Taskstatements (modified)

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Modified Keynote Presentation - Task Statements
Original credit: Ian Byrd

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  • introduce ask who here\n
  • we are OBLIGATED to make modifications\n
  • obligated to develop cool products\n
  • scaffolding 4 gt teachers. don’t rewrite the curriculum. don’t require tons of work\n
  • \n\n
  • here’s a standard. it is similar to a recipe\n
  • we can do better than this. our job to do better.\n
  • standard is our origin but our goal is to differentiate this into a task statement.\n
  • 4 places to differentiate, four ways to increase rigor, and develop a more interesting assignment\n
  • easter egg hunt! Thinking skill? Content? Resources? Product?\n
  • Anyone know where this is on bloom’s taxonomy? very \n
  • looking to differentiate according to needs, not necessarily maximize everytime\n
  • original verbage\n
  • dramatize\n
  • categorize\n
  • c = ‘what students will know’ - *defined* by state standards, curriculum, etc. we can differentiate the content by increasing *depth* and *complexity*\n
  • Purpose - different depth/compelxity of content to expert level\nConsider your understanding of chemistry vs a chemist\nMy undertanding of buildings vs expert architect\n
  • delicious combination! Combo of t/s and d/c is where diff takes off. \n
  • A person who understand “look a gift horse in the mouth”\n
  • \n\n
  • use worksheet to develop diff. tasks (page 2?); head to www.byrdseed.com/differentiator\n
  • Taskstatements (modified)

    1. 1. Creating DifferentiatedTask Statements
    2. 2. “Curriculum and instruction meetthe needs of gifted students bymodifying the depth,complexity, and pacing of thegeneral school program.”
    3. 3. “A continuum of learningexperiences is provided that leadsto the development of advancedlevel products and/orperformances.”
    4. 4. Task StatementA system to incorporate rigor,depth, complexity, and novelty toyour gifted students.
    5. 5. What We’re Starting With
    6. 6. “Students are expectedto identify the meaning ofcommon idioms” HAPG ELA.4.2D
    7. 7. http://www.flickr.com/photos/zachklein/
    8. 8. ug http://www.flickr.com/photos/zachklein/
    9. 9. CLEAR Objective DifferentiatedTask Statement
    10. 10. CLEAR Objective DifferentiatedTask Statement
    11. 11. FourPartshttp://www.flickr.com/photos/dideo/
    12. 12. FourPartsThinking Skill ResourcesContent Product http://www.flickr.com/photos/dideo/
    13. 13. Thinking Skill Content Resources Products“Students are expectedto identify the meaning ofcommon idioms” Grade 4 Reading 2.d.
    14. 14. Thinking Skill Content Resources Products“Students are expectedto identify the meaning ofcommon idioms” Grade 4 Reading 2.d.
    15. 15. Thinking Skill Content Resources Products“Students are expectedto identify the meaning ofcommon idioms” Grade 4 Reading 2.d.
    16. 16. Thinking ? Skill Content Resources Products“Students are expectedto identify the meaning ofcommon idioms” Grade 4 Reading 2.d.
    17. 17. Thinking ? ? Skill Content Resources Products“Students are expectedto identify the meaning ofcommon idioms” Grade 4 Reading 2.d.
    18. 18. ThinkingSkill“identify” =
    19. 19. ThinkingSkill: Bloom’s
    20. 20. ThinkingSkill: Bloom’sRemember Understand Apply Analyze Evaluate Create define classify choose criticize appraise assemble duplicate describe demonstrate compare argue construct list identify dramatize contrast defend design state locate employ differentiate judge develop memorize recognize illustrate categorize select formulate recall paraphrase write test evaluate write http://www.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm
    21. 21. ThinkingSkill: Bloom’sRemember Understand Apply Analyze Evaluate Create define classify choose criticize appraise assemble duplicate describe demonstrate compare argue construct list identify dramatize contrast defend design state locate employ differentiate judge develop memorize recognize illustrate categorize select formulate recall paraphrase write test evaluate write http://www.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm
    22. 22. ThinkingSkill: Bloom’sRemember Understand Apply Analyze Evaluate Create define classify choose criticize appraise assemble duplicate describe demonstrate compare argue construct list identify dramatize contrast defend design state locate employ differentiate judge develop memorize recognize illustrate categorize select formulate recall paraphrase write test evaluate write http://www.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm
    23. 23. ThinkingSkill: Bloom’sRemember Understand Apply Analyze Evaluate Create define classify choose criticize appraise assemble duplicate describe demonstrate compare argue construct list identify dramatize contrast defend design state locate employ differentiate judge develop memorize recognize illustrate categorize select formulate recall paraphrase write test evaluate write http://www.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm
    24. 24. ThinkingSkill: Bloom’sRemember Understand Apply Analyze Evaluate Create define classify choose criticize appraise assemble duplicate describe demonstrate compare argue construct list identify dramatize contrast defend design state locate employ differentiate judge develop memorize recognize illustrate categorize select formulate recall paraphrase write test evaluate write http://www.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm
    25. 25. “Students are expectedto identify the meaning ofcommon idioms” HAPG ELA.4.2D
    26. 26. “Students will dramatizethe meanings of commonidioms.” HAPG ELA.4.2D (modified)
    27. 27. “Students will categorizethe meanings of commonidioms.” HAPG ELA.4.2D (modified)
    28. 28. Content“the meaning of common idioms”
    29. 29. Depth & Complexity“What content or knowledgedistinguishes individuals whoare expert in a field ofstudy?” The Flip Book, Too Kaplan & Gould
    30. 30. Thinking Skill + DepthComplexity
    31. 31. “Students will dramatizecommon idioms usingmultiple points of view of
    32. 32. “Students will categorizecommon idioms accordingto patterns in their
    33. 33. Let’sTry

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