T. Assignment French 2--Traveling in France
    30. 33. Learning Centers
    31. 34. Flexible Grouping Practices Help create a safe and honoring learning environment
    32. 35. Content Process Product According to Students’ Readiness How Can Teachers Differentiate? Adapted from The Differentiated Classroom: Responding to the Needs of All Learners (Tomlinson, 1999) Interest Learning Profile
    33. 36. Student Engagement Content Process Product
    34. 37. Greater Student Achievement Content Process Product
    35. 38. Activities
    36. 39. Circumlocution Exercise <ul><li>Partner A looks at overhead and tries to explain the word without using it. (No hand movements) </li></ul><ul><li>Partner B doesn’t look at overhead, listens and tries to guess the word. </li></ul><ul><li>Second round reverse roles. </li></ul>
    37. 40. Circumlocution Exercise <ul><li>First round- 3 different words-remember-- </li></ul><ul><li>NO HAND MOVEMENTS!!!!!!! </li></ul><ul><li>1. whale </li></ul><ul><li>2. boundary </li></ul><ul><li>3. irony </li></ul>
    38. 41. Circumlocution Exercise <ul><li>Second round- 3 different words-remember-- </li></ul><ul><li>NO HAND MOVEMENTS!!!!!!! </li></ul><ul><li>1. technology </li></ul><ul><li>2. awesome </li></ul><ul><li>3. scroll </li></ul>
    39. 42. Create Categories <ul><li>melon </li></ul><ul><li>artichoke </li></ul><ul><li>corn </li></ul><ul><li>peach </li></ul><ul><li>coffee </li></ul><ul><li>mango-guava </li></ul><ul><li>chocolate </li></ul><ul><li>tomato </li></ul><ul><li>yams </li></ul><ul><li>cherry garcia </li></ul><ul><li>café au lait </li></ul><ul><li>onions </li></ul><ul><li>butter pecan </li></ul><ul><li>zucchini </li></ul><ul><li>chamomile </li></ul><ul><li>rocky road </li></ul><ul><li>fava </li></ul><ul><li>peas </li></ul><ul><li>latté </li></ul><ul><li>bubble gum </li></ul><ul><li>tea </li></ul><ul><li>squash </li></ul><ul><li>expresso </li></ul><ul><li>avocado </li></ul><ul><li>mocha steamer </li></ul><ul><li>vanilla </li></ul><ul><li>strawberry swirl </li></ul><ul><li>beets </li></ul><ul><li>cabbage </li></ul><ul><li>double expresso latt é </li></ul>
    40. 43. ART START
    41. 46. “ Gut” guessers
    42. 47. Activities <ul><li>Find a person with the answer game </li></ul><ul><li>Vocabulary Team Brainstorming Activity </li></ul>
    43. 48. Grocery Shopping Math
    44. 49. The Tree of Life
    45. 50. <ul><li>Critical and Creative Thinking </li></ul>Higher-level thinking skills
    46. 51. Bloom’s Taxonomy <ul><li>Evaluation </li></ul><ul><li>Synthesis </li></ul><ul><li>Analysis </li></ul><ul><li>Application </li></ul><ul><li>Comprehension </li></ul><ul><li>Knowledge </li></ul>Higher Lower
    47. 53. Activities <ul><li>What type of question is it? </li></ul><ul><li>Apply questioning techniques to content topic. </li></ul>
    48. 54. Student generated questions and answers
    49. 55. Create questions in the chart below. Answer your own questions. What if? ? (If?) How? Why? Where? When? What? Who? Response Question Question word
    50. 56. Types of Writing <ul><li>Descriptive </li></ul><ul><li>Expository </li></ul><ul><li>Narrative </li></ul><ul><li>Argumentative or Persuasive </li></ul>
    51. 57. R.A.F.T. writing (provides purpose for writing) R-role of the writer A-audience F-format T-topic (+strong verb)
    52. 59. R.A.F.T. Assignment French 2--Traveling in France
    53. 60. R.A.F.T.
    54. 61. KNOWL EDGE A P P L I C A T I O N A B D C Rigor/Relevance Framework
    55. 62. Knowledge Taxonomy-(Bloom’s) 1. Knowledge 2. Comprehension 3. Application 4. Analysis 5. Synthesis 6. Evaluation
    56. 63. Application Model <ul><li>1 Knowledge of one discipline </li></ul><ul><li>2 Application within discipline </li></ul><ul><li>3 Application across disciplines </li></ul><ul><li>4 Application to real-world predictable situations </li></ul><ul><li>5 Application to real-world unpredictable situations </li></ul>
    57. 64. KNOWLEDGE A P P L I C A T I O N A B D C Rigor/Relevance Framework Evaluation 6 Synthesis 5 Analysis 4 Application 3 Comprehension 2 Awareness 1 1 Knowledge in one discipline 2 Apply knowledge in one discipline 5 Apply knowledge to real-world unpredictable situations 4 Apply knowledge to real-world predictable situations 3 Apply knowledge across disciplines
    58. 65. 1 2 3 4 5 6 1 2 3 4 5 A B D C Rigor/Relevance Framework <ul><li>Memorize the countries in the European Community. </li></ul><ul><li>Answer the multiple choice vocabulary quiz. </li></ul><ul><li>Calculate volume of simple three- dimensional shapes. </li></ul><ul><li>Analyze both sides of the reasons for the start of the Civil War. </li></ul><ul><li>Design a storyboard for the African legend, </li></ul><ul><li>Identify coordinates for ordered pairs that satisfy an algebraic relation or function. </li></ul><ul><li>Obtain historical data about weather in a certain city to predict the chance of snow, rain, or sun during year. </li></ul><ul><li>Plan a large school event and calculate resources (food, decorations, etc.) you need to organize and hold this event. </li></ul><ul><li>Design a PowerPoint movie as a entry to a “solve a world” problem contest. </li></ul><ul><li>Calculate percentages of advertising in a Spanish newspaper. </li></ul><ul><li>Tour the school building and identify examples of parallel and perpendicular lines, planes, and angles. </li></ul><ul><li>Organize and display collected data from the food preference survey, using appropriate tables, charts, or graphs. </li></ul>
    59. 66. 1 2 3 4 5 6 1 2 3 4 5 A B D C Rigor/Relevance Framework <ul><li>Analyze the graphs of the perimeters and areas of squares having different-length sides. </li></ul><ul><li>Determine the largest rectangular area for a fixed perimeter. </li></ul><ul><li>Identify coordinates for ordered pairs that satisfy an algebraic relation or function. </li></ul><ul><li>Determine and justify the similarity or congruence for two geometric shapes. </li></ul><ul><li>Obtain historical data about local weather to predict the chance of snow, rain, or sun during year. </li></ul><ul><li>Test consumer products and illustrate the data graphically. </li></ul><ul><li>Plan a large school event and calculate resources (food, decorations, etc.) you need to organize and hold this event. </li></ul><ul><li>Make a scale drawing of the classroom on grid paper, each group using a different scale. </li></ul><ul><li>Calculate percentages of advertising in a newspaper. </li></ul><ul><li>Tour the school building and identify examples of parallel and perpendicular lines, planes, and angles. </li></ul><ul><li>Determine the median and mode of real data displayed in a histogram </li></ul><ul><li>Organize and display collected data, using appropriate tables, charts, or graphs. </li></ul><ul><li>Memorize the countries in the European Community. </li></ul><ul><li>Answer the multiple choice vocabulary quiz. </li></ul><ul><li>Calculate volume of simple three- dimensional shapes. </li></ul>
    60. 67. 1 2 3 4 5 6 1 2 3 4 5 A B D C Rigor/Relevance Framework <ul><li>Express probabilities as fractions, percents, or decimals. </li></ul><ul><li>Classify triangles according to angle size and/or length of sides. </li></ul><ul><li>Calculate volume of simple three- dimensional shapes. </li></ul><ul><li>Given the coordinates of a quadrilateral, plot the quadrilateral on a grid. </li></ul><ul><li>Analyze the graphs of the perimeters and areas of squares having different-length sides. </li></ul><ul><li>Determine the largest rectangular area for a fixed perimeter. </li></ul><ul><li>Identify coordinates for ordered pairs that satisfy an algebraic relation or function. </li></ul><ul><li>Determine and justify the similarity or congruence for two geometric shapes. </li></ul><ul><li>Obtain historical data about local weather to predict the chance of snow, rain, or sun during year. </li></ul><ul><li>Test consumer products and illustrate the data graphically. </li></ul><ul><li>Plan a large school event and calculate resources (food, decorations, etc.) you need to organize and hold this event. </li></ul><ul><li>Make a scale drawing of the classroom on grid paper, each group using a different scale. </li></ul><ul><li>Calculate percentages of advertising in a Spanish newspaper. </li></ul><ul><li>Tour the school building and identify examples of parallel and perpendicular lines, planes, and angles. </li></ul><ul><li>Organize and display collected data from the food preference survey, using appropriate tables, charts, or graphs. </li></ul>
    61. 68. 1 2 3 4 5 6 1 2 3 4 5 A B D C Rigor/Relevance Framework <ul><li>Express probabilities as fractions, percents, or decimals. </li></ul><ul><li>Classify triangles according to angle size and/or length of sides. </li></ul><ul><li>Calculate volume of simple three- dimensional shapes. </li></ul><ul><li>Given the coordinates of a quadrilateral, plot the quadrilateral on a grid. </li></ul><ul><li>Obtain historical data about local weather to predict the chance of snow, rain, or sun during year. </li></ul><ul><li>Test consumer products and illustrate the data graphically. </li></ul><ul><li>Plan a large school event and calculate resources (food, decorations, etc.) you need to organize and hold this event. </li></ul><ul><li>Make a scale drawing of the classroom on grid paper, each group using a different scale. </li></ul><ul><li>Calculate percentages of advertising in a newspaper. </li></ul><ul><li>Tour the school building and identify examples of parallel and perpendicular lines, planes, and angles. </li></ul><ul><li>Determine the median and mode of real data displayed in a histogram </li></ul><ul><li>Organize and display collected data, using appropriate tables, charts, or graphs. </li></ul><ul><li>Analyze both sides of the reasons for the start of the Civil War. </li></ul><ul><li>Design a storyboard for the African legend, </li></ul><ul><li>Identify coordinates for ordered pairs that satisfy an algebraic relation or function. </li></ul>
    62. 69. 1 2 3 4 5 6 1 2 3 4 5 A B D C Rigor/Relevance Framework <ul><li>Express probabilities as fractions, percents, or decimals. </li></ul><ul><li>Classify triangles according to angle size and/or length of sides. </li></ul><ul><li>Calculate volume of simple three- dimensional shapes. </li></ul><ul><li>Given the coordinates of a quadrilateral, plot the quadrilateral on a grid. </li></ul><ul><li>Analyze the graphs of the perimeters and areas of squares having different-length sides. </li></ul><ul><li>Determine the largest rectangular area for a fixed perimeter. </li></ul><ul><li>Identify coordinates for ordered pairs that satisfy an algebraic relation or function. </li></ul><ul><li>Determine and justify the similarity or congruence for two geometric shapes. </li></ul><ul><li>Calculate percentages of advertising in a newspaper. </li></ul><ul><li>Tour the school building and identify examples of parallel and perpendicular lines, planes, and angles. </li></ul><ul><li>Determine the median and mode of real data displayed in a histogram </li></ul><ul><li>Organize and display collected data, using appropriate tables, charts, or graphs. </li></ul><ul><li>Obtain historical data about weather in a certain city to predict the chance of snow, rain, or sun during year. </li></ul><ul><li>Plan a large school event and calculate resources (food, decorations, etc.) you need to organize and hold this event. </li></ul><ul><li>Design a PowerPoint movie as a entry to a “solve a world” problem contest. </li></ul>
    63. 70. KNOWLEDGE A P P L I C A T I O N A B D C Rigor/Relevance Framework Teacher Work Teacher/Student Roles Student Think Student Think & Work Student Work
    64. 71. Quadrant A <ul><li>Read a paragraph from a tourist brochure and plot the 10 most popular cities in France to visit on the map. </li></ul>
    65. 72. Quadrant B <ul><li>Choose six cities that you like and plan and design a two week trip. Include details of things to visit, hotels and restaurants and plot your trip on a map. </li></ul>
    66. 73. Quadrant C <ul><li>Do research on cities and regions of France according to types of activities and weather you prefer. Create a 10 slide PowerPoint to share your trip. </li></ul>
    67. 74. Quadrant D <ul><li>There is a group of 15 people of various ages and preferences. Plan the best two-week trip for this group considering and negotiating these preferences. Create a marketing brochure to inform and persuade them. </li></ul>
    68. 75. KNOWLEDGE A P P L I C A T I O N A B D C Rigor/Relevance Framework Evaluation 6 Synthesis 5 Analysis 4 Application 3 Comprehension 2 Awareness 1 1 Knowledge in one discipline 2 Apply knowledge in one discipline 5 Apply knowledge to real-world unpredictable situations 4 Apply knowledge to real-world predictable situations 3 Apply knowledge across disciplines
    69. 76. KNOWL EDGE A P P L I C A T I O N A B D C Rigor/Relevance Framework
    70. 77. A Final Thought <ul><li>&quot;No one has yet realized the wealth of sympathy, the kindness and generosity hidden in the soul of a child. The effort of every true education should be to unlock that treasure.&quot; - Emma Goldman </li></ul>
    71. 78. Toni Theisen Loveland High School Thompson School District Loveland, CO ACTFL Teacher of the Year 2009 970.412.0256 [email_address]

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