Using literacy levels to differentiate by readinessPresentation Transcript
The view from their desk… You have three minutes to read the section and answer the questions that follow. GO!
Activity Experiences First Thoughts? Reactions ? Purpose?
Today’s Objectives:I will be able to: Agenda: Explain the purpose The What, How, & and benefits of differentiating by Why of DI by readiness. readiness Identify the literacy Strategies & levels of my students. Create readiness Application groups using student Your turn! Time to literacy levels. plan a Identify and create lesson/assessment instructional activities that are appropriate for that uses literacy each of your readiness levels to DI by group.
What is Readiness? “Current knowledge, understanding, and skill level a student has related to a particular sequence of learning” (Tomlinson & Strickland 6). Readiness is influenced by a student’s prior learning and life experiences, attitudes about school, and habits of mind (Tomlinson 3). Readiness, NOT ability! For more information and examples, see pages 1-8 in your
Purpose of Differentiating by Readiness Why? Challenge is To appropriately necessary for challenge ALL growth! learners Zone of Proximal Goal: Development “Make the work a little too difficult for students at a given point in their growth- and then to provide the support they need to succeed at a new level of challenge”
The Zone of What?! Possible AnxietyPossibleBoredom For more information and examples, see pages 5-6 in your
When we differentiate by readiness, we should consider The students’: Knowledge, understanding, and skill with the topic “Attitude (toward school & topic) Experience with the topic (outside of school or previous courses) Preconceptions about the topic Overgeneralizations about the topic General communication, thinking, & reasoning skills”http://www.foridahoteachers.org/differentiation_framework.htm
Ways to get the information you need to differentiate by Readiness Things all teachers can do to Formal Assessments that can obtain information: provide information: Explore, Plan, ACT(EPAS Pre-Assessment • Data) In-Class /Formative • Read 180 Assessment (During the Unit) • AIMS Web Data White Boards • NWEA Map Data Knowledge Rating Chart • Aleks Data KWL • Formal Educational Testing Homework Assignment Entrance & Exit Slipshttp://www.foridahoteachers.org/differentiation_framework.htm
LT gives those tests…but how do I access the scores? Infinite Campus (individual students) Decision Ed (whole class) Same as above, but can access spreadsheets of entire classes (we know-amazing!) Wish I wish they’d Granted. tell us how to find that information!
Infinite Campus*Instructions are on page 8-no need to write anything * What you’ll see…
Accessing Decision Ed to see class reading levels *Instructions are on page 8-no need to write anything * What you’ll see… Ok…now what?
Tiering: A Method of Differentiating by Readiness“Tiering is a To Tier an Assignment: 1) Determine the KUD statementprocess of 2) Identify the readiness rangesadjusting the relative to the KUD goals 3) Create an activity that isdegree of difficulty engaging & rigorousof a 4) Replicate the activity to address differences in readinessquestion, task, or • Use similar knowledge &product to match a skills • Yields the samestudent’s current understandingreadiness level.” 5) Use assessment data to match the task to the student For more information and examples, see pages 9-32for Readiness Differentiation Strickland, A Strategy in yourStrickland, A Strategy for Readiness
Purpose of Tiered Activities Working too far Working too far below above students’ students’ readiness readiness level will not level will not lead to lead to growth, only growth, only boredom frustrationp.29-31/p.89 in unit plan/p.95 in unit plan
Tiering in a NutshellThe Game Everyone wants to play the game. In order for me to play it, the game has to start where I am. In order to continue playing it, the game has to grow as fast as I do. If that doesn’t happen, I won’t play the game.
Flexible Grouping: A Method of Differentiating by Readiness“…it is critical during a unit to find a way to teach to a learner’s need rather than only to an imaginary whole-class readiness” (Tomlinson 84). Students work in a variety of groups Homogeneous Heterogeneous. Interest, Learning Profile, & Readiness Create groups that make the most sense given the learningFor more informationthe examples, see pages 33-48 in your outcome(s) of and
Flexible Grouping: An example Flexible Grouping: An Example Using students’ literacy Homogenous Group: levels, arrange the 1, 2, 3, 4, 5, 6 students from highest to lowest performance. 7, 8, 9, 10, 11, 12 1 2 3 13, 14, 15, 16, 17, 18 4 5 6 7 8 9 Heterogeneous Group: 10 11 12 1, 4, 7, 10, 13, 16 13 14 15 2, 5, 8, 11, 14, 17 16 17 18 3, 6, 9, 12, 15, 18 Example in Handout For more information and examples, see page 36 in your
Small Group Instruction: A Method of Differentiating by Readiness Use small group instruction as a regular part of instructional cycles. (Tomlinson p. 84) Mini-lessons or mini- workshops on particular skills are a useful tool when differentiating. Teacher quickly convenes an instructional group based on observation of need. The entire class does not
Anchor Activities for literature Classroom Management Tips Bingo Directions: If you are finished with a class assignment or are ahead in your reading, work on any of these anchor activity options. If you get a BINGO (5 in a row, any direction), you’ll get a prize! Set clear procedures Write a letter to a pen-pal, friend, relative Write the prequel to the story/novel. Advice column: Write two advice entries for two Recipe for _____________ Email your teacher for group time (About novel, (What happened different characters in the novel. (What does a character need to do to reach a (Connections, a review, whether or not s/he should connections, a before we got goal/avoid an keep teaching it, Student agreements review, etc.) Write a here?) Write the rules for (“Dear Abby” style) Create an outcome? M.V.P. defense etc.) Create a Facebook newspaper article a game advertisement page of a Transition (Choose the most character expectations (The 5 W’s & H of an event or character in the (Board game or (For the novel, movie, or a place valuable passage in the novel and defend your Include profile, “likes,” statuses, character wall Material management novel) video game) in the novel) choice). posts, etc. Decorate and Write a Twitter Write a poem Interview a write a thank you Feed character procedures card from one character to 140 characters or FREE SPACE another less! What would (Write the Anchor activities (For being there, for tough love- whatever!) a character tweet? Who would follow? RT? (You choose! Character, topic, POV…) questions and answers & comments) Most Important Write a skit or a “You know what Create a collage Dear Diary… A task to which a Word scene (You choose! grinds my gears…” student automatically (Choose the most important word in Character(s), topic, something (Family Guy: What really got you (You choose! (Write two diary entries from the the novel and that didn’t happen angry/worked up Character(s), POV of a moves when an defend your choice). but could/should have…) while reading the text? Why?) topic, POV, events in the story…) character) assigned task is Write directions from one place to Top 15 words to know Create a cartoon or comic strip Rewrite a section of the novel Design a web pageFor more information and finished another for someone that Create a study (You choose! Character(s), hasn’t read the method for topic, somethingexamples, see pages 42- book. someone that that didn’t happen (Have a character (For the novel, hasn’t read the but could/should make a different movie, or a place48 in your packet. book have…) decision) in the novel)
But how can I give (& assess) different assignments? Focus on the KUD no matter what level the activity is designed at! Teacher observations, checklists, rubrics can all be based on a scale from 1-4 To what extent do the students demonstrate that they… For more information and examples, see pages 59-62 in your packet.
It’s your turn!Imagine that you’ve placed your “students” into three groups based on literacy levels.1. Create a KUD for a unit/lesson/activity that your team teaches OR Use the KUD that you created with your team earlier today!2. Use the graphic organizer to plan a lesson based on your KUD. WHAT WILL EACH GROUP DO?!3. Insider note: TYPICALLY, the KUD has to be the same… BUT with readiness, the U stays the same,
Today’s Objectives: I will be able to: Explain the purpose and benefits of differentiating by readiness. Identify the literacy levels of my students. Create readiness groups using student literacy levels. Identify and create instructional activities that are appropriate for each of your readiness group.
I get it! I’m excited! (Now what?) Realistic goals Ask reading specialists in the building for help! (There is a list in your packet on page 49). Use resources for leveled readings (lexile.com) Try something out!For more information and examples, see pages 49-62 & the full unit plan at the end of your packet.
References:Ford, M.P. (2005). Differentation Through Flexible Grouping: Successfully Reaching All Readers. Learning Point Associates: Naperville, Illinois.Strickland, C.A. (2011). Differentiation of instruction at the high school level. ASCD: Alexandria, Virginia.Tomlinson, C.A. & Strickland, C. A. (2005). Differentiation in practice: A resource guide for differentiating curriculum – Grades 9-12. ASCD: Alexandria, Virginia.(2007). Tools for high quality: Differentiated instruction. ASCD, 12.(2012). LTHS professional learning communities glossary. LTHS: LaGrange, IL.http://www.act.org/standard/planact/reading/index.htmlhttp://www.derry.k12.nh.us/dvs/staff/cmccallum/differentiation/tiered.pdfhttp://www.foridahoteachers.org/differentiation_framework.htmhttp://www.lexile.com/analyzer Thank you for