Your SlideShare is downloading. ×
0
NCSS 2013 Differentiated Instruction:  A Gateway to Success with the Common Core
NCSS 2013 Differentiated Instruction:  A Gateway to Success with the Common Core
NCSS 2013 Differentiated Instruction:  A Gateway to Success with the Common Core
NCSS 2013 Differentiated Instruction:  A Gateway to Success with the Common Core
NCSS 2013 Differentiated Instruction:  A Gateway to Success with the Common Core
NCSS 2013 Differentiated Instruction:  A Gateway to Success with the Common Core
NCSS 2013 Differentiated Instruction:  A Gateway to Success with the Common Core
NCSS 2013 Differentiated Instruction:  A Gateway to Success with the Common Core
NCSS 2013 Differentiated Instruction:  A Gateway to Success with the Common Core
NCSS 2013 Differentiated Instruction:  A Gateway to Success with the Common Core
NCSS 2013 Differentiated Instruction:  A Gateway to Success with the Common Core
NCSS 2013 Differentiated Instruction:  A Gateway to Success with the Common Core
NCSS 2013 Differentiated Instruction:  A Gateway to Success with the Common Core
NCSS 2013 Differentiated Instruction:  A Gateway to Success with the Common Core
NCSS 2013 Differentiated Instruction:  A Gateway to Success with the Common Core
NCSS 2013 Differentiated Instruction:  A Gateway to Success with the Common Core
NCSS 2013 Differentiated Instruction:  A Gateway to Success with the Common Core
NCSS 2013 Differentiated Instruction:  A Gateway to Success with the Common Core
NCSS 2013 Differentiated Instruction:  A Gateway to Success with the Common Core
NCSS 2013 Differentiated Instruction:  A Gateway to Success with the Common Core
NCSS 2013 Differentiated Instruction:  A Gateway to Success with the Common Core
NCSS 2013 Differentiated Instruction:  A Gateway to Success with the Common Core
NCSS 2013 Differentiated Instruction:  A Gateway to Success with the Common Core
NCSS 2013 Differentiated Instruction:  A Gateway to Success with the Common Core
NCSS 2013 Differentiated Instruction:  A Gateway to Success with the Common Core
NCSS 2013 Differentiated Instruction:  A Gateway to Success with the Common Core
NCSS 2013 Differentiated Instruction:  A Gateway to Success with the Common Core
NCSS 2013 Differentiated Instruction:  A Gateway to Success with the Common Core
NCSS 2013 Differentiated Instruction:  A Gateway to Success with the Common Core
NCSS 2013 Differentiated Instruction:  A Gateway to Success with the Common Core
NCSS 2013 Differentiated Instruction:  A Gateway to Success with the Common Core
NCSS 2013 Differentiated Instruction:  A Gateway to Success with the Common Core
NCSS 2013 Differentiated Instruction:  A Gateway to Success with the Common Core
NCSS 2013 Differentiated Instruction:  A Gateway to Success with the Common Core
NCSS 2013 Differentiated Instruction:  A Gateway to Success with the Common Core
NCSS 2013 Differentiated Instruction:  A Gateway to Success with the Common Core
NCSS 2013 Differentiated Instruction:  A Gateway to Success with the Common Core
NCSS 2013 Differentiated Instruction:  A Gateway to Success with the Common Core
NCSS 2013 Differentiated Instruction:  A Gateway to Success with the Common Core
NCSS 2013 Differentiated Instruction:  A Gateway to Success with the Common Core
NCSS 2013 Differentiated Instruction:  A Gateway to Success with the Common Core
NCSS 2013 Differentiated Instruction:  A Gateway to Success with the Common Core
NCSS 2013 Differentiated Instruction:  A Gateway to Success with the Common Core
NCSS 2013 Differentiated Instruction:  A Gateway to Success with the Common Core
NCSS 2013 Differentiated Instruction:  A Gateway to Success with the Common Core
NCSS 2013 Differentiated Instruction:  A Gateway to Success with the Common Core
NCSS 2013 Differentiated Instruction:  A Gateway to Success with the Common Core
NCSS 2013 Differentiated Instruction:  A Gateway to Success with the Common Core
NCSS 2013 Differentiated Instruction:  A Gateway to Success with the Common Core
NCSS 2013 Differentiated Instruction:  A Gateway to Success with the Common Core
NCSS 2013 Differentiated Instruction:  A Gateway to Success with the Common Core
NCSS 2013 Differentiated Instruction:  A Gateway to Success with the Common Core
NCSS 2013 Differentiated Instruction:  A Gateway to Success with the Common Core
NCSS 2013 Differentiated Instruction:  A Gateway to Success with the Common Core
NCSS 2013 Differentiated Instruction:  A Gateway to Success with the Common Core
NCSS 2013 Differentiated Instruction:  A Gateway to Success with the Common Core
NCSS 2013 Differentiated Instruction:  A Gateway to Success with the Common Core
NCSS 2013 Differentiated Instruction:  A Gateway to Success with the Common Core
NCSS 2013 Differentiated Instruction:  A Gateway to Success with the Common Core
NCSS 2013 Differentiated Instruction:  A Gateway to Success with the Common Core
NCSS 2013 Differentiated Instruction:  A Gateway to Success with the Common Core
NCSS 2013 Differentiated Instruction:  A Gateway to Success with the Common Core
NCSS 2013 Differentiated Instruction:  A Gateway to Success with the Common Core
NCSS 2013 Differentiated Instruction:  A Gateway to Success with the Common Core
NCSS 2013 Differentiated Instruction:  A Gateway to Success with the Common Core
NCSS 2013 Differentiated Instruction:  A Gateway to Success with the Common Core
NCSS 2013 Differentiated Instruction:  A Gateway to Success with the Common Core
NCSS 2013 Differentiated Instruction:  A Gateway to Success with the Common Core
NCSS 2013 Differentiated Instruction:  A Gateway to Success with the Common Core
NCSS 2013 Differentiated Instruction:  A Gateway to Success with the Common Core
NCSS 2013 Differentiated Instruction:  A Gateway to Success with the Common Core
NCSS 2013 Differentiated Instruction:  A Gateway to Success with the Common Core
NCSS 2013 Differentiated Instruction:  A Gateway to Success with the Common Core
NCSS 2013 Differentiated Instruction:  A Gateway to Success with the Common Core
NCSS 2013 Differentiated Instruction:  A Gateway to Success with the Common Core
NCSS 2013 Differentiated Instruction:  A Gateway to Success with the Common Core
Upcoming SlideShare
Loading in...5
×

Thanks for flagging this SlideShare!

Oops! An error has occurred.

×
Saving this for later? Get the SlideShare app to save on your phone or tablet. Read anywhere, anytime – even offline.
Text the download link to your phone
Standard text messaging rates apply

NCSS 2013 Differentiated Instruction: A Gateway to Success with the Common Core

282

Published on

Workshop presented at 2013 NCSS conference in St. Louis. Web sites, activities, resources to involve all students in successfully meeting Common Core standards.

Workshop presented at 2013 NCSS conference in St. Louis. Web sites, activities, resources to involve all students in successfully meeting Common Core standards.

Published in: Education
1 Comment
0 Likes
Statistics
Notes
  • at https://www.apponfly.com/en/application/ncss10 you can find NCSS 10 in cloud version
       Reply 
    Are you sure you want to  Yes  No
    Your message goes here
  • Be the first to like this

No Downloads
Views
Total Views
282
On Slideshare
0
From Embeds
0
Number of Embeds
1
Actions
Shares
0
Downloads
6
Comments
1
Likes
0
Embeds 0
No embeds

Report content
Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
No notes for slide

Transcript

  • 1. Differentiated Instruction: A Gateway to Success with the Common Core Dr. Susan Santoli Dr. Susan Martin University of South Alabama NCSS 2013 1
  • 2. Differences Among Students • • • • Learning styles and preferences Readiness and skills Students for whom English is not their first language Students with special learning needs (per law) – Learning disabled – Emotionally disturbed – Speech impaired – Mentally retarded – Physically disabled – Gifted 2
  • 3. Universal Design First used in architecture to describe buildings that were accessible to everyone and were designed that waypreplanned-not just added on 3
  • 4. In education… • In education, goal is that instructional materials and activities allow learning objectives to be achievable by individuals with wide differences in learning styles, preferences, challenges. • Apply different instructional strategies so that diversity is not a hindrance to common learning. 4
  • 5. Differentiated Instruction • Students have multiple options for taking in information and making sense of ideas. • Teachers adjust the curriculum, presentation of information and assessment to learners rather than asking learners to modify themselves for the curriculum. • Classroom teaching is a blend of wholeclass and individual instruction. 5
  • 6. Elements of Differentiation Teacher adapts: –Content –Process –Product 6
  • 7. According to Students’ • Readiness • Interest • Learning Profiles 7
  • 8. What DI is: • Having a vision of success for students • Realizing that not all students learn the same way • Allowing students some choice in their routes to learning • Providing opportunities for students to demonstrate knowledge they know and move forward • Offering lessons of varying degrees of difficulty to meet the same standard • Combining whole class instruction with individual and/or group work 8
  • 9. What DI is NOT: • A different lesson plan for each student each day • Assuming that all students learn by listening and writing • Assigning more work to students who have demonstrated mastery • Only for students who need acceleration • Giving all students the same work/assignments all of the time 9
  • 10. Just imagine… • Shoe store…… • Dr.’s office…… 10
  • 11. Common Core • Read closely • Compare and contrast • Analyze • Comprehend • Question • Summarize • • • • • • Source Information Perspective Make Connections Cause and effect Write effectively Determine Reliability 11
  • 12. Increasing Reading Comprehension and Encouraging Close Reading 1. 2. 3. 4. 5. SQ& ID (Super question & ID) One pagers Cornell notes Primary Document Dissection Tool Noteworthy Resources 12
  • 13. SQ&ID • SQ&IDs process 13
  • 14. SQ&ID Extension • Explore the relationship between John Smith and two hardships of Jamestown. • Student response: John Smith experienced several hardships in Jamestown. Once the colonists disembarked in Jamestown, John Smith took charge, enforcing strict rule. In 16061607, Jamestown’s people died from malnutrition and starvation. The colonists were more concerned with finding gold, and they were unaccustomed to work. John Smith forced all colonists to work. If they did not work they did not eat. John was also subjected to a mock execution by Indian chief, Powhatan. His mock execution was meant to show peace between the Indians and the European settlers. Powhatan’s daughter, Pocahontas saved John from his ―execution‖. She then became an intermediary between the Indians and settlers. Although John Smith encountered several hardships in Jamestown, he persevered and helped make Jamestown a more prosperous 14 place.
  • 15. One-Pagers • Excellent tool for making connections and synthesizing information • Use for summarizing and condensing info • Assign for textbook reading • Use Smart Art, One-Note, Word or paper and pencil • Summer reading assignment for AP class 15
  • 16. Cornell Notes • Excellent tool when notes require more detailed content • Requires focus questions • Modeling… ―I do it…we do it…you do it.‖ Example 16
  • 17. Primary Documents Dissection Tool • • • • • CONSTITUTION THE BEDROCK DOCUMENT DISSECTION Purpose: The purpose of this assignment is to intensely dissect the nation’s bedrock document, the Constitution. The information you analyze and internalize will be used throughout this year, and hopefully, all your life. Remember! You must bear your portion of this democracy on your shoulders and substantial and comprehensive ingestion of this material is essential 17 for this task.
  • 18. Primary Documents Dissection Tool • Install PDF Viewer, Adobe Acrobat Adobe Acrobat Pro or just use a hard copy • Answer the questions using highlighting and notes tools 18
  • 19. Primary Documents Dissection Tool • Answer questions using highlighting and typewriter tool in the PDF Viewer – initial dissection after reading for homework • LD to AP • Independent - In class; smaller numbers of questions to highlight in one day • Regular – In class; two days with parts due at the end of each class • AP – at home - independently 19
  • 20. Primary Documents Dissection Tool • Tie key components of Constitution to founding father philosophy and current events • Blue sticky – tie to founding father philosophy • Green sticky – tie to current events • Purple sticky – definition • Constitution PDF Example 20
  • 21. Noteworthy Resources • Read/Write/Think: International Reading Association, NCTE, Thinkfinity • Reading Quest: Making Sense in Social Studies • Reading Like a Historian: Stanford, Historical Reading Skills and Inquiry 21
  • 22. Questions and Comments 22
  • 23. Next… Applying that reading knowledge through analysis, evaluation, synt hesis Think color! 23
  • 24. Analysis, Evaluation, Synthesis (all ready for use) 1. Reading Like a Historian 2. 3. 4. 5. 6. 7. Historical Scenes Investigation Historical Thinking Matters The History Lab Beyond the Bubble Library of Congress National Archives and Records Administration 8. National American History Museum 9. Noteworthy Links 24
  • 25. Reading Like a Historian: • Each lesson revolves around a central historical question and features sets of primary documents designed for groups of students with diverse reading skills and abilities. Japanese Segregation Example 25
  • 26. Historical Scenes Investigation 26
  • 27. When Elvis Met Nixon 27
  • 28. Historical Thinking Matters STUDENT INVESTIGATIONS focuses on five central topics from the post-Civil War U.S. history curriculum. Each investigation includes: •An introductory movie framing a question of historical debate; •Ten historical sources; •Guided questioning that fosters historical thinking skills such as sourcing, contextualization, close reading, and corroboration; •Text annotations and audio and video clips that provide additional commentary; •An assignment that asks students to respond to the investigative question by drawing on their previous engagement with the sources; •Directed explorations of virtual archives. TEACHER MATERIALS offers instructors, pre-service teachers and teachereducators classroom materials and strategies, examples of student and teacher 28 work, and supplementary resources
  • 29. 29
  • 30. The History Lab 30
  • 31. 31
  • 32. Beyond the Bubble 32
  • 33. Edison and the Kansas Housewife • Students read a letter to Thomas Edison, then with the addition of several extra facts, determine whether the writer was typical of Americans in the 1920s. 33
  • 34. Additional facts related to Mrs. Lathrop’s letter: • 1. George Westinghouse invented the electric range, not Thomas Edison. • 2. Before the Rural Electrification Act of 1936, less than 10% of rural America had electricity. • 3. The 19th Amendment, which guaranteed women the right to vote, was passed only one year before this letter was written. • 4. At the time of Mrs. Lathrop’s letter, less than 5% of American women were college graduates. Question: Which 2 of the 4 facts above help you determine whether Mrs. Lathrop was typical or atypical of American women in the 1920s? Explain your reasoning. 34
  • 35. Impossible to think about primary sources without: • Library of Congress – American Memory Lesson Plans • pdf – – – – – Primary Source Sets Themed Resources Teaching with Primary Sources journal Professional development videos Classroom video conferencing AND 35
  • 36. • National Archives and Records Administration – Suggested Methods for Integrating PS into Classroom Instruction (pdf) – Digital Vaults-Build your own collection – 100 Milestone Documents of American History – Google Maps tours to ―visit the past‖ – Primary Source Analysis Worksheets – Docs Teach: Examples next page 36
  • 37. AND… 37
  • 38. • National Museum of American History (Smithsonian – Engaging Students with Primary Sources – Podcasts – Featured Artifact – Lesson Plans ALL SI museums have educator sites 38
  • 39. Noteworthy Links • Internet History Sourcebook (all time periods and locations) • Avalon Project (world history) • EuroDocs (European History) • Digital Public Library of America • Navigating Primary Source Material on the Internet • Social Studies Central Primary Source 39 Links
  • 40. Other Activities to Increase Writing Effectiveness 1. Persuasive Writing – RAFT – Colonial Advertising Pitch 2. Mechanics – PPT on nation building issue – Color coded sources 3. Options – Think-Tac-Toe 40
  • 41. RAFT R—Role A—Audience F—Format T—Topic General SS examples Internment camp examples 41
  • 42. Colonial Advertising Pitch 42
  • 43. Color Coded Writing Rubric • Differentiate Structure of Essay 43
  • 44. PPT on National Building: Aiding Students in Citing Sources TYPE OF SOURCE • • • • Textbook American History Database AVL Google open search 44
  • 45. Lewis and Clark Expedition 45
  • 46. Think Tac Toe Idea behind concept is to give students choices in products. Same concept as game-3 in a row. Can include writing and non-writing assignments. East Asia Think Tac Toe Presidential Think Tac Toe 46
  • 47. Questions and Comments 47
  • 48. Increasing the Ability to Analyze and Use Visual and Auditory Sources 1. Visual Literacy 2. Before, During and After 3. Other Ways to Use Art in Social Studies 4. ABC Books 5. Westward Expansion 6. Great Depression 48
  • 49. 8. French Revolution You Tube 9. Hamilton Rap 10.Too Late to Apologize 49
  • 50. What is visual literacy? • Research shows that visual literacy, ―a person’s ability to interpret and create visual information—to understand images of all kinds and use them to communicate more effectively,‖ is a successful strategy for all learners (Burmark, 2002, p. v). 50
  • 51. Studies done by Lynn O’Brien of Specific Diagnostic Studies – ―students whose strongest learning channel is auditory comprise less than 15% of the population. On the other hand, students who comprise a visual learning style are about 40% of the population…kinesthetic students form around 45% of the population.‖ Dickinson, D. (2002). Learning through the arts. Seattle, WA: New Horizons for Learning. Retrieved from Http://www.newhorizons.org 51
  • 52. Before, During and After • ~If this artwork is the beginning of a story, what might happen next? • ~If it this artwork is the middle of a story, what might have happened before? What might be about to happen? • ~If this artwork is the end of a story, what might the story be? • ~Use your imagination 52
  • 53. Using Art to Inspire Writing in Social Studies • • • • • • • • • Look at a painting or poster, and then invent a history. Write something about how the artist was feeling when it was painted, why the curator purchased this painting, or something about the subject. Write about three works of art you would purchase if price were no object. This is the beginning of a personal art collection. Write about the choices. Give a title to a work of art. Write a conversation that might be taking place in the work of art. What sounds or smells do you detect in a work of art. Write a press release for the opening of an artists’ show. If the artist were in the room, what would you like to ask him/her? Students find several works of art that are based on a myth, historical event, or person, and then write about the events or people that inspired the works of art. Compare an artistic work to a historical account of the event. 53
  • 54. ABC Books • Creation of ABC books offer good opportunity for collaboration and differentiationBased on British ABC for Baby Patriots promoting Imperialism • AP students create an entire book or…students assigned to work in groups • Books may be digital or hard copy • Options for rhyming, original art, multi-media 54
  • 55. Westward Expansion-Visuals and Written Sources • Students are in pairs or threes • Each group receives a primary source which is numbered • Each group answers these basic questions regarding the source: • What are you viewing? • What message does it contain about western expansion in the 1800s? • At end of 5 minutes, each group passes its primary source to another group, receives another source and answers the same questions for the new source 55
  • 56. Excerpts from letters and diaries 56
  • 57. http://www.archives.gov/education/lessons/homestead-act/images/ homesteading-family.gif 57
  • 58. Library of Congress Call number Portfolio 134, Folder 13 58
  • 59. John McCarthy, photographer. John Bakken Sod House, Milton, ND, c 1895. NDSU Institute for Regional Studies. Reproduction Number 120mm-0144 copy neg. 2029.061 59
  • 60. http://www.loc.gov, ppmsca 09855 60
  • 61. Follow-up • After all items are viewed, students are asked to complete the following questions: • What conflicting messages did you find? • Why do you think these occurred? • If you were summarizing, in one sentence, what westward expansion was like, what would you say? • Extend assignment by having students read the Homestead Act, examine homestead applications, design their own ad encouraging or discouraging settlers from moving west. 61
  • 62. Great Depression Tiered Lesson Plan-Library of Congress (Visuals, Auditory, Text) http://web.archive.org/web/20070316174958/http://www.primarysourcelearning.org/ teach/best_practices/diff_instruct_bulletin_sec.pdf Standard for lesson plan: The student will demonstrate knowledge of the social, economic, and technological changes of the early twentieth century by identifying the causes of the Great Depression, its impact on Americans, and the major features of Franklin D. Roosevelt’s New 62 Deal.
  • 63. Same learning content, different process 63
  • 64. Everyone will answer these questions: • Describe what you see in the photograph. Include as much detail as possible. • Compare and contrast your home to the home you see in the photograph. What is similar and what is different? In addition to the first two questions, student pairs will each receive one of the following questions based on academic readiness level. 64
  • 65. Tier 1: If we could hear the people talking about their life, what would they be saying? Tier 2: From what you see in the photograph, explain how you think this room might be used by the family and why. Tier 3: Assess the Great Depression’s social and economic impact on this family from 65 the evidence in the photo.
  • 66. Same content information, same analysis process, different PRODUCTS 66
  • 67. Tier 1: Create a timeline of the Dust Bowl and Great Depression era. Include the following 10 events with accompanying visuals and written description. Tier 2: Create a scrapbook depicting the life of a child affected by the Dust Bowl and the Great Depression. Include information about where the child lives, his/her family’s economic and social situation, recreation, education, and prospects for the future. Tier 3: In the role of a political candidate, create a persuasive speech proposing actions to address the concerns of the Dust Bowl farmers during the Great Depression. Incorporate information about the farmers’ economic, social and political problems and propose 67 how the government can and cannot assist them.
  • 68. Same task, 3 different SOURCES OF INFORMATION Choose one of the following primary sources below. Examine both the information about the item and the item itself. Take notes of important details that will help you answer the following question: • WHAT WERE SOME OF THE ECONOMIC, SOCIAL AND POLITICAL EFFECTS OF THE GREAT DEPRESSION ON PEOPLE? 68
  • 69. Dorothea Lange Photograph of the Migrant Mother, 1936 69
  • 70. American Life Histories, Manuscript from the Federal Writer’s Project, North Carolina, 1938 Nina Boone-North Carolina 70
  • 71. Mrs. Mary Sullivan-August, 1940 A Traveler’s Line This is a song written and sung by a woman who lived during the Depression. 71
  • 72. Auditory Literacy • 21st Century options such as podcasts and You-Tube videos help students make authentic connections to historical events. • Student created videos are opportunities for collaboration and creativity • History Teachers video site • Lady Gaga…French Revolution (pdf) • Rock music tells the story (pdf) • Rap is everywhere…even the White House (pdf) 72
  • 73. Noteworthy Art, Writing, SS Sites • • • • • • Picturing America Art at the Heart wiki Posters to Go Project Zero Visible Thinking site Learning to Look Seeing Art in a Historical Context 73
  • 74. Questions and Comments 74
  • 75. • The powerpoint and resources used for this presentation will be posted at: www.differentiatedcurriculum.wikispaces.com. On the left hand side, you’ll find a link to 2013 NCSS 75
  • 76. • Please feel free to contact us with questions/suggestions you may have. Susan Santoli: ssantoli@southalabama.edu Twitter: @spsantoli Facebook: https://www.facebook.com/socialstudieseducation Susan Martin ferguson@southalabama.edu 76

×