Differentiated Task Statements
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Differentiated Task Statements

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  • introduce ask who here <br />
  • familiarity with d/c c/i etc? <br />
  • here&#x2019;s a standard. it is similar to a recipe <br />
  • here&#x2019;s a recipe, it&#x2019;s a starting point. however, what if i&#x2019;m on a diet. what if i hate zuchhini. what it i love zuc? <br />
  • here&#x2019;s a recipe, it&#x2019;s a starting point. however, what if i&#x2019;m on a diet. what if i hate zuchhini. what it i love zuc? <br />
  • goal of TX plan <br />
  • we are OBLIGATED to make modifications <br />
  • tx plan <br />
  • obligated to develop cool products <br />
  • differentiation is not done once in a while. not an extra bit. should transform existing curriculum. So how do we do this? <br />
  • scaffolding 4 gt teachers. don&#x2019;t rewrite the curriculum. don&#x2019;t require tons of work <br />
  • Flip Book. Kaplan and Gould. <br />
  • <br />
  • What don&#x2019;t you like, from 00-- of GATE kid? <br /> I love idioms, but this is not motivating. <br />
  • makes me think of mix n&#x2019; match. mix n&#x2019; match has its places, but our gifted students need to experience higher level challenges <br />
  • we can do better than this. our job to do better. <br />
  • standard is our origin but our goal is to differentiate this into a task statement. <br />
  • 4 places to differentiate, four ways to increase rigor, and develop a more interesting assignment <br />
  • t/s = how students will think, <br /> push them to think critically, creatively <br />
  • c= *what* they will know, push their knowledge from basic to advanced, facts to abstract <br />
  • r/s -> how they will access information - should be varied, using multiple sources <br />
  • product = what they will create to show/share/communicate their learning, authentic is better. THIS IS FUN! Should be motivating, challenging, authentic, interesting! <br />
  • easter egg hunt! Thinking skill? Content? Resources? Product? <br />
  • easter egg hunt! Thinking skill? Content? Resources? Product? <br />
  • easter egg hunt! Thinking skill? Content? Resources? Product? <br />
  • easter egg hunt! Thinking skill? Content? Resources? Product? <br />
  • Anyone know where this is on bloom&#x2019;s taxonomy? very <br />
  • <br />
  • looking to differentiate according to needs, not necessarily maximize everytime <br />
  • looking to differentiate according to needs, not necessarily maximize everytime <br />
  • looking to differentiate according to needs, not necessarily maximize everytime <br />
  • looking to differentiate according to needs, not necessarily maximize everytime <br />
  • looking to differentiate according to needs, not necessarily maximize everytime <br />
  • looking to differentiate according to needs, not necessarily maximize everytime <br />
  • looking to differentiate according to needs, not necessarily maximize everytime <br />
  • original verbage <br />
  • dramatize <br />
  • categorize <br />
  • argue relevance, okay to modify wording so that it makes sense :) <br />
  • again, we&#x2019;re just asking these students to identify. How can we get them thinking deeper? <br />
  • Remember, this is our JOB as gifted teachers, to push our students into more interesting thinking. <br />
  • c = &#x2018;what students will know&#x2019; - *defined* by state standards, curriculum, etc. we can differentiate the content by increasing *depth* and *complexity* <br />
  • 11 Tools D/C - move students from novice to expert understanding. <br /> Represented by an icon and title. Dual coding. Iconic understanding of abstract, complex thinking. Intimidating for you, kids eat this up! <br />
  • 11 Tools D/C - move students from novice to expert understanding. <br /> Represented by an icon and title. Dual coding. Iconic understanding of abstract, complex thinking. Intimidating for you, kids eat this up! <br />
  • 11 Tools D/C - move students from novice to expert understanding. <br /> Represented by an icon and title. Dual coding. Iconic understanding of abstract, complex thinking. Intimidating for you, kids eat this up! <br />
  • 11 Tools D/C - move students from novice to expert understanding. <br /> Represented by an icon and title. Dual coding. Iconic understanding of abstract, complex thinking. Intimidating for you, kids eat this up! <br />
  • 11 Tools D/C - move students from novice to expert understanding. <br /> Represented by an icon and title. Dual coding. Iconic understanding of abstract, complex thinking. Intimidating for you, kids eat this up! <br />
  • 11 Tools D/C - move students from novice to expert understanding. <br /> Represented by an icon and title. Dual coding. Iconic understanding of abstract, complex thinking. Intimidating for you, kids eat this up! <br />
  • 11 Tools D/C - move students from novice to expert understanding. <br /> Represented by an icon and title. Dual coding. Iconic understanding of abstract, complex thinking. Intimidating for you, kids eat this up! <br />
  • 11 Tools D/C - move students from novice to expert understanding. <br /> Represented by an icon and title. Dual coding. Iconic understanding of abstract, complex thinking. Intimidating for you, kids eat this up! <br />
  • 11 Tools D/C - move students from novice to expert understanding. <br /> Represented by an icon and title. Dual coding. Iconic understanding of abstract, complex thinking. Intimidating for you, kids eat this up! <br />
  • 11 Tools D/C - move students from novice to expert understanding. <br /> Represented by an icon and title. Dual coding. Iconic understanding of abstract, complex thinking. Intimidating for you, kids eat this up! <br />
  • 11 Tools D/C - move students from novice to expert understanding. <br /> Represented by an icon and title. Dual coding. Iconic understanding of abstract, complex thinking. Intimidating for you, kids eat this up! <br />
  • Purpose - different depth/compelxity of content to expert level <br /> Consider your understanding of chemistry vs a chemist <br /> My undertanding of buildings vs expert architect <br />
  • Novice understanding of a teacher. However, you are an expert in eduction. Lets see if you can use these thinknig tools to discuss education. <br />
  • abstract, generalization. &#x201C;Move all students to proficiency&#x201D; - &#x201C;Lifetime learners&#x201D; - &#x201C;equip for future.&#x201D; <br />
  • Most important pieces - &#x201C;books, computers, curriculum, tests&#x201D; <br />
  • what happens over and over in a repeating manner. Predictable. &#x201C;pendulum of teaching - testing vs creativity,&#x201D; order of units, <br />
  • hierarchy, structure, - due dates, school rules, must follow district guidelines, state standards <br />
  • good vs. bad - &#x2018;standardized testing,&#x2019; &#x2018;performance based pay,&#x2019; &#x2018;unions,&#x2019; &#x2018;personal necessity&#x2019; <br />
  • how are things moving right now. There is a trend towards testing, there is a trend towards multiple choice answers <br />
  • what don&#x2019;t we know? <br />
  • what words does an expert use? assessment, direct instructon, differentiation!, <br />
  • how does a teacher view education, rookie teacher, veteran, student, principal, district admin, public, etc... <br />
  • how has education changed since you entered the field? since you were a student? viewing from a new &#x2018;time&#x2019; point of view <br />
  • How can we see math, science, language arts, ss within this topic? <br />
  • <br />
  • intro these tools on first day, test for student understanding - take a fairy tale and ask for each thinking tool <br />
  • Imagine introducing <br />
  • delicious combination! Combo of t/s and d/c is where diff takes off. <br />
  • A person who understand &#x201C;look a gift horse in the mouth&#x201D; <br />
  • <br />
  • <br />
  • Another set of tools to differentiate content. Enhances and is designed to be with D/C icons. <br />
  • Another set of tools to differentiate content. Enhances and is designed to be with D/C icons. <br />
  • Another set of tools to differentiate content. Enhances and is designed to be with D/C icons. <br />
  • Another set of tools to differentiate content. Enhances and is designed to be with D/C icons. <br />
  • Another set of tools to differentiate content. Enhances and is designed to be with D/C icons. <br />
  • the beginning of an idea <br />
  • effects of an idea or an event <br />
  • a coming together of events/ideas <br />
  • ideas/events that are similar. A comparison. <br />
  • a contradiction, a pulling apart of ideas/events <br />
  • origin - hamburg, germany <br /> contribution - obesity, fills hunger, satisfies taste, heartburn <br /> convergence - bread, ground beef, tomato, cheese, etc... <br /> parallel - sandwich? <br /> paradox - health vs tasty <br />
  • Power: simplicity of each icon (maybe a lot now) but complex ideas. Combine d/c and c/i for advanced diff. Your kids will get this quickly. <br />
  • Explain rules of US Government becomes explain the origin of these rules. <br />
  • Explain rules of US Government becomes explain the origin of these rules. <br />
  • Explain rules of US Government becomes explain the origin of these rules. <br />
  • Explain mult. perspect of US Gov --> Explain how this is a paradox. <br />
  • Explain mult. perspect of US Gov --> Explain how this is a paradox. <br />
  • note combination of t/s and differentiated content <br />
  • <br />
  • Don&#x2019;t max out tools and Bloom&#x2019;s. Use ORGANICly and as appropriate. <br />
  • R - where the info will come from - should be variety of sources/tools <br />
  • authentic. not textbook every time. <br />
  • where will students get the information about idioms? how about a set of websites? <br />
  • How will the student show their knowledge/learning? Worksheet? Debate? Robot? <br />
  • obligated to give opportunity to develop cool products <br />
  • products are much more than writing papers or filling out worksheets. HM Practice books! *MULTIPLE INT* Construct? <br />
  • products are much more than writing papers or filling out worksheets. HM Practice books! *MULTIPLE INT* Construct? <br />
  • What can a student *construct* to show their knowledge? Kinesthetic learners! <br />
  • What can a student *construct* to show their knowledge? Kinesthetic learners! <br />
  • What can a student *construct* to show their knowledge? Kinesthetic learners! <br />
  • What can a student *construct* to show their knowledge? Kinesthetic learners! <br />
  • What can a student *construct* to show their knowledge? Kinesthetic learners! <br />
  • What can a student *construct* to show their knowledge? Kinesthetic learners! <br />
  • product is a great place to offer choice. ultimate Winter Break response to literature - two students WROTE AND PERFORMED SONGS! Allows for creativity (SO important!) allows for rigor. authentic communication of learning. <br />
  • A differentiated task statement. <br />
  • Another one. <br /> ***Consider the level students are now interacting with idioms versus the mix/match. <br />
  • Another one. <br /> ***Consider the level students are now interacting with idioms versus the mix/match. <br />
  • Another one. <br /> ***Consider the level students are now interacting with idioms versus the mix/match. <br />
  • when do u use a task statement? love them since they&#x2019;re flexible! <br /> <br />
  • natural place to start. take a standard and uplevel for gifted class <br />
  • Reality - gifted class is academically all over the map, pre-asses skill and give tasks according to results <br /> <br />
  • creating a menu of choices that cover the same content <br /> - could be ABC, tic tac toe menu, perhaps just changing product <br />
  • even give kids the reins. Flip Book, Ind Study both resources for developing student-designed projects <br />
  • use worksheet to develop diff. tasks (page 2?); head to www.byrdseed.com/differentiator <br />
  • <br />
  • <br />
  • <br />
  • iconic intersections? note the changes as we augment icons with other icons. <br /> etc... <br />

Differentiated Task Statements Differentiated Task Statements Presentation Transcript

  • Creating Differentiated Task Statements
  • “Students are expected to identify the meaning of common idioms” Grade 4 Reading 2.d.
  • http://www.flickr.com/photos/charkes/
  • “Curriculum and instruction meet the needs of gifted students by modifying the depth, complexity, and pacing of the general school program.” Texas State Plan For Education Of The Gifted
  • “Curriculum and instruction meet the needs of gifted students by modifying the depth, complexity, and pacing of the general school program.” Texas State Plan For Education Of The Gifted
  • “A continuum of learning experiences is provided that leads to the development of advanced level products and/or performances.” Texas State Plan For Education Of The Gifted
  • “A continuum of learning experiences is provided that leads to the development of advanced level products and/or performances.” Texas State Plan For Education Of The Gifted
  • “Differentiation should be an integral part of rather than an adjunct to the core curriculum.” Kaplan & Gould, The Flip Book
  • Task Statement A system to incorporate rigor, depth, complexity, and novelty to your gifted students.
  • Not my idea.
  • What We’re Starting With
  • “Students are expected to identify the meaning of common idioms” Grade 4 Reading 2.d.
  • http://www.flickr.com/photos/zachklein/
  • ugh http://www.flickr.com/photos/zachklein/
  • Standard Differentiated Task Statement
  • Standard Differentiated Task Statement
  • FourParts http://www.flickr.com/photos/dideo/
  • FourParts Thinking Skill Resources Content http://www.flickr.com/photos/dideo/ Product
  • Thinking Skill Content Resources Products
  • Thinking Skill Content Resources Products
  • Thinking Skill Content Resources Products
  • Thinking Skill Content Resources Products
  • Thinking Skill Content Resources Products
  • Thinking Skill Content Resources Products “Students are expected to identify the meaning of common idioms” Grade 4 Reading 2.d.
  • Thinking Skill Content Resources Products “Students are expected to identify the meaning of common idioms” Grade 4 Reading 2.d.
  • Thinking Skill Content Resources Products “Students are expected to identify the meaning of common idioms” Grade 4 Reading 2.d.
  • Thinking ? Skill Content Resources Products “Students are expected to identify the meaning of common idioms” Grade 4 Reading 2.d.
  • Thinking ? ? Skill Content Resources Products “Students are expected to identify the meaning of common idioms” Grade 4 Reading 2.d.
  • ThinkingSkill “identify”
  • http://www.flickr.com/photos/ell-r-brown/
  • ThinkingSkill: Bloom’s
  • ThinkingSkill: Bloom’s Remember 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
  • ThinkingSkill: Bloom’s Remember 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
  • ThinkingSkill: Bloom’s Remember 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
  • ThinkingSkill: Bloom’s Remember 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
  • ThinkingSkill: Bloom’s Remember 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
  • “Students are expected to identify the meaning of common idioms” Grade 4 Reading 2.d.
  • “Students will dramatize the meanings of common idioms.” Grade 4 Reading 2.d. (modified)
  • “Students will categorize the meanings of common idioms.” Grade 4 Reading 2.d. (modified)
  • “Students will argue the relevance of common idioms.” Grade 4 Reading 2.d. (modified)
  • “Identify reasons people moved west.”
  • Content “the meaning of common idioms”
  • Content
  • Content
  • Depth & Complexity “What content or knowledge distinguishes individuals who are expert in a field of study?” The Flip Book, Too Kaplan & Gould
  • BigIdea
  • EssentialDetails
  • Patterns
  • Rules
  • Ethics
  • Trends
  • Unanswered Questions
  • Language of the Discipline
  • Multiple Perspectives
  • Change Over Time
  • Across The Disciplines
  • http://www.flickr.com/photos/pointnshoot/
  • http://consollection.de/
  • Thinking Skill + Depth Complexity
  • “Students will dramatize common idioms using multiple points of view of their meanings.”
  • “Students will categorize common idioms according to patterns in their meanings.”
  • “Students will argue the relevance of common idioms based on the change over time in their meanings.”
  • Content
  • Content
  • Origin
  • Origin
  • Contributions
  • Contributions
  • Convergence
  • Convergence
  • Parallels
  • Parallels
  • Paradox
  • Paradox
  • http://www.flickr.com/photos/pointnshoot/
  • Explain US Government
  • Explain US Government
  • Explain US Government
  • Explain US Government
  • Explain US Government
  • “Students will categorize common idioms based on patterns in the origin of their meanings.”
  • “… argue the relevance of idioms based on the paradox of the change over time in their meanings.”
  • Use tools as appropriate.
  • Resources “...”
  • Resources
  • Resources textbooks websites encyclopedias experts videos trade books dictionaries graphs/charts newspapers
  • “Students will categorize common idioms based on patterns in the origin of their meanings using the following websites...”
  • “Students will categorize common idioms based on patterns in the origin of their meanings using the following websites websites...”
  • Product “...”
  • “A continuum of learning experiences is provided that leads to the development of advanced level products and/or performances.” Texas State Plan For Education Of The Gifted
  • Product
  • Product multimedia writing construction project visual oral art presentation presentations musical experiment game project
  • Product multimedia writing construction project visual oral art presentation presentations musical experiment game project
  • Construction
  • Construction diorama model puzzle mechanical game sculpture device
  • Construction diorama model puzzle mechanical game sculpture device
  • Construction diorama model puzzle mechanical game sculpture device
  • Construction diorama model puzzle mechanical game sculpture device
  • Construction diorama model puzzle mechanical game sculpture device
  • Construction diorama model puzzle mechanical game sculpture device
  • “Students will categorize idioms based on patterns in the origin of their meanings using the following websites to create a brochure.”
  • “Students will argue the relevance of common idioms based on the change over time of their meanings using the following websites to prepare for a debate.”
  • “Students will argue the relevance of common idioms based on the change over time of their meanings using the following websites to prepare for a debate.”
  • When?
  • Whole Class (differentiated for gifted)
  • A B Split Class (pre-assess)
  • Choice Menu A: . . B: . .... . C: . .... ..... (centers, projects, classwork)
  • Tod I wi y a ll ... Student Designed (independent study)
  • Let’sTry
  • Let’sTry www.byrdseed.com/differentiator
  • “Identify reasons people moved west.”
  • “Describe the effects of physical and human processes in shaping the landscape.”
  • “Students are expected to summarize and explain the lesson or message of a work of fiction as its theme”