Taskstatementsmodified dc,ci

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Task Statement Keynote - modified
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
  • differentiation is not done once in a while. not an extra bit. should transform existing curriculum. So how do we do this?\n
  • scaffolding 4 gt teachers. don’t rewrite the curriculum. don’t require tons of work\n
  • What don’t you like, from 00-- of GATE kid? \nI love idioms, but this is not motivating.\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
  • easter egg hunt! Thinking skill? Content? Resources? Product?\n
  • easter egg hunt! Thinking skill? Content? Resources? Product?\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
  • looking to differentiate according to needs, not necessarily maximize everytime\n
  • looking to differentiate according to needs, not necessarily maximize everytime\n
  • looking to differentiate according to needs, not necessarily maximize everytime\n
  • looking to differentiate according to needs, not necessarily maximize everytime\n
  • looking to differentiate according to needs, not necessarily maximize everytime\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
  • 11 Tools D/C - move students from novice to expert understanding. \nRepresented by an icon and title. Dual coding. Iconic understanding of abstract, complex thinking. Intimidating for you, kids eat this up!\n
  • 11 Tools D/C - move students from novice to expert understanding. \nRepresented by an icon and title. Dual coding. Iconic understanding of abstract, complex thinking. Intimidating for you, kids eat this up!\n
  • 11 Tools D/C - move students from novice to expert understanding. \nRepresented by an icon and title. Dual coding. Iconic understanding of abstract, complex thinking. Intimidating for you, kids eat this up!\n
  • 11 Tools D/C - move students from novice to expert understanding. \nRepresented by an icon and title. Dual coding. Iconic understanding of abstract, complex thinking. Intimidating for you, kids eat this up!\n
  • 11 Tools D/C - move students from novice to expert understanding. \nRepresented by an icon and title. Dual coding. Iconic understanding of abstract, complex thinking. Intimidating for you, kids eat this up!\n
  • 11 Tools D/C - move students from novice to expert understanding. \nRepresented by an icon and title. Dual coding. Iconic understanding of abstract, complex thinking. Intimidating for you, kids eat this up!\n
  • 11 Tools D/C - move students from novice to expert understanding. \nRepresented by an icon and title. Dual coding. Iconic understanding of abstract, complex thinking. Intimidating for you, kids eat this up!\n
  • 11 Tools D/C - move students from novice to expert understanding. \nRepresented by an icon and title. Dual coding. Iconic understanding of abstract, complex thinking. Intimidating for you, kids eat this up!\n
  • 11 Tools D/C - move students from novice to expert understanding. \nRepresented by an icon and title. Dual coding. Iconic understanding of abstract, complex thinking. Intimidating for you, kids eat this up!\n
  • 11 Tools D/C - move students from novice to expert understanding. \nRepresented by an icon and title. Dual coding. Iconic understanding of abstract, complex thinking. Intimidating for you, kids eat this up!\n
  • 11 Tools D/C - move students from novice to expert understanding. \nRepresented by an icon and title. Dual coding. Iconic understanding of abstract, complex thinking. Intimidating for you, kids eat this up!\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
  • abstract, generalization. “Move all students to proficiency” - “Lifetime learners” - “equip for future.” \n
  • Most important pieces - “books, computers, curriculum, tests”\n
  • what happens over and over in a repeating manner. Predictable. “pendulum of teaching - testing vs creativity,” order of units,\n
  • hierarchy, structure, - due dates, school rules, must follow district guidelines, state standards\n
  • good vs. bad - ‘standardized testing,’ ‘performance based pay,’ ‘unions,’ ‘personal necessity’\n
  • how are things moving right now. There is a trend towards testing, there is a trend towards multiple choice answers\n
  • what don’t we know?\n
  • what words does an expert use? assessment, direct instructon, differentiation!, \n
  • how does a teacher view education, rookie teacher, veteran, student, principal, district admin, public, etc...\n
  • how has education changed since you entered the field? since you were a student? viewing from a new ‘time’ point of view\n
  • How can we see math, science, language arts, ss within this topic?\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
  • Another set of tools to differentiate content. Enhances and is designed to be with D/C icons. \n
  • Another set of tools to differentiate content. Enhances and is designed to be with D/C icons. \n
  • Another set of tools to differentiate content. Enhances and is designed to be with D/C icons. \n
  • Another set of tools to differentiate content. Enhances and is designed to be with D/C icons. \n
  • Another set of tools to differentiate content. Enhances and is designed to be with D/C icons. \n
  • the beginning of an idea\n
  • effects of an idea or an event\n
  • a coming together of events/ideas\n
  • ideas/events that are similar. A comparison. \n
  • a contradiction, a pulling apart of ideas/events\n
  • Explain rules of US Government becomes explain the origin of these rules.\n
  • Explain rules of US Government becomes explain the origin of these rules.\n
  • Explain rules of US Government becomes explain the origin of these rules.\n
  • Explain mult. perspect of US Gov --> Explain how this is a paradox.\n
  • Explain mult. perspect of US Gov --> Explain how this is a paradox.\n
  • note combination of t/s and differentiated content\n
  • use worksheet to develop diff. tasks (page 2?); head to www.byrdseed.com/differentiator\n
  • Taskstatementsmodified dc,ci

    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. “Differentiation should be anintegral part of rather than anadjunct to the corecurriculum.” Kaplan & Gould, The Flip Book
    5. 5. Task StatementA system to incorporate rigor,depth, complexity, and novelty toyour gifted students.
    6. 6. “Students are expectedto identify the meaning ofcommon idioms”
    7. 7. HAPG Objective DifferentiatedTask Statement
    8. 8. HAPG Objective DifferentiatedTask Statement
    9. 9. FourPartshttp://www.flickr.com/photos/dideo/
    10. 10. FourPartsThinking Skill ResourcesContent Product http://www.flickr.com/photos/dideo/
    11. 11. Thinking Skill Content Resources Products“Students are expectedto identify the meaning ofcommon idioms” Grade 4 Reading 2.d.
    12. 12. Thinking Skill Content Resources Products“Students are expectedto identify the meaning ofcommon idioms” Grade 4 Reading 2.d.
    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. ThinkingSkill“identify” =
    17. 17. ThinkingSkill: Bloom’s
    18. 18. 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
    19. 19. 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
    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. “Students are expectedto identify the meaning ofcommon idioms” Grade 4 Reading 2.d.
    24. 24. “Students will dramatizethe meanings of commonidioms.” Grade 4 Reading 2.d. (modified)
    25. 25. “Students will categorizethe meanings of commonidioms.” Grade 4 Reading 2.d. (modified)
    26. 26. Content“the meaning of common idioms”
    27. 27. Content
    28. 28. Content
    29. 29. Depth & Complexity“What content or knowledgedistinguishes individuals whoare expert in a field ofstudy?” The Flip Book, Too Kaplan & Gould
    30. 30. BigIdea
    31. 31. EssentialDetails
    32. 32. Patterns
    33. 33. Rules
    34. 34. Ethics
    35. 35. Trends
    36. 36. Unanswered Questions
    37. 37. Language of theDiscipline
    38. 38. MultiplePerspectives
    39. 39. ChangeOver Time
    40. 40. Across TheDisciplines
    41. 41. Thinking Skill + DepthComplexity
    42. 42. “Students will dramatizecommon idioms usingmultiple points of view oftheir meanings.”
    43. 43. “Students will categorizecommon idioms accordingto patterns in theirmeanings.”
    44. 44. Content
    45. 45. Content
    46. 46. Origin
    47. 47. Origin
    48. 48. Contributions
    49. 49. Contributions
    50. 50. Convergence
    51. 51. Convergence
    52. 52. Parallels
    53. 53. Parallels
    54. 54. Paradox
    55. 55. Paradox
    56. 56. ExplainUS Government
    57. 57. ExplainUS Government
    58. 58. ExplainUS Government
    59. 59. ExplainUS Government
    60. 60. ExplainUS Government
    61. 61. “Students will categorizecommon idioms based onpatterns in the origin oftheir meanings.”
    62. 62. Let’sTry

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