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A Balanced Approach: Combining Traditional and Differentiated Instruction
A Balanced Approach: Combining Traditional and Differentiated Instruction
A Balanced Approach: Combining Traditional and Differentiated Instruction
A Balanced Approach: Combining Traditional and Differentiated Instruction
A Balanced Approach: Combining Traditional and Differentiated Instruction
A Balanced Approach: Combining Traditional and Differentiated Instruction
A Balanced Approach: Combining Traditional and Differentiated Instruction
A Balanced Approach: Combining Traditional and Differentiated Instruction
A Balanced Approach: Combining Traditional and Differentiated Instruction
A Balanced Approach: Combining Traditional and Differentiated Instruction
A Balanced Approach: Combining Traditional and Differentiated Instruction
A Balanced Approach: Combining Traditional and Differentiated Instruction
A Balanced Approach: Combining Traditional and Differentiated Instruction
A Balanced Approach: Combining Traditional and Differentiated Instruction
A Balanced Approach: Combining Traditional and Differentiated Instruction
A Balanced Approach: Combining Traditional and Differentiated Instruction
A Balanced Approach: Combining Traditional and Differentiated Instruction
A Balanced Approach: Combining Traditional and Differentiated Instruction
A Balanced Approach: Combining Traditional and Differentiated Instruction
A Balanced Approach: Combining Traditional and Differentiated Instruction
A Balanced Approach: Combining Traditional and Differentiated Instruction
A Balanced Approach: Combining Traditional and Differentiated Instruction
A Balanced Approach: Combining Traditional and Differentiated Instruction
A Balanced Approach: Combining Traditional and Differentiated Instruction
A Balanced Approach: Combining Traditional and Differentiated Instruction
A Balanced Approach: Combining Traditional and Differentiated Instruction
A Balanced Approach: Combining Traditional and Differentiated Instruction
A Balanced Approach: Combining Traditional and Differentiated Instruction
A Balanced Approach: Combining Traditional and Differentiated Instruction
A Balanced Approach: Combining Traditional and Differentiated Instruction
A Balanced Approach: Combining Traditional and Differentiated Instruction
A Balanced Approach: Combining Traditional and Differentiated Instruction
A Balanced Approach: Combining Traditional and Differentiated Instruction
A Balanced Approach: Combining Traditional and Differentiated Instruction
A Balanced Approach: Combining Traditional and Differentiated Instruction
A Balanced Approach: Combining Traditional and Differentiated Instruction
A Balanced Approach: Combining Traditional and Differentiated Instruction
A Balanced Approach: Combining Traditional and Differentiated Instruction
A Balanced Approach: Combining Traditional and Differentiated Instruction
A Balanced Approach: Combining Traditional and Differentiated Instruction
A Balanced Approach: Combining Traditional and Differentiated Instruction
A Balanced Approach: Combining Traditional and Differentiated Instruction
A Balanced Approach: Combining Traditional and Differentiated Instruction
A Balanced Approach: Combining Traditional and Differentiated Instruction
A Balanced Approach: Combining Traditional and Differentiated Instruction
A Balanced Approach: Combining Traditional and Differentiated Instruction
A Balanced Approach: Combining Traditional and Differentiated Instruction
A Balanced Approach: Combining Traditional and Differentiated Instruction
A Balanced Approach: Combining Traditional and Differentiated Instruction
A Balanced Approach: Combining Traditional and Differentiated Instruction
A Balanced Approach: Combining Traditional and Differentiated Instruction
A Balanced Approach: Combining Traditional and Differentiated Instruction
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A Balanced Approach: Combining Traditional and Differentiated Instruction

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This presentation shows how to balance direct instruction and whole class assignments with project based learning consisting of multiple intelligence and authentic literacy activities that measure …

This presentation shows how to balance direct instruction and whole class assignments with project based learning consisting of multiple intelligence and authentic literacy activities that measure student knowledge and cognition of key academic concepts, promote student choice, and foster student engagement.

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  • 1. A Balanced ApproachUsing Traditional and Differentiated Instruction to Measure Knowledge and Cognition, Foster Student Engagement, and Promote Personal Responsibility Erik M. Francis, M. Ed., M. S. (c) 2011
  • 2. ESSENTIAL QUESTIONSWhat do you want your students to know?What do you want your students to do?What do you want your students tounderstand?What do you want your students toaccomplish?
  • 3. TRADITIONAL INSTRUCTION Teacher teaches concept. Teacher provides practice. Student practices concept. Student does not practice concept.Passing Grade Failing Grade Student receives 0 for not Student receives A, B, C, D F doing work. credit for work. Extra Help Extra Help Grade < A TEST Passing Grade Failing Grade A, B, C, D F
  • 4. DISADVANTAGES TO TRADITIONAL INSTRUCTIONx Inflexiblex Does not meet the diverse needs of students.x Subject matter is not upgraded to keep students’ general knowledge and skills current.x Learning focuses more on rote memorization and completion of assigned tasks.x Meets the needs of only half the students in the classroom.
  • 5. WARNING! ADVANTAGES TO TRADITIONAL INSTRUCTION✓ Structured, controlled environment✓ Immediate interaction with the teacher✓ Uniform and consistent✓ Subject and skills taught in a specific order✓ Diverse course offerings without tracking
  • 6. WHAT IS DIFFERENTIATION?✓ Different ways to learn the information✓ Different amounts of time to complete the work✓ Different levels of learning✓ Different approaches to teaching and learning✓ Different assignments for students in the same classroom✓ Different means to assess what has been learned✓ Different options for learning - Coil (2004)
  • 7. WARNING! WHAT IS NOT DIFFERENTIATIONx The assumption that one instructional methodology benefits all studentsx The assumption that one disciplinary practice works for all studentsx The assumption that individualized instruction means planning assignments for each individual studentx The assumption that all work is “fun and games”x The assumption that one educational philosophy or practice is better or more effective than all othersx The misconception that differentiated instruction is a comprehensive school reform model.
  • 8. WHY DIFFERENTIATE? T AGE MEN MAINSTREAM ENG H MENT GIFTED ENRICDIFFERENTIATION INTERVENTION SPECIAL RIGOR EDUCATION LANGUAGE ENGLISH DEVELOPM LANGUAGE ENT RELE LEARNERS RELA VANC TION E LOW SHIP S SOCIO-ECONOMIC STATUS
  • 9. LEARNING PYRAMID Lecture Average 5% Retention Reading Rate 10% Audio-­‐Visual 20% Demonstration 30% Discussion 50% Practice  by  Doing 75% Teach  Others 90%  Adapted from National Training Laboratories. Bethel, Maine
  • 10. LEARNING PYRAMID Lecture Average 5% Retention Reading Rate 10% Audio-­‐Visual 20% Demonstration TRADITIONAL 30% PASSIVEDIFFERENTIATED Discussion ACTIVE 50% Practice  by  Doing 75% Teach  Others 90%   Adapted from National Training Laboratories. Bethel, Maine
  • 11. LEARNING PYRAMID H Lecture L I S A Average C A M S I 5% R N A Retention T O E Reading T G T Rate N U H R C A Y 10% M E E U G M Audio-­‐Visual S E A I T 20% A I C Demonstration R C P T S H TRADITIONAL i 30% . S PASSIVE g E DiscussionDIFFERENTIATED h . ACTIVE S c 50% h C Practice  by  Doing o . o T l 75%. Teach  Others E . 90%   Adapted from National Training Laboratories. Bethel, Maine
  • 12. LEARNING PYRAMID T Lecture DIRECT Average R A D 5% INSTRUCTION Retention I Reading Rate T I O 10% WHOLE CLASS N A Audio-­‐Visual ASSIGNMENT L 20% D Demonstration I F 30% F E Discussion ESSENTIAL QUESTIONS R E 50% AUTHENTIC LITERACY N T Practice  by  Doing MULTIPLE INTELLIGENCE I A 75% ACTIVITIES I T Teach  Others PROJECT BASED E D 90% LEARNING  Adapted from National Training Laboratories. Bethel, Maine
  • 13. WARNING! One is not better than the other!Traditional instruction is not “bad teaching”. It ismost effective in serving its purpose - to providestructure and direct instruction.Differentiated instruction can be detrimental tolearning if staff and students are not comfortablewith or used to such instruction.
  • 14. A BALANCED APPROACHDIFFERENTIATED TRADITIONAL INSTRUCTION Teacher introduces concept. INSTRUCTION Teacher poses essential questions Multiple Intelligence Direct Instruction Activities Project Based Whole Class Learning Assignments Self Assessment Peer Evaluation TEST Teacher evaluates knowledge and cognition.
  • 15. A BALANCED APPROACHDIFFERENTIATED TRADITIONAL INSTRUCTION Teacher introduces concept. INSTRUCTION Teacher poses essential questions Multiple Intelligence Activities GRADING Direct Instruction Project Based 2 5% 2 5% Whole Class Learning Assignments 25% 25% Self Assessment Peer Evaluation TEST Teacher evaluates knowledge and cognition.
  • 16. HIGHER ORDER THINKING PLAN H. O. T. PLAN © Unit of Curriculum Study Common Core Standards Learning Essential Elements of Instruction Objectives Bloom’s Taxonomy Marzano’s New Taxonomy Factual Affective Essential Analytical Reflective Questions Hypothetical PersonalWhole Class Direct Instruction Note-taking QuizAssignments Guided Practice Classwork Test (WCA) Independent Practice Homework Essay Differentiated Instruction Multiple Intelligences Multiple Project Based LearningIntelligence Activities Research (MIA) Expressive Writing Self-Assessment Peer Evaluation
  • 17. HIGHER ORDER THINKING PLANUNIT OF STUDY WHOLE CLASS ASSIGNMENT ASSIGNMENT TASK ASSESSMENTSTANDARDS 1. 1. 1. 2. 2. 2.OBJECTIVES 3. 3. 3.The learner will… 4. 4. 4. • remember/recall/recognize MULTIPLE INTELLIGENCE ACTIVITY • understand Choose one of the activities listed below. Explain how you researched • apply and applied the key academic concepts and addressed the essential • analyze questions of the unit through written communication. • evaluate • create VISUAL / VERBAL / LOGICAL / SPATIAL LINGUISTIC MATHEMATICALESSENTIAL QUESTIONS 1. 2. 3.FACTUAL• Who• What TECHNICAL / BODILY- MUSICAL /• Where MECHANICAL KINESTHETIC RHYTHMIC• WhenANALYTICAL 4. 5. 6.• How• WhyHYPOTHETICAL INTRAPERSONAL / INTERPERSONAL / NATRUALIST /• What if INSIGHT SOCIAL ENVIRONMENTAL• What would happen• What could happen 7. 8. 9.AFFECTIVE• What do you think COMBINATION• How do you feel• What is your opinionREFLECTIVE• What is the effect• What is the impact STUDENT CREATED• What is the resultPERSONAL © Erik M. Francis, 2012 maverikeducation@yahoo.com
  • 18. HIGHER ORDER THINKING PLAN H. O. T. PLAN © Requires students to uncover the facts Factual and truth. Requires students to apply procedures Analytical and explain reasons and results. Requires students to consider Hypothetical possibilities, viewpoints, outcomes, andESSENTIAL the future. Requires students to form opinions andQUESTIONS Affective express their attitudes, beliefs, and feelings. Requires students to examine the impact Reflective and relevance a subject has on their life and the world. Requires students to consider what they Personal want to understand, discover, or explore.
  • 19. HIGHER ORDER THINKING PLAN H. O. T. PLAN © Direct Teach the concept through lecture and Instruction demonstration. Guided Have students practice application of Practice concepts with teacher supervision. Independent Provide students the opportunity to work Practice with concepts at their own pace. WHOLE CLASS Provide assessments that measure factualASSIGNMENT Assessments and procedural knowledge, understanding, and application. Emphasize communication. Provide tasks that foster teamwork and Cooperative collaboration using individual skills and Learning talents. Differentiated Requires students to consider what they Assignments want to understand, discover, or explore.
  • 20. PROJECT BASED LEARNING Standards Learning Objectives Essential Questions Curriculum Content Textbooks Research Visual Verbal Logical Bodily-Kinesthetic Multiple Musical Interpersonal Intelligences Intrapersonal Naturalist Project Based Technical Learning Communication and Presentation Skills Organization andTime 21st Management SkillsResearch and Inquiry Skills Century Self Assessment and Reflection Skills Group Participation Leadership Reading Authentic Writing Literacy Discussing
  • 21. COLLEGE AND CAREER READINESS COLLEGE CAREER Academic Knowledge Academic Skills Application of Academic Knowledge in Foundational Academic Knowledge Authentic Situations Academic Behaviors Employability Skills Intellectual Openness and Growth Critical Thinking Inquisitiveness Adaptability Interpretation Problem Solving Precision and Accuracy Collaboration/Teamwork Problem Solving Creativity Self-Awareness Responsibility Self-Monitoring Professionalism Self-Control Technology UseContextual Skills and Awareness Technical SkillsSystematic understanding of the postsecondary Job-Specific Knowledge education system Training Specific knowledge of norms, values, conventions Human relations skills
  • 22. WARNING! DIFFERENTIATION IS NOT ALL FUN AND GAMES!✓ Projects must be authentic learning activities.✓ Projects must meet the objectives of the unit.✓ Projects must respond to essential questions.✓ Projects must require using higher order thinking skills.✓ Authentic literacy activities must be incorporated to express knowledge and cognition.
  • 23. HIGHER ORDER THINKING PLAN H. O. T. PLAN © VISUAL VERBAL LOGICAL Think and learn in images Think and learn in words. Think and learn by and pictures. reasoning. TECHNICAL NATURALIST MUSICAL Think and learn using Think and learn using Think and learn via MULTIPLE technology. surroundings and rhythms andINTELLIGENCES environment. melodies. ACTIVITIES INTRAPERSONAL INTERPERSONAL BODILY- Think and learn by Think and learn by KINESTHETIC working independently. working with others. Think and learn via physical action.
  • 24. HIGHER ORDER THINKING PLAN H. O. T. PLAN © VISUAL VERBAL LOGICAL Think and learn in images Think and learn in words. Think and learn by and pictures. reasoning. TECHNICAL NATURALIST MUSICAL Think and learn using Think and learn using Think and learn via MULTIPLE technology. surroundings and rhythms andINTELLIGENCES environment. melodies. ACTIVITIES INTRAPERSONAL INTERPERSONAL BODILY- Think and learn by Think and learn by KINESTHETIC working independently. working with others. Think and learn via physical action.
  • 25. HIGHER ORDER THINKING PLAN H. O. T. PLAN VISUAL VERBAL LOGICAL Think and learn in images Think and learn in words. Think and learn by and pictures. reasoning. VISUAL VERBAL LOGICAL TECHNICAL NATURALIST MUSICAL Think and learn using Think and learn using Think and learn via STUDENT surroundings and rhythms and MULTIPLE technology.INTELLIGENCES TECHNICAL ORIGINAL environment. MUSICAL melodies. ACTIVITIES COMBO INTRAPERSONAL INTERPERSONAL BODILY- Think and learn by Think and learn by KINESTHETIC working independently. working with others. Think and learn via BODILY- INTRAPERSONAL INTERPERSONAL physical action. KINESTHETIC
  • 26. HIGHER ORDER THINKING PLAN H. O. T. PLAN VISUAL VISUAL VERBAL VERBAL LOGICAL LOGICAL Think and learn in imagesWrite an original story Calculate the probability Draw a comic book Think and learn in words. Think and learn by depicting a key event in that takes place in World of success and.or failure and pictures. reasoning. World War II. VISUAL War II. VERBAL of a key battle from LOGICAL World War II. TECHNICAL TECHNICAL NATURALIST MUSICAL MUSICAL Make an educationalusing Think and learn or Think and learn using Write and perform a Think and learn via STUDENT MULTIPLE technology. fictional video about STUDENT surroundings and rhythms and patriotic songINTELLIGENCES TECHNICAL World War II. ORIGINAL environment. MUSICAL melodies. supporting the Allies in ACTIVITIES ORIGINAL COMBO World War II. WORLD COMBO WAR II INTRAPERSONAL INTERPERSONAL BODILY- INTRAPERSONAL Think and learn by INTERPERSONALby Think and learn BODILY- KINESTHETIC Create alternative ways working with others. KINESTHETIC via working independently. Debate with a partner Think and learn BODILY- INTRAPERSONAL whether Harry Truman for countries to solve INTERPERSONAL Research the training physical action. their conflicts without should have dropped the KINESTHETIC regimen of soldiers resorting to warfare. atomic bomb on Japan. during World War II.
  • 27. HIGHER ORDER THINKING PLAN H. O. T. PLAN VISUAL VISUAL VISUAL VERBAL VERBAL LOGICAL LOGICAL Think and learnof an Draw a picture book comic in imagesWrite an original story Calculate the probability Think a first person words. Think and charter Write and learn in Calculate and learn by depicting a key eventits that takes from theWorld of success and.or failure animal, coloring it by in and pictures.key narrative place in point the size reasoning. of and growth proper color, labeling World War II. of view War II. of an animal in an of a keyand determine animal battle from VISUAL VERBAL LOGICAL body parts. Describe which it describes itself, its World War II. the benefits and how an animal’s physical environment, and how it drawbacks of being that appearance helps it survives. size. survive. TECHNICAL TECHNICAL NATURALIST MUSICAL MUSICAL NATURALIST MUSICAL Think and learn using Write and perform a Think and learn via Make an educationalusing Think and learn or Describe how an animal STUDENT Write arhythms andthe STUDENT song about MULTIPLE musttechnology. fictionaladapt to its video about STUDENT surroundings and patriotic song itsINTELLIGENCES TECHNICAL World War II. ORIGINAL ORIGINAL environment. animal, describing MUSICAL in melodies. supporting the behavior, ACTIVITIES environment in order to ORIGINAL appearance, War II. its Allies survive. COMBOCOMBO andWorld its environment. COMBO ANIMALS INTRAPERSONAL INTERPERSONAL BODILY- INTRAPERSONAL Plan a presentation on Think about why an INTERPERSONAL KINESTHETIC BODILY- INTRAPERSONAL Think and learn by INTERPERSONALby animal is important to its how to prevent an animal Think and learn BODILY- KINESTHETIC Describe and Create alternativefood ecosystem or its ways working independently. Debate becoming an from with a partner KINESTHETIC via working with others. demonstrate the unique Think and learn chain and share your BODILY- INTRAPERSONAL whether Harry Truman for countries to solve Research the training INTERPERSONAL physical abilities of an endangered species. physical action. reasons. their conflicts without KINESTHETIC should have dropped the animal and of soldiers regimen how it helps resorting to warfare. atomic bomb on Japan. during World War II. them survive in its environment.
  • 28. HIGHER ORDER THINKING PLAN H. O. T. PLAN VISUAL VISUAL VISUAL VERBAL VERBAL VERBAL LOGICAL LOGICAL LOGICAL Think anddifferent an Draw a picture book Drawcomic of imagesWriteaan original story Calculate the probability learn in Write storylearn in words. Think and charter Think a firstin which Write and person Explain theand learn by Calculate following: depicting a key eventits the characters mustpoint - How size reasoning. a of animal, coloring it by in that takes from theWorld of success and.or failure and pictures.key narrative place in use geometric shapes and the would you split and growth proper color, labeling World Wardivide how to II. show VISUAL of view Warorder toin dozen doughnuts between fractions in II. of an animal an of a keyand determine animal battle from VERBAL LOGICAL bodyinto halves, thirds, which it describes itself, itsfour people? Warand them parts. Describe solve a problem. the benefits II. World how an animal’s physical fourths and fifths. Shade environment, and how it - How would of being that drawbacks you appearance helps it distribute six drinks to the amount in the survives. size. survive. three people? numerator. TECHNICAL TECHNICAL NATURALIST How would you divide an - MUSICAL MUSICAL NATURALIST MUSICAL Think and learn orange for eight people? via Think educationalusing STUDENTusing Write and perform a Make an and learn or Think and learn Describe how an animal STUDENT MULTIPLE technology. fictionaladapt to its video about TECHNICAL must STUDENT Write arhythms andthe surroundings and song about patriotic song MUSICAL itsINTELLIGENCES TECHNICAL World War II. to ORIGINAL Write MUSICAL in STUDENT ORIGINAL environment. animal, describing melodies. ACTIVITIES Create a PowerPoint environment in order ORIGINAL aboutWorldto orAlliessupporting the behavior, appearance, its poem a song presentation that survive. COMBO ORIGINAL COMBO and how War II. and form its environment. explains how to form COMBO reduce fractions to their and use fractions. FRACTIONS INTRAPERSONAL COMBO INTERPERSONAL lowest form? BODILY- INTRAPERSONAL Plan a presentation on Think about why an INTERPERSONAL KINESTHETIC BODILY- INTRAPERSONAL INTERPERSONAL INTRAPERSONAL BODILY- Think and learn by INTERPERSONALby KINESTHETIC animal is important to its how to prevent an animal Think about whatwaysare Think and class learn Presentwith a partner to the BODILY- KINESTHETIC Describe and Create alternativefood ecosystem or its independently. Debate becomingand workingsituations to working with an from KINESTHETIC via others. demonstrate the unique thecountries to your best chain and share solve for demonstrations whether Harry Truman Show howand training Think you learn BODILY- Research the would INTRAPERSONALexamples on how to use divide your abilities of an INTERPERSONAL physical class evenly so endangered species. physical action. theirfractions to show use conflicts without reasons. KINESTHETIC should have dropped the animal and of soldiers regimen how it helps resorting to whole. parts of a warfare. fractions. atomic bomb on Japan. each group would the during World War II. them survive in its same amount of people. environment.
  • 29. HIGHER ORDER THINKING PLAN H. O. T. PLAN VISUAL VISUAL VISUAL VISUAL VERBAL VERBAL VERBAL LOGICAL LOGICAL LOGICAL Think andpicture inan Draw aapicture book Draw comic of imagesWriteaan rulelearn in words. Thinkoffensive and Draw different a learn of Think a original story Calculate the probability Write first person Write aand in which Write story book on Explain theand charter Calculate following: Analyze and learn by depicting a key eventits thehow tofrom mustpoint - How size reasoning. a of animal, coloring it by in thatcharacters theWorld defensive and growth and pictures.key narrative placesoccer geometric shapesand soccer uniform and takes play in use of success and.or soccer the would you in failure plays split proper color,importance show how labeling World Wardivide the to II. explainVISUAL includingofin order toin dozen doughnuts between of view War II. fractions identifying the ananda determine from an animal of keyand determine animal battle their VERBAL LOGICAL bodyinto equipment of parts. Describe them the halves, thirds, which it describes itself, itsfoureffectiveness against objectaof the game, solve problem. people? Warand the benefits II. World how an animal’s physical fourths and fifths. Shade explaining what tohowon - How would of beingor in including how it drawbacks you environment, and do it specific opponents that appearance helps it the amount in the improves someone’s survive. and defense, and distribute six situations. offense survives. certainsize. to drinks numerator. three people? performance and how to perform key TECHNICAL TECHNICAL provides safety. NATURALIST How would you divide an plays. - MUSICAL MUSICAL NATURALIST MUSICAL Think and learn orange for eight people? via Think educationalusing STUDENTusing Write and perform a Make an and learn or Think and learn Describe how an animal STUDENT MULTIPLE TECHNICAL technology. fictionaladapt to its TECHNICALvideo about must an instructional STUDENT WriteMUSICALpoem surroundings and STUDENT a song about the rhythms and patriotic song MUSICAL itsINTELLIGENCES Produce TECHNICAL World War II. to Create a PowerPoint ORIGINAL Write MUSICAL in STUDENT ORIGINAL environment. animal, song or describing Write a melodies. supporting the behavior, a song orAllies ACTIVITIES environment inslide video or order ORIGINAL about Worldto playpoem ORIGINAL about how toWar II. and appearance, its soccer presentation that survive. COMBO ORIGINAL COMBO and how form its environment. presentation on how to explains how to form COMBO COMBO or someone who plays reduce fractions to their SOCCER play soccer. and use fractions. INTRAPERSONAL COMBO INTERPERSONAL soccer. lowest form? BODILY- INTRAPERSONALINTERPERSONAL INTRAPERSONAL Think about why an INTERPERSONAL KINESTHETIC Plan a presentation on BODILY- BODILY- INTRAPERSONAL INTERPERSONAL INTRAPERSONAL BODILY- Think about why soccer INTERPERSONALby animal is important to its how to prevent an animal Think and learn by Debate with a partner Think and class learn BODILY- KINESTHETIC KINESTHETIC Describe and Think about whatways ecosystem or its food Create successful and are Presentwith a partner to the KINESTHETIC KINESTHETIC via is a alternative independently. Debate becomingand workingsituations to whether a national working with an from Demonstrate different others. demonstrate the unique thecountries to your best share solve chain andprofessional for demonstrations whether Harrysoccer Show howand training Think you learn BODILY- would popular professional Truman physical the action. Research INTERPERSONALplays in soccer.evenly so INTRAPERSONALexamples on how to use divide your abilities of an endangered species. physical Explain use fractions to show reasons. class KINESTHETIC sport conflictsthe world should havewould be the animal and of play is their around without league dropped regimen how it helps why each soldiers resorting to whole. parts of a warfare. but not in the United fractions. atomic bomb on Japan. successful in the United each group would the during World War II. important on offense them survive in its same amount of people. States. States. and/or defense. environment.
  • 30. WARNING! DIFFERENTIATE SLOWLY AND SMART✓ Focus on two or three multiple intelligences in the beginning (Verbal,Visual, maybe Bodily- Kinesthetic).✓ Build opportunities with each unit as you get to know your students and they become comfortable with the process of instruction.✓ Be sure to include and emphasize authentic literacy through oral and written communication.
  • 31. FIRST DAYS OF SCHOOLDAY ONE: MY M. I. PROFILE Give a Multiple Intelligence Survey the first day of school. Have students create a bar graph showing their strengths, skills, and interests.DAY TWO: SCHOOLOGRAPY Have students communicate their experiences in school or with a specific subject (e.g. mathography, literography, writography, sciography, histography, physical edography, artography, musicography).DAY THREE: THESE ARE A FEW OF MY FAVORITE THINGS Have students communicate what they like to do, their interests, their hobbies, places they like to go, etc.DAY FOUR: CAREER DAY Have students communicate what they want to be when they grow up.DAY FIVE: THERE GOES MY HERO Have students communicate about people they admire and why.
  • 32. DATA DRIVEN DECISION MAKINGDAY ONE: MY M. I. PROFILEMeasures cognition, metacognition, and self-awareness. Providesquantitative and qualitative data about students’ learning styles.DAY TWO: SCHOOLOGRAPYMeasures knowledge, cognition, and self-awareness.Provides qualitative data on students’ attitudes, beliefs, andfeelings about education.DAY THREE: THESE ARE A FEW OF MY FAVORITE THINGSDAY FOUR: CAREER DAYDAY FIVE: THERE GOES MY HEROMeasures cognition and self-awareness.Provides qualitative data on how to engage students.
  • 33. Name Erik Francis Grade 4 Teacher Mr. KotterPlace an "X" next to each statement you feel accurately describes you. If you do not identify with thestatement, leave the box next to it blank.Section 1 Section 2 x I enjoy reading books. I am very neat, clean, and organized. x I enjoy reading magazines. x I prefer step-by-step directions. I like to solve puzzles, riddles, and I keep a journal or a diary. mysteries. I like word games like crossword puzzles, x I am very good at working with numbers. word jumbles, or Scrabble. Writing things down or taking notes helps x I can solve math problems in my head. me remember things. x I like to text message or e-mail. x I like to put things in alphabetical order. I cannot begin an assignment without x I like to talk. x knowing exactly what I need to do. I like to write stories, reports, and/or x I prefer structure and order. poetry. x I like to tell jokes and riddles. I enjoy figuring out solutions to problems. x I like to share and express my ideas. x Things have to make sense to me. 8 Total Number of Responses 5 Total Number of Responses
  • 34. Name Erik Francis Grade 4 Teacher Mr. KotterPlace an "X" next to each statement you feel accurately describes you. If you do not identify with thestatement, leave the box next to it blank.Section 3 Section 4 I like decorating, designing, and/or x I play a musical instrument. redesigning things. I enjoy drawing, painting, and/or I like to have music playing in the x x scuplting. background when I do things. I remember better using pictures or x x I am sensitive to noise and sounds. visuals. I perform in a band and/or sing with a I like making 3-D models and/or models. group. I enjoy or prefer seeing the movie or TV x x I like moving to a beat. version of a story. I like to read comic books and/or graphic I enjoy creating music and/or writing x x novels. lyrics. Charts, graphs, and/or tables help me I like singing songs with my friends x x understand better. and/or when I am alone. A music video can make me enjoy a song I easily remember song lyrics. more. I prefer musicals over dramatic x I can easily picture things in my head. performances. I remember things by putting them to a x I am good at reading maps. rhyme or a song 7 Total Number of Responses 6 Total Number of Responses
  • 35. Name Erik Francis Grade 4 Teacher Mr. KotterPlace an "X" next to each statement you feel accurately describes you. If you do not identify with thestatement, leave the box next to it blank.Section 5 Section 6 x I learn by doing things. x I enjoy classifying things. I enjoy making things with my hands. I am concerned about the environment. I do not like to sit still in one place for x I enjoy being outdoors. long periods of time. I like to go to the woods and/or the x I use my hands when I communicate. country. x I exercise to make myself feel better. I like to work in a garden. I prefer to make lists with the important x I enjoy dancing. x things on top. I like working with tools. x I like animals and/or own a pet. x I play a sport and/or exercise. I recycle. I enjoy camping, fishing, hiking, and/or I enjoy hands-on activities. hunting. I enjoy studying about animals, plants, x I enjoy watching sporting events. and/or anything involving nature. 7 Total Number of Responses 3 Total Number of Responses
  • 36. Name Erik Francis Grade 4 Teacher Mr. KotterPlace an "X" next to each statement you feel accurately describes you. If you do not identify with thestatement, leave the box next to it blank.Section 7 Section 8 I like working with a partner and/or with x I prefer to work on things by myself. a group of people. I learn best by working with others. x I learn best when I can work by myself. I make my own choices and decisions x I enjoy talking to people. without any help from others. I like spending time in places where there I am very quiet and/or shy. are large crowds. I do not like to be interrupted when I am x I am often put in charge of things. x doing or working on something. My family and/or friends are very Fairness and what I believe is right are x x important to me. important to me. I need to know why I need to do I am a "team player". something before I do it. I belong to a team, a club, or an I put more effort into something if I x organization. believe in it. I am willing to sign a petition or protest I dislike being by myself. something I believe is wrong. I enjoy spending time with my family Working alone is just as if not more than x x and/or friends. productive than working in a group. 4 Total Number of Responses 6 Total Number of Responses
  • 37. Name Erik Francis Grade 4 Teacher Mr. KotterPlace an "X" next to each statement you feel accurately describes you. If you do not identify with thestatement, leave the box next to it blank.Section 9 Section 10 x I like working with computers. Religion is important to me. Technology helps me learn and x I enjoy learning about philosophy. understand things. I prefer to do my work on a computer I need to see and understand my role in x x than use a pen/pencil and paper. the "big picture". I question whether there is intelligent life I enjoy playing video games. x beyond earth. I learn most of my information from the x Relaxation and mediatation helps me. internet. I prefer to learn from a web page than x I question the meaning of life. reading a book. I write a blog. I think a lot about life and death. I believe it is my responsibility to I enjoy designing web pages. x contribute positively to this world. I like making audio and video recordings x x I believe in spirits or ghosts. with a camera and/or a computer I prefer to communicate using text, e- Learning new things is easier when I x mail, or socializing in a chat room. understand their value. 6 Total Number of Responses 5 Total Number of Responses
  • 38. MY M.I. PROFILE Erik FrancisVerbalLogicalVisualMusicalBodily KinestheticNaturalistInterpersonalIntrapersonalTechnicalExistential 0 1 2 3 4 5 6 7 8 9 10
  • 39. HIGHER ORDER THINKING PLANUNIT OF STUDY ESSENTIAL QUESTIONSWorld War II FACTUAL • Who were the key people involved in World War II?STANDARDS • What were the key events of World War II?List the state standards that are addressed in this unit.• PO1: Review the rise of totalitarianism in Europe after World War I. • Where did most of the battles take place?• PO2: Analyze the major causes of World War II. • When did World War II begin/end?• PO3: Trace the series of invasions and conquests in the European and • When did the United states enter World War II? Pacific Theatres in World War II. ANALYTICAL• PO4: Describe the events leading to allied victory. • Why does a nation decide to go to war?• PO5: Describe how racism and intolerance contributed to the • How did the treaties, alliances, and political structures contribute to Holocaust. World War II?• PO6: Summarize the outcomes of World War II. • Why did the United States choose not to enter the conflict in Europe• PO7: Describe events resulting from World War II. when it first began? • How was the United States able to convince the public to support theOBJECTIVES war effort?The learner will… HYPOTHETICAL• remember/recall key events and people related to World War II by • What if the Axis Powers won the war? summarizing the outcomes of World War II. • What could have happened if the United States entered the war sooner?• understand key events and people related to World War II by AFFECTIVE reviewing the rise of totalitarianism in Europe and describing the • Do you feel World War II could have been avoided? events leading to allied victim. • Why do you think the Germans were so willing to follow Hitler?• apply key events and people related to World War II tracing the series • Do you think the United States should have entered the war before the of invasions and conquests in the European and Pacific Theatres in attack on Pearl Harbor? World War II. • How do you feel about the way the Germans and Japanese were• analyze key events and people related to World War II by analyzing portrayed and treated during World War II? the major causes of World War II and describing how racism and • Do you believe Harry Truman was right to order the dropping of the intolerance contributed to the Holocaust. atomic bomb on Hiroshima and Nagasaki?• Evaluate key events and people related to World War II by describing • Do you think a war like World War II could happen again? events caused by World War II. REFLECTIVE• create presentations focusing on key events and people related to • What effect did the outcome of World War II have on the world? World War II. • How did the outcome of World War II affect international politics, economics, and culture? • What influence did World War II have on the way internal conflicts are resolved? • How did World War II affect America’s perspective on its role in solving international conflicts? PERSONAL © Erik M. Francis, 2011
  • 40. HIGHER ORDER THINKING PLAN WHOLE CLASS ASSIGNMENTS MULTIPLE INTELLIGENCE ACTIVITY ASSIGNMENT TASK ASSESSMENT Choose one of the activities listed below.1. Read “World War II” Page 385 1(all), Short answer. Explain how you applied the key academic concepts and addressed the chapter. 2, 3, 4, 5, 6 essential questions of the unit through written expression. VISUAL / VERBAL / LOGICAL /2. Summarize the cause Summary 6 Traits Writing SPATIAL LINGUISTIC MATHEMATICAL and outcomes of Scoring Guide Comic Book: Draw a Short Story: Write an Battle Plan for World War II. comic book depicting a original short story that Success: Calculate3. Research a key Research 6 Traits Writing key event in World takes place or is related the probability of individual or event Scoring Guide War II. to World War II. success or failure of a from World War II. key battle from4. Write a persuasive Persuasive Essay 6 Traits Writing World War II. essay answering one Scoring Guide TECHNICAL / BODILY MUSICAL / of the following MECHANICAL KINESTHETIC RHYTHMIC topics: World War II Film: Boot Camp Training: World War II: Make an educational or Research and Write and perform a• “Could World War II fictional video about demonstrate the patriotic song have been avoided?” World War II training regimen of supporting the Allies• “Should the United soldiers during World in World War II. States have entered War II. World War II sooner?” INTRAPERSONAL / INTERPERSONAL / NATURALIST /• “Could a war like INSIGHT SOCIAL ENVIRONMENTAL World War II happen Alternative Measures: Should President Environmental again?” Discuss alternative Truman Have Influence on War: ways for countries to Dropped the Bomb?: Discuss how the solve their conflicts Debate with a partner environment in without resorting to whether President which battles were warfare. Truman should have fought affected the dropped the atomic outcome of key bomb on Japan. battles. COMBINATION STUDENT CREATED © Erik M. Francis, 2011
  • 41. Focus:Elevating the Essentials to Radically Improve Student Learning Standards WHAT Curriculum Objectives WE Unit of Study TEACHInstructional Reading Strategies HOW AUTHENTIC WE Writing Best LITERACY TEACH Practices Discussion - Schmoker (2011)
  • 42. AUTHENTIC LITERACYThree Principles of Authentic Literacy✓ Reading for Meaning✓ Writing to Communicate Understanding✓ Discussion of Attitudes, Beliefs, and Emotions - Schmoker (2011) COMMUNICATION IS KEY.
  • 43. HIGHER ORDER THINKING AUTHENTIC LITERACY• Insight/Opinion - What do we think..? - How do we feel...?• Compare and Contrast /Pros and Cons - What are the similarities and differences between..? - What are the advantages and drawbacks...?• Inference/Conclusions - What inferences and conclusions can we make..?• Argument/Debate - Do we agree or disagree...?
  • 44. Three Types of Assessment AREA MEASUREMENT COGNITION Remember What do you RecallCONTENT know? Recognize Understand How do you do it? ApplyPROCESS Create AnalyzeAFFECTIVE How do you feel? Evaluate
  • 45. HIGHER ORDER THINKING PLAN H. O. T. PLAN © Self-System Beliefs about the Emotions associated importance of Beliefs about ability with knowledge knowledge Metacognitive System Specifying learning Monitoring the Monitoring Monitoring LEARNING execution of goals clarity accuracyOBJECTIVES knowledge Cognitive System Knowledge Knowledge Comprehension Analysis MARZANOʼS Retrieval UtilizationTAXONOMY OF Matching Decision MakingEDUCATIONAL Classifying Problem Solving Recall Synthesis Error Analysis Experimental OBJECTIVES Execution Representation Generalization Inquiry Specifying Investigation Knowledge Domain Information Mental Procedures Physical Procedures
  • 46. HIGHER ORDER THINKING PLAN H. O. T. PLAN © Self-System Beliefs about the Emotions associated AFFECTIVE importance of AFFECTIVE Beliefs about ability AFFECTIVE with knowledge knowledge Metacognitive System Specifying learning Monitoring the Monitoring Monitoring LEARNING CONTENT PROCESS execution of CONTENT PROCESS goals clarity accuracyOBJECTIVES knowledge Cognitive System Knowledge Knowledge Comprehension Analysis MARZANOʼS Retrieval UtilizationTAXONOMY OF Matching Decision MakingEDUCATIONAL Classifying Problem Solving Recall Synthesis OBJECTIVES CONTENT Execution PROCESS Representation PROCESS Error Analysis Generalization PROCESS Experimental Inquiry Specifying Investigation Knowledge Domain CONTENT Information PROCESS Mental Procedures PROCESS Physical Procedures
  • 47. SELF ASSESSMENTStudent essays accompanying the MIA shouldaddress the following: ✓ An in-depth overview of the subject material of the MIA. (Research - Content) ✓ An insightful explanation of how the student applied the key concepts and addressed the essential questions of the unit using their individual skills and talents. (Expository - Process/Affective)
  • 48. PEER EVALUATION• Oral or written communication of conceptual understanding• Answer the following: ✓ How does the project meet the objectives of the unit? (Content) ✓ How are the essential questions of the unit addressed? (Process) ✓ Does the project provide new information or prompt further inquiry? (Affective)
  • 49. HIGHER ORDER THINKING PLAN PEER EVALUATION Unit of Study ProjectProject Summary: Describe the project being presented.How does the project address the objectives of the unit?Which essential questions does the project answer?What new information does the project provide?What further information or inquiry does the prompt? © Erik M. Francis, 2012 maverikeducation@yahoo.com
  • 50. ESSENTIAL QUESTIONS FOR YOUR STAFFDo your teachers understand what differentiatedinstruction is or looks like?Are your teachers effectively trained to differentiateinstruction?Are your teachers comfortable with differentiatinginstruction?What if teachers were given a multiple intelligencesurvey to determine their areas of skill and talent?How can teachers differentiate instruction effectivelyand comfortably?
  • 51. PREPARE YOUR STAFFHave the staff take a Multiple Intelligence ProfileSurvey to obtain data on their skills and talents.Provide professional development opportunities.Create content and engagement leaders.Provide targeted (topical small group) and strategic(coaching, mentoring) interventions.Allow for freedom and flexibility.Not every unit or assignment needs to bedifferentiated or project-based.
  • 52. FORMORE INFORMATIONERIK M. FRANCIS, M. Ed. , M. S. maverikeducation@yahoo.com (602) 686-1396

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