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# 2012 classroom makeover day 4

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### 2012 classroom makeover day 4

1. 1. Liz Fogartyfogartye@ecu.edu
2. 2. Monday: Foundational Support
4. 4. Wednesday: Customization
5. 5. Thursday: More Customization
6. 6. Today’s ObjectiveO Participants will be able to apply the cubing method to increase the degree of higher- order thinking used in their classrooms.
7. 7. Talk & DoListen 30 minutes30 minutes Synthesize 30 minutes
8. 8. From the Center for Media Literacy in New Mexico“If we are literate in our subject, we can: access (understand and find meaning in) analyze, evaluate and create the subject or medium.”
9. 9. Talk & DoListen 30 minutes30 minutes Synthesiz e 30 minutes
10. 10. Tiered ActivitiesTiered Instruction features: Whole group introduction and initial instruction Identification of developmental differences Increase or Decrease the:  Abstraction  Extent of Support  Sophistication  Complexity of goals, resources, activities & products
11. 11. The “Equalizer”1. Foundational Transformational 5. Smaller Leap Greater Leap2. Concrete Abstract 6. More Structured More Open3. Simple Complex 7. Clearly Defined Problems Fuzzy Problems 8. Less Independence Greater Independence4. Fewer Facets Multi-facets 9. Slower Quicker Based on the work of Carol Ann Tomlinson
12. 12. Which tier isconcept? What is the which?Pairs of students are Pairs of students are Pairs of students aregiven a set of “real- given a set of “real- given a set of “real-number” cards and number” cards and a number” cards and aa blank number line. blank Venn diagram blank Venn diagram which has three which has threeStudents must sort overlapping circles overlapping circlestheir cards and labeled as follows: which are not labeled.decide where to numbers greater than Students must sortplace each on the 1½, numbers less their cards and decidenumber line. than 3.5, and numbers on labels for each ofStudents complete between 0 and 15. the circles. Thenthe lesson by writing Students write each students write eacheach number on the number in the number in the appropriate circle. appropriate circle.number line.
13. 13. Is this lesson tiered by content, process, or product?Pairs of students are Pairs of students are Pairs of students aregiven a set of “real- given a set of “real- given a set of “real-number” cards and number” cards and a number” cards and aa blank number line. blank Venn diagram blank Venn diagram which has three which has threeStudents must sort overlapping circles overlapping circlestheir cards and labeled as follows: which are not labeled.decide where to numbers greater than Students must sortplace each on the 1½, numbers less their cards and decidenumber line. than 3.5, and numbers on labels for each ofStudents complete between 0 and 15. the circles. Thenthe lesson by writing Students write each students write eacheach number on the number in the number in the appropriate circle. appropriate circle.number line.
14. 14. Is this lesson tiered by interest, learning style, or readiness?Pairs of students are Pairs of students are Pairs of students aregiven a set of “real- given a set of “real- given a set of “real-number” cards and number” cards and a number” cards and aa blank number line. blank Venn diagram blank Venn diagram which has three which has threeStudents must sort overlapping circles overlapping circlestheir cards and labeled as follows: which are not labeled.decide where to numbers greater than Students must sortplace each on the 1½, numbers less their cards and decidenumber line. than 3.5, and numbers on labels for each ofStudents complete between 0 and 15. the circles. Thenthe lesson by writing Students write each students write eacheach number on the number in the number in the appropriate circle. appropriate circle.number line.
15. 15. 4th Grade MathThis lesson is tiered in product according to readiness.Tier I: Basic Learners• Pairs of students are given a set of “real-number” cards and a blank Venn diagram which has three overlapping circles labeled as follows: numbers greater then 1½, numbers less than 3.5, and numbers between 0 and 15. Students write each number in the appropriate circle.Tier II: Grade Level Learners• Pairs of students are given a set of “real-number” cards and a blank Venn diagram which has three overlapping circles which are not labeled. Students must sort their cards and decide on labels for each of the circles. Then students write each number in the appropriate circle.Tier III: Advanced Learners• Pairs of students are given a set of “real-number” cards and a blank number line. Students must sort their cards and decide where to place each on the number line. Students complete the lesson by writing each number on the number line. http://ideanet.doe.state.in.us/exceptional/gt/tiered_curriculum/welcome.html
16. 16. IDENTIFY OUTCOMESWHAT SHOULD THE STUDENTS KNOW, UNDERSTAND, OR BE ABLE TO DO? THINK ABOUT YOUR STUDENTS PRE-ASSESS READINESS, INTEREST, OR LEARNING PROFILE INITIATING ACTIVITIES USE AS COMMON EXPERIENCE FOR WHOLE CLASSGROUP 1 GROUP 2 GROUP 3TASK TASK TASK
17. 17. Video• Cubing example
18. 18. Cubing
19. 19. Exploration Cube Example How is exploration How shouldfrom the past different explorations be to more current conducted in the 21st exploration? century? What is Exploration? What benefits are there to exploration? What common characteristics do all How has exploration explorers possess? changed over time?
20. 20. Talk & DoListen 30 minutes30 minutes Synthesiz e 30 minutes
21. 21. Primary Objectives / Topics / Skills Average LevelAdvanced LevelRemedial Level
22. 22. Talk & DoListen 30 minutes30 minutes Synthesiz e 30 minutes
23. 23. What Can Be Tiered?• Assignments • Experiments• Activities • Materials• Homework • Assessments• Learning Centers • Writing Prompts
24. 24. Management Tips The number of tiers will depend on the range in the classroom. Form tiers based on assessment of your students’ abilities to handle the material. Students are re-grouped the next time you use tiering as a strategy. Match the tasks degree of difficulty and its pacing to student readiness.
25. 25. Tiering by Interest Look at student characteristics other than ability level. Teachers give all students choices of content, process, or product that are at approximately the same ability level. These tiers are similar to those in a layer cake—all the same size.
26. 26. Group Sizes May Vary The number of groups per tier will vary. The number of students per tier will vary. Form groups based on the readiness needs of individual students.  Tier One may have two groups of three students, Tier Two five groups of four students, and Tier Three may have one group of two students.
27. 27. Managing GroupsThink about how to give directions todifferent groups
28. 28. Quick Tip for Forming Groups• Color Swish = Readiness Level (Blue, Red, Green, Purple)• Letter = Learning Style (A, B, C, D)• Number = Random Assignment or Specific Tasks (1, 2, 3, 4) B 2Modified for Specialists
29. 29. Minimum RequirementsBuild a complex machine which is made up of at least two simple machinesand can move a roll of pennies 3 feet.
30. 30. All thinking begins with wonder. - Socrates
31. 31. “Our job is not to make upanybody’s mind, but to open mindsand to make the agony of decision- making so intense you can escape only by thinking.” -Fred Friendly Broadcaster