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Wormeli differentiated instruction_may_2009_color_version


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Wormeli differentiated instruction_may_2009_color_version

  1. 1. Differentiating Instruction: Myth-busting & Practicalities<br />Wormeli, 2009<br />
  2. 2. For further conversation about any of these topics:<br />Rick Wormeli<br /><br />703-620-2447<br />Herndon, Virginia, USA<br />(Eastern Standard Time Zone)<br />
  3. 3. Mindset: What we teach is irrelevant. It’s what students carry forward after their time with us that matters. <br />
  4. 4. Skill Sets Teachers Need in Order to Improve their Differentiated Practices<br />How to write and talk about teaching; how to make the implicit explicit <br />Formative versus Summative Assessments <br />Cognitive Science applied in the classroom<br />How to critique each other constructively<br />How to work with mentors/coaches<br />How to get to know students’ well: learning styles, challenges, strengths, interests, intelligences, background, etc.<br />
  5. 5. Are we successfully differentiating teachers?<br />Are we willing to teach in whatever way is necessary for students to learn best, even if that approach doesn’t match our own preferences? <br />Do we have the courage to do what works, not just what’s easiest? <br />Do we actively seek to understand our students’ knowledge, skills, and talents so we can provide an appropriate match for their learning needs? And once we discover their strengths and weaknesses, do we actually adapt our instruction to respond to their needs? <br />Do we continually build a large and diverse repertoire of instructional strategies so we have more than one way to teach?<br />Do we organize our classrooms for students’ learning or for our teaching? <br />
  6. 6. Are we successfully differentiating teachers?<br />6. Do we keep up to date on the latest research about learning, students’ developmental growth, and our content specialty areas? <br />7. Do we ceaselessly self-analyze and reflect on our lessons — including our assessments — searching for ways to improve? <br />8. Are we open to critique?<br />9. Do we push students to become their own education advocates and give them the tools to do so?<br />10. Do we regularly close the gap between knowing what to do and really doing it? <br />
  7. 7. What is fair…<br /> …isn’t always equal. <br />
  8. 8. Four Questions on DI:<br />What if we differentiated instruction for all students, kindergarten through grade 12, as they needed it? What kind of person would we graduate from our schools? <br />What if we never differentiated instruction for all students, Kindergarten through grade 12? What kind of person would we graduate from our schools? <br />Is the world beyond school differentiated? <br />Did our own teachers differentiate for us when we were students? <br />
  9. 9. No Wonder We Need to Differentiate in our Schools:<br />In the world beyond school, we don’t have to be good at everything. We have specific skills that match the needs of a specific job, and we have plenty of adult experience and maturity.<br /> As children in school, however, we have to be good at everything regardless of our skill set or background, and we have little experience or maturity.<br />
  10. 10. Differentiated instruction and standardized tests – <br /> ‘NOT an oxymoron!<br /> The only way students will do well on tests is if they learn the material. DI maximizes what students learn. DI and standardized testing are mutually beneficial. <br />
  11. 11. Definition<br />Differentiating instruction is doing what’s fair for students. It’s a collection of best practices strategically employed to maximize students’ learning at every turn, including giving them the tools to handle anything that is undifferentiated. It requires us to do different things for different students some, or a lot, of the time. It’s whatever works to advance the student if the regular classroom approach doesn’t meet students’ needs. It’s highly effective teaching. <br />
  12. 12. [Artist Unknown<br />
  13. 13. To meet diverse student needs, we need expertise in four areas .<br />
  14. 14. Defining D.I. Concept-Attainment Style<br /><ul><li>Some students [get] more work to do, and others less. For example, a teacher might assign two book reports to advanced readers and only one to struggling readers. Or a struggling math student might have to do only the computation problems while advanced math students do the word problems as well.” (Tomlinson, p. 7)
  15. 15. Teachers have more control in the classroom.
  16. 16. Teacher uses many different group structures over time.</li></ul> <br />
  17. 17. A science and math teacher, Mr. Blackstone, teaches a large concept (Inertia) to the whole class. Based on “exit cards” in which students summarize what they learned after the whole class instruction, and observation of students over time, he assigns students to one of two labs: one more open-ended and one more structured. Those that demonstrate mastery of content in a post-lab assessment, move to an independent project (rocketry), while those that do not demonstrate mastery, move to an alternative rocketry project, guided by the teacher, that re-visits the important content. (Tomlinson, p. 24)<br />
  18. 18. Teachers can differentiate:<br />Content <br />Process <br />Product <br />Affect<br />Learning Environment<br />-- Tomlinson, Eidson, 2003<br />
  19. 19. According to:<br />Readiness <br />Interest<br />Learning Profile<br />
  20. 20. Flexible Grouping: Questions to Consider<br />Is this the only way to organize students for learning?<br />Where in the lesson could I create opportunities for students to work in small groups?<br />Would this part of the lesson be more effective as an independent activity?<br />Why do I have the whole class involved in the same activity at this point in the lesson?<br />Will I be able to meet the needs of all students with this grouping?<br />I’ve been using a lot of [insert type of grouping here – whole class, small group, or independent work] lately. Which type of grouping should I add to the mix? <br />
  21. 21. There’s a range of flexible groupings:<br />Whole class or half class<br />Teams<br />Small groups led by students<br />Partners and triads<br />Individual study<br />One-on-one mentoring with an adult<br />Temporary pull-out groups to teach specific mini-lessons<br />Anchor activities to which students return after working in small groups<br />Learning centers or learning stations through which students rotate in small groups or individually. <br />
  22. 22.
  23. 23. Basic Principles:<br />Assessment informs instruction – Diagnosis and action taken as a result of diagnosis are paramount. <br />Assessment and instruction are inseparable.<br />Change complexity, not difficulty. Change the quality/nature, not the quantity. Structured or open-ended?<br />
  24. 24. Basic Principles:(Continued)<br />Use respectful tasks.<br />Use tiered lessons<br />Compact the curriculum.<br />Scaffold instruction.<br />Organization and planning enable flexibility.<br />
  25. 25. Basic Principles:(Continued)<br />Teachers have more control in the classroom, not less.<br />Frequently uses flexible grouping.<br />Teachers and students collaborate to deliver instruction.<br />
  26. 26. Quick Reference: Differentiated Lesson Planning Sequence<br />A. Steps to take before designing the learning experiences:<br />1. Identify your essential understandings, questions, benchmarks, objectives, skills, standards, and/or learner outcomes.<br />2. Identify your students with unique needs, and get an early look at what they will need in order to learn and achieve. <br />3. Design your formative and summative assessments. <br />4. Design and deliver your pre-assessments based on the summative assessments and identified objectives. <br />5. Adjust assessments or objectives based on your further thinking discovered while designing the assessments.<br />
  27. 27. Quick Reference: Differentiated Lesson Planning Sequence<br />B. Steps to take while designing the learning experiences:<br />1. Design the learning experiences for students based on pre-assessments, your knowledge of your students, and your expertise with the curriculum, cognitive theory, and students at this stage of human development.<br />2. Run a mental tape of each step in the lesson sequence to make sure things make sense for your diverse group of students and that the lesson will run smoothly. <br />3. Review your plans with a colleague. <br />4. Obtain/Create materials needed for the lesson.<br />5. Conduct the lesson.<br />6. Adjust formative and summative assessments and objectives as necessary based on observations and data collected while teaching. <br />
  28. 28. Quick Reference: Differentiated Lesson Planning Sequence<br />C. Steps to take after providing the learning experiences: <br />1. Evaluate the lesson’s success with students. What evidence do you have that the lesson was successful? What worked and what didn’t, and why? <br />2. Record advice on lesson changes for yourself for when you do this lesson in future years. <br />
  29. 29. E.E.K. in Question Form<br />Essential questions are larger questions that transcend subjects, are<br />usually interesting to ponder, and have more than one answer. They are <br />often broken down into component pieces for our lessons. There are <br />usually one to five essential questions per unit of study. Here’s an <br />example for a unit on the Reconstruction era following the United States’<br />Civil War:<br />EQ: “How does a country rebuild itself after Civil War?” <br />Potential focus areas to teach students as they answer the question:<br /> State versus Federal government rights and responsibilities, the economic state of the country at the time, the extent of resources left in the country after the war, the role of the military and industry, the effects of grassroots organizations established to help, the influence of the international scene at the time, public reaction to Lincoln’s assassination, state secession, southern and northern resentment for one another, fallout from the Emancipation Proclamation <br />
  30. 30. K.U.D. (Samples)<br />Know -- A prepositional phrase consists of a preposition, modifiers, and the object of the preposition.<br />Understand -- Energy is transferred from the sun to higher order animals via photosynthesis in the plant (producer) and the first order consumers that eat those plants. These animals are then consumed by higher order animals. When those animals die, the energy is transferred to the soil and subsequent plant via scavengers and decomposers. It’s cyclical in nature.” <br />Do -- When determining a percentage discount for a market item, <br /> students first change the percentage into a decimal by <br /> dividing by one hundred, then multiply the decimal and the <br /> item price. This amount is subtracted from the list price to <br /> determine the new, discounted cost of the item.”<br />
  31. 31. To Get Guidance on What is Essential and Enduring, Consult:<br />standards of learning (What skills and content within this standard will be necessary to teach students in order for them to demonstrate mastery of the standard?)<br />programs of study<br />curriculum guides<br />pacing guides <br />other teacher’s tests<br />professional journals<br />Mentor or colleague teachers<br />textbook scope and sequence<br />textbook end-of-chapter reviews and tests<br />subject-specific on-line listservs<br />professional organizations<br />quiet reflection<br />
  32. 32. What is Mastery?<br />“Tim was so learned, that he could name a horse in nine languages; so ignorant, that he bought a cow to ride on.”<br /> Ben Franklin, 1750, Poor Richard’s Almanac<br />
  33. 33. “Understanding involves the appropriate application of concepts and principles to questions or problems posed.” <br /> -- Howard Gardner, 1991<br />“Real comprehension of a notion or a theory -- implies the reinvention of this theory by the student…True understanding manifests itself by spontaneous applications.” -- Jean Piaget<br />
  34. 34. From the Center for Media Literacy in<br />New Mexico – <br />“If we are literate in our subject, we can: <br />access (understand and find meaning in), <br />analyze, <br />evaluate, <br />and create<br />the subject or medium.”<br />
  35. 35. Working Definition of Mastery(Wormeli)<br /> Students have mastered content when they<br />demonstrate a thorough understanding as<br />evidenced by doing something substantive<br />with the content beyond merely echoing it.<br />Anyone can repeat information; it’s the<br />masterful student who can break content into<br />its component pieces, explain it and alternative<br />perspectives regarding it cogently to others,<br />and use it purposefully in new situations.<br />
  36. 36. Consider Gradations of Understanding and Performance from Introductory to Sophisticated<br />Introductory Level Understanding:<br /> Student walks through the classroom door while wearing a heavy coat. Snow is piled on his shoulders, and he exclaims, “Brrrr!” From depiction, we can infer that it is cold outside. <br />Sophisticated level of understanding:<br /> Ask students to analyze more abstract inferences about government propaganda made by Remarque in his wonderful book, All Quiet on the Western Front. <br />
  37. 37. Determine the surface area of a cube. <br />Determine the surface area of a rectangular prism (a rectangular box)<br />Determine the amount of wrapping paper needed for another rectangular box, keeping in mind the need to have regular places of overlapping paper so you can tape down the corners neatly<br />Determine the amount of paint needed to paint an entire Chicago skyscraper, if one can of paint covers 46 square feet, and without painting the windows, doorways, or external air vents. <br />_______________________________________________<br />Define vocabulary terms.<br />Compare vocabulary terms.<br />Use the vocabulary terms correctly.<br />Use the vocabulary terms strategically to obtain a particular result.<br />
  38. 38. Feedback vs Assessment<br />Feedback: Holding up a mirror to the student, showing him what they did and comparing it to the criteria for success, there’s no evaluative component or judgement<br />Assessment: Gathering data so we can make a decision<br />Greatest Impact on Student Success:Formative feedback<br />
  39. 39. Assessment OF Learning<br />Summative, final declaration of proficiency, literacy, mastery<br />Grades used<br />Little impact on learning from feedback<br />‘Still very valuable, but no longer the sole focus<br />
  40. 40. Assessment FOR Learning<br />Grades rarely used, if ever <br />Marks and feedback are used <br />Share learning goals with students from the beginning<br />Make adjustments in teaching a result of formative assessment data<br />Provide descriptive feedback to students<br />Provide opportunities for student for self-and peer assessment<br />-- O’Connor, p. 98<br />
  41. 41. -- Marzano, CAGTW, pgs 5-6<br />
  42. 42.
  43. 43. The chart on the previous slide is based on an idea found in the article below:<br /> Stiggins, Rick. “Assessment Through the Student’s Eyes,” Educational Leadership, May 2007, Vol. 64, No. 8, pages 22 – 26, ASCD <br />
  44. 44. Tips for Planning Assessments<br />Correlate all formal assessments with objectives.<br />While summative assessments may be large and complex, pre-assessments usually are not. <br />Get ideas for pre- and formative assessments from summative assessments.<br />Spend the majority of your time designing/emphasizing formative assessments and the feedback they provide. <br />
  45. 45. Tips for Planning Assessments – Planning Sequence<br />Design summative assessments first, then design your pre- and formative assessments. <br />Give pre-assessments several days or a week PRIOR to starting the unit.<br />Design your lesson plans AFTER reviewing pre-assessment data. <br />
  46. 46. Ebb and Flow of Experiences[Tomlinson]<br />Back and forth over time or course of unit<br />Individual<br /> Individual<br />Small Group<br /> Small Group<br />Whole Group<br />
  47. 47. Models of Instruction That Work<br />Dimension of Learning:<br />[Robert Marzano]<br />Positive Attitudes and Perceptions about Learning<br />Acquiring and Integrating Knowledge<br />Extending and Refining Knowledge<br />Using Knowledge Meaningfully<br />Productive Habits of Mind<br />
  48. 48. 1/3 Model: <br />[Canaday and Rettig]<br />1/3 Presentation of content<br />1/3 Application of knowledge and skills learned<br />1/3 Synthesis of the information <br />
  49. 49. Concept Attainment Model:<br />[Summarized from Canaday and Rettig]<br />Teacher presents examples, students work with them, noting attributes<br />Teacher has students define the concept to be learned<br />More examples are critiqued in light of newly discovered concept<br />Students are given practice activities in which they apply their understanding of the lesson concept<br />Students are evaluated through additional applications<br />
  50. 50. Direct Instruction Model<br />[Summarized from Canaday and Rettig]<br /> Review previously learned material/homework<br />State objectives for today<br />Present material<br />Provide guided practice with feedback<br />Re-teach (as needed)<br />Assign independent practice with feedback<br />Review both during and at the end of the lesson<br />Closure (Summarization)<br />
  51. 51. Learning Profile Models:<br />Myers - Briggs Personality Styles, Bernice McCarthy’s 4MAT System, Gregorc Scale and Teaching Model, Bramson’s Styles of Thinking, Left Brain vs. Right Brain, Multiple Intelligences<br />
  52. 52. Getting Students’ Attention<br /> How much instructional time is lost in the course of school year if you don’t have an effective attention signal?<br />Sample Signals:<br />Movement<br />Sound<br />Rain stick<br />Power location<br />Speak quietly, requesting an action<br />Minimize light blinking<br />
  53. 53. Attention Moves<br />Using students’ names<br />Proximity<br />Redirecting<br />Startling<br />Pre-alerting<br />Prompts<br />Humor<br />Drama<br /><ul><li>Students as assistants
  54. 54. Vocal inflection
  55. 55. Unison task
  56. 56. Argue (Devil’s Advocate)
  57. 57. Props
  58. 58. Connect to student’s imagination or life
  59. 59. Praise</li></li></ul><li>Additional Differentiated Instruction Strategies<br />Use Anticipation Guides<br />Create personal agendas for some students<br />Use centers/learning stations<br />Adjust journal prompts and level of questioning to meet challenge levels<br />Incorporate satellite studies (“Orbitals”)<br />
  60. 60. Personal Agenda for Michael R., December 5th, 2008<br />Daily Tasks:<br />___ Place last night’s homework at the top right corner of desk.<br />___ Record warm-up activity from chalkboard into learning log.<br />___ Complete warm-up activity.<br />___ Listen to teacher’s explanation of the lesson’s agenda.<br />___ Record assignments from Homework Board into notebook. <br />Specific to Today’s Lesson:<br />___ Get graphic organizer from teacher and put name/date at top.<br />___ Fill in examples in g.o. while teacher explains it to the class.<br />___ Read both sides of the g.o. so you know what you are looking for.<br />___ Watch the video and fill in the g.o. during the breaks. <br />___ Complete closing activity for the video. <br />___ Ask Ms. Green to sign your assignment notebook. <br />___ Go to math class, but first pick up math book in locker.<br />
  61. 61. Tiering<br />Common Definition -- Adjusting the following to maximize learning:<br />Readiness<br />Interest<br />Learning Profile<br /> Rick’s Preferred Definition:<br /> -- Changing the level of complexity or required <br /> readiness of a task or unit of study in order to meet <br /> the developmental needs of the students involved <br /> (Similar to Tomlinson’s “Ratcheting”). <br />Tier in gradations<br />
  62. 62. What is the standard of excellence when it comes to tying a shoe?<br /> Now describe the evaluative criteria for someone who excels beyond the standard of excellence for tying a shoe. What can they do?<br />
  63. 63. Primary Reading Example<br />Track eye movement across the line – Lines presented with lots of space in between each one:<br />1. Follow pattern of rotating shapes:<br />2. Follow pattern of alternating letters and similar patterns:<br /> A B A B A B A B A B A B A B A B A B A B <br /> C F C C F F C CC F FF C CCC F FFF<br />
  64. 64. 3. Follow increasingly complex letter patterns:<br /><ul><li>B B D J D B B D J D B B E E R X R E E R X R
  65. 65. W N M P O U I P L K G P A B N P Q V T P</li></ul>4. Repeat with lines closer to together and with smaller<br /> fonts, making sure students focus doesn’t stray<br /> higher or lower than the line: <br />eeiiaabbxxrruuwwxxyyzziittooppqqrrssaagg<br />ffffrrrrttssppiiuuooaaooeeooiiooooooffffrrrr<br />fop pof rip pir tap pat lot tol tab bat sir ris lip pilbor rob keppek moo oom<br />
  66. 66. 5. Track along the line with simple words, adding simple punctuation:<br /> Bob can bark. Bob can bark. Bob can bark.<br /> Rob can purr. Rob can purr. Rob can purr.<br /> Rat wears a hat. Rat wears a hat. Rat wears a hat.<br /> Bob can bark, and Rob can purr. <br /> Do you like Rat’s hat? <br />
  67. 67. Tiering Assignments and Assessments<br />Example -- Graph the solution set of each of the following:<br />1. y > 2 2. 6x + 3y < 2 3. –y < 3x – 7<br /> 2. 6x + 3y < 2<br /> 3y < -6x + 2<br /> y < -2x + 2/3<br />x y <br /> 0 2/3<br /> 3 -5 1/3<br />Given these two ordered pairs, students would then graph the line and shade above or below it, as warranted.<br />
  68. 68.
  69. 69. Tiering Assignments and Assessments<br />For early readiness students:<br />Limit the number of variables for which student must account to one in all problems. ( y > 2 )<br />Limit the inequality symbols to, “greater than” or, “less than,” not, “greater then or equal to” or, “less than or equal to”<br />Provide an already set-up 4-quadrant graph on which to graph the inequality<br />Suggest some values for x such that when solving for y, its value is not a fraction. <br />
  70. 70. Tiering Assignments and Assessments<br />For advanced readiness students:<br />Require students to generate the 4-quadrant graph themselves<br />Increase the parameters for graphing with equations such as: --1 < y < 6<br />Ask students what happens on the graph when a variable is given in absolute value, such as: /y/ > 1<br />Ask students to graph two inequalities and shade or color only the solution set (where the shaded areas overlap) <br />
  71. 71. Tiering Assignments and Assessments -- Advice<br />Begin by listing every skill or bit of information a student must use in order to meet the needs of the task successfully. Most of what we teach has subsets of skills and content that we can break down for students and explore at length. <br />
  72. 72. Tiering Assignments and Assessments -- Advice<br />Tier tasks by designing the full-proficiency version first, then design the more advanced level of proficiency, followed by the remedial or early-readiness level, as necessary. <br />
  73. 73. Tiering Assignments and Assessments -- Advice<br />Respond to the unique characteristics of the students in front of you. Don’t always have high, medium, and low tiers. <br />
  74. 74. Tiering Assignments and Assessments -- Advice<br />Don’t tier every aspect of every lesson. It’s often okay for students to do what everyone else is doing. <br />
  75. 75. Tiering Assignments and Assessments -- Advice<br />When first learning to tier, stay focused on one concept or task. <br />
  76. 76. Anchor activities refer to two types of learner management experiences:<br />“Sponge” activities that soak up down time, such as when students finish early, the class is waiting for the next activity, or the class is cleaning up or distributing papers/supplies<br />A main activity everyone is doing from which the teacher pulls students for mini-lessons<br />
  77. 77. Anchor Lesson Design<br />   <br /> <br /> <br /> <br /> <br /> <br /> <br /> <br /> <br /> <br />Activity/Group:<br />Activity/Group:<br />Activity/Group:<br />Anchor Activity<br />(20-45 min.)<br />Activity/Group:<br />
  78. 78. Anchor Activities Advice<br />Use activities with multiple steps to engage students<br />Require a product – ‘increases urgency and accountability<br />Train students what to do when the teacher is not available<br />Start small: Half the class and half the class, work toward more groups, smaller in size<br />Use a double t-chart to provide feedback<br />Occasionally, videotape and provided feedback<br />
  79. 79. Double-T Charts<br />[eye] [ear] [heart]<br /> Char.’s of Char.’s of Char.’s of <br /> success we’d success we’d success we’d <br />see we’d hear feel<br />
  80. 80. Anchor Activities Advice, continued<br />Task cards may help<br />Use and train students in attention signals<br />“Fish Bowl”<br />Scaffolding<br />Examples and Non-examples<br />20-45 minutes in length for secondary students, 10-20 minutes for primary and early elementary students<br />Train students in how to disengage from one activity and move back into another one successfully<br />
  81. 81. Sample Anchor Activities<br />History: <br /> Read pages 45-52 on the Industrial Revolution. Identify the five policies/ideas for which the meat-packing industry labor unions were fighting, then design a flag that incorporates symbols of each of those ideas in its pattern. Write a short paragraph describing the flag’s symbols.<br />Math:<br /> Identify the number of faces, edges, and vertices for each of the following 3-dimensional shapes: cube, rectangular prism, rectangular pyramid, triangular pyramid, triangular prism, pentagonal pyramid, pentagonal prism, cylinder. Then draw the patterns on paper that, when folded and edges taped together, would create each of these shapes. Then, actually build each 3-d shape from your 2-d drawings. <br />
  82. 82. Sample Anchor Activities, continued<br />Language Arts: <br /> Draw and label the plot profile of the novel. Then, draw a second plot profile of the same story, but this time pretend a character from another book is inserted into the story at the mid-point and has a major influence on the outcome of the story. Draw the new changes in the plot profile and explain in writing how the story might change as a result of this new character being added. <br />Science:<br /> Draw two graphs to represent the data collected in the experiment: One that provides us with an accurate portrayal of what happened, and one that changes the vertical scale and thereby distorts our interpretations of the data. Write an explanation on the importance of proper scale when graphing data, including how data can be misinterpreted based on the scale used in data’s graphing. Finally, choose one of the sample graphs of data given to you and explain whether or not the scale was appropriate for the data – does it lead to accurate interpretations?<br />
  83. 83. What to DoWhen the Teacher is Not Available<br />Suggestions include:<br />Move on to the next portion; something may trigger an idea<br />Draw a picture of what you think it says or asks<br />Re-read the directions or previous sections<br />Find a successful example and study how it was done<br />Ask a classmate (“Ask Me,” “Graduate Assistant,” “Technoids”)<br />Define difficulty vocabulary<br />Try to explain it to someone else<br />
  84. 84. The Football Sequence<br />First teach a general lesson to the whole class for the first 10 to 15 minutes. <br />After the general lesson, divide the class into groups according to readiness, interest, or learning profile and allow them to process the learning at their own pace or in their own way. This lasts for 15 to 20 minutes. We circulate through the room, clarifying directions, providing feedback, assessing students, and answering questions. This section is very expandable to help meet the needs of students. <br />Bring the class back together as a whole group and process what they’ve learned. This can take the form of a summarization, a Question and Answer session, a quick assessment to see how students are doing, or some other specific task that gets students to debrief with each other about what they learned. This usually takes about 10 minutes. <br /> The football metaphor comes from the way we think about the lesson’s sequence: a narrow, whole class experience in the beginning, a wider expansion of the topic as multiple groups learn at the own pace or in their own ways, then narrowing it back as we re-gather to process what we’ve learned. <br />
  85. 85. Students come back together and summarize what they’ve learned<br />General lesson on the topic -- everyone does the same thing<br />Students practice, process, apply, and study the topic in small groups according to their needs, styles, intelligences, pacing, or whatever other factors that are warranted<br />
  86. 86. To Increase (or Decrease) a Task’s Complexity, Add (or Remove) these Attributes:<br />Manipulate information, not just echo it <br />Extend the concept to other areas <br />Integrate more than one subject or skill<br />Increase the number of variables that must be considered; incorporate more facets<br />Demonstrate higher level thinking, i.e. Bloom’s Taxonomy, William’s Taxonomy<br />Use or apply content/skills in situations not yet experienced<br />Make choices among several substantive ones<br />Work with advanced resources<br />Add an unexpected element to the process or product<br />Work independently<br />Reframe a topic under a new theme<br />Share the backstory to a concept – how it was developed<br />Identify misconceptions within something<br />
  87. 87. To Increase (or Decrease) a Task’s Complexity, Add (or Remove) these Attributes:<br />Identify the bias or prejudice in something<br />Negotiate the evaluative criteria<br />Deal with ambiguity and multiple meanings or steps<br />Use more authentic applications to the real world<br />Analyze the action or object<br />Argue against something taken for granted or commonly accepted<br />Synthesize (bring together) two or more unrelated concepts or objects to create something new<br />Critique something against a set of standards<br />Work with the ethical side of the subject<br />Work in with more abstract concepts and models<br />Respond to more open-ended situations<br />Increase their automacity with the topic<br />Identify big picture patterns or connections<br />Defend their work<br />
  88. 88. Manipulate information, not just echo it: <br />“Once you’ve understood the motivations and viewpoints of the two historical figures, identify how each one would respond to the three ethical issues provided.”<br />Extend the concept to other areas: <br />“How does this idea apply to the expansion of the railroads in 1800’s?” or, “How is this portrayed in the Kingdom Protista?” <br />Work with advanced resources: <br />“Using the latest schematics of the Space Shuttle flight deck and real interviews with professionals at Jet Propulsion Laboratories in California, prepare a report that…”<br />Add an unexpected element to the process or product: <br />“What could prevent meiosis from creating four haploid nuclei (gametes) from a single haploid cell?” <br />
  89. 89. Reframe a topic under a new theme: <br /> “Re-write the scene from the point of view of the antagonist,” “Re-envision the country’s involvement in war in terms of insect behavior,” or, “Re-tell Goldilocks and the Three Bears so that it becomes a cautionary tale about McCarthyism.” <br />Synthesize (bring together) two or more unrelated concepts or objects to create something new: <br />“How are grammar conventions like music?” <br />Work with the ethical side of the subject: <br />“At what point is the Federal government justified in subordinating an individual’s rights in the pursuit of safe-guarding its citizens?” <br />
  90. 90. The Equalizer(Carol Ann Tomlinson)Foundational ------------------ TransformationalConcrete ------------------------ AbstractSimple --------------------------- ComplexSingle Facet/fact -------------- Multi-Faceted/factsSmaller Leap ------------------- Greater LeapMore Structured --------------- More OpenClearly Defined ---------------- Fuzzy ProblemsLess Independence -------- Greater IndependenceSlower --------------------------- Quicker<br />
  91. 91. William’s Taxonomy<br />Fluency<br />Flexibility<br />Originality<br />Elaboration<br /> Risk Taking<br /> Complexity<br /> Curiosity <br /> Imagination<br />
  92. 92. Frank Williams’ Taxonomy of Creative Thinking<br />Fluency – We generate as many ideas and responses as we can<br /> Example Task: Choose one of the simple machines we’ve studied (wheel and axle, screw, wedge, lever, pulley, and inclined plane), and list everything in your home that uses it to operate, then list as many items in your home as you can that use more than one simple machine in order to operate. <br />---------------------------------------------------------------------------------------------------------<br />Flexibility – We categorize ideas, objects, and learning by thinking divergently about them<br /> Example Task: Design a classification system for the items on your list. <br />
  93. 93. Frank Williams’ Taxonomy of Creative Thinking<br />Originality – We create clever and often unique responses to a prompt<br />Example Task: Define life and non-life. <br />-------------------------------------------------------------------------------<br />Elaboration – We expand upon or stretch an idea or thing, building on previous thinking<br />Example: What inferences about future algae growth can you make, given the three graphs of data from our experiment? <br />
  94. 94. Frank Williams’ Taxonomy of Creative Thinking<br />Risk Taking – We take chances in our thinking, attempting tasks for which the outcome is unknown<br />Example: Write a position statement on whether or not genetic engineering of humans should be funded by the United States government. <br />-------------------------------------------------------------------------------<br />Complexity – We create order from chaos, we explore the logic of a situation, we integrate additional variables or aspects of a situation, contemplate connections<br /> Example: Analyze how two different students changed their lab methodology to prevent data contamination. <br />
  95. 95. Frank Williams’ Taxonomy of Creative Thinking<br />Curiosity – We pursue guesses, we wonder about varied elements, we question.<br /> Example: What would you like to ask someone who has lived aboard the International Space Station for three months about living in zero-gravity? <br />-------------------------------------------------------------------------------<br />Imagination – We visualize ideas and objects, we go beyond just what we have in front of us <br /> Example: Imagine building an undersea colony for 500 citizens, most of whom are scientists, a kilometer below the ocean’s surface. What factors would you have to consider when building and maintaining the colony and the happiness of its citizens? <br />
  96. 96. Cubing<br /> Ask students to create a 3-D cube out of foam board or posterboard, then respond to one of these prompts on each side: <br />Describe it, Compare it, Associate it, Analyze it, Apply it, Argue for it or against it. <br /> We can also make higher and lower-level complexity cubes for varied groups’ responses. <br />
  97. 97. R.A.F.T.S.<br />R = Role, A = Audience, F = Form, T = Time or Topic, S = Strong adverb or adjective <br /> <br />Students take on a role, work for a specific audience, use a particular form to express the content, and do it within a time reference, such as pre-Civil War, 2025, or ancient Greece. <br />Sample assignment chosen by a student:<br /> A candidate for the Green Party (role), trying to convince election board members (audience) to let him be in a national debate with Democrats and the Republicans. The student writes a speech (form) to give to the Board during the Presidential election in 2004 (time). Within this assignment, students use arguments and information from this past election with third party concerns, as well as their knowledge of the election and debate process. Another student could be given a RAFT assignment in the same manner, but this time the student is a member of the election board who has just listened to the first student’s speech. <br />
  98. 98. R.A.F.T.S.<br />Raise the complexity: Choose items for each category that are farther away from a natural fit for the topic . Example: When writing about Civil War Reconstruction, choices include a rap artist, a scientist from the future, and Captain Nemo.<br />Lower the complexity: Choose items for each category that are closer to a natural fit for the topic. Example: When writing about Civil War Reconstruction, choices include a member of the Freedmen’s Bureau, a southern colonel returning home to his burned plantation, and a northern business owner <br />
  99. 99. Learning Menus<br /> Similar to learning contracts, students are given choices of tasks to complete in a unit or for an assessment. “Entrée” tasks are required, they can select two from the list of “side dish” tasks, and they can choose to do one of the “desert” tasks for enrichment. (Tomlinson, Fulfilling the Promise of the Differentiated Classroom, 2003)<br />
  100. 100. Tic-Tac-Toe Board<br />
  101. 101.
  102. 102. Change the Verb<br /> Instead of asking students to describe how FDR handled the economy during the Depression, ask them to rank four given economic principles in order of importance as they imagine FDR would rank them, then ask them how President Hoover who preceded FDR would have ranked those same principles differently. <br />
  103. 103.  Analyze… Construct…<br />Revise… Rank…<br />Decide between… Argue against…<br />Why did… Argue for…<br />Defend… Contrast…<br />Devise… Develop…<br />Identify… Plan…<br />Classify… Critique…<br />Define… Rank…<br />Compose… Organize…<br />Interpret… Interview…<br />Expand… Predict…<br />Develop… Categorize… <br />Suppose… Invent…<br />Imagine… Recommend…<br />
  104. 104. Vary the Assessment Formats<br />Skill demonstrations<br />Portfolios<br />Writings and Compositions<br />Reflective analysis<br />Artistic – Fine and Performing<br />Short <br />Tests and quizzes<br />Projects<br />Oral presentations<br />Real-life and Alternative Applications<br />Group tasks and activities<br />Problem-solving<br />Laboratory experiments<br />Emphasize formative over summative!<br />
  105. 105. New information entering the brain must be manipulated in some way or it will be lost fairly quickly.<br />(adapted from Sprenger and Sousa)<br />“Identifying similarities and differences is the number one way to raise student achievement, according to the results of a meta-analysis.” <br />(Sprenger and Marzano)<br /> Organize information by category, patterns, and connections for long-term retention.<br />
  106. 106. How do your lessons and interactions reflect your expertise with the students you teach? <br />
  107. 107. Sleep<br />Melatonin production in young adolescents shifts by 3 to 5 hours, but runs for the same length of time. <br />Sleep deprivation often invokes the starvation response in the body. <br />Sleep helps us encode memories for long-term memory; lack of sleep lowers the brain’s capacity to learn new things <br /> (Dye, 2000, as cited in Sprenger)<br />
  108. 108. Vividness<br />“a lot” – Running to each wall to shout, “a” and “lot,” noting space between<br />Comparing Constitutions – Former Soviet Union and the U.S. – names removed<br />Real skeletons, not diagrams<br />Simulations <br />Writing Process described while sculpting with clay<br />
  109. 109. Relating to Students<br /><ul><li>Relationships transcend everything.
  110. 110. They don’t care how much we know </li></ul> until they know how much we care. <br /><ul><li> Subject, teacher: It’s the same thing.
  111. 111. Let them know they make good </li></ul> company.<br />
  112. 112. Relating to Students (continued)<br /><ul><li>Affective versus academic is not a zero-sum.
  113. 113. Get them to like you?
  114. 114. Remember, they’re kids first.
  115. 115. Accept students as they are, not as you want </li></ul> them to be.<br />
  116. 116. Relating to Students (continued)<br /><ul><li> Model healthy responses to </li></ul> struggle and failure. <br /><ul><li> Use the power of wait time.
  117. 117. Affirm; create rites of passage.
  118. 118. Allow physical touch.</li></li></ul><li>Relating to Students:Putting it all Together<br />Merit Trust.<br />Be a member of humanity.<br />Know your students and their culture – It’s harder to be callous. <br />See students as capable.<br />Be the adult.<br />
  119. 119. Be Inviting, Not Disinviting<br />Greeting at the door<br />Student work up in the room<br />Directing students to one another<br />Negating incorrect responses diplomatically<br />Location of the teacher’s desk<br />
  120. 120. Negating Students’ Incorrect Responses While Keeping Them in the Conversation<br />Act interested, “Tell me more about that…”<br />Empathy and Sympathy: “I used to think that, too,” or “I understand how you could conclude that…”<br />Alter the reality: <br /> -- Change the question so that the answer is correct<br /> -- That’s the answer for the question I’m about to ask<br /> -- When student claims he doesn’t know, ask, “If you DID know, what would you say?”<br />
  121. 121. Negating Students’ Incorrect Responses and While Them in the Conversation<br />Affirm risk-taking<br />Allow the student more time or to ask for assistance<br />Focus on the portions that are correct<br />
  122. 122. Remember Who’s Doing the Learning:<br />Whoever responds to students/classmates is doing the learning. Make sure the majority of the time it’s the students responding, not the teacher. <br />Teachers ask 80 questions each hour on average, while students ask only two during that same hour. (Hollas) Students learn more when they ask the questions. Find ways to make question-asking so compelling and habitual they can’t escape it.<br />
  123. 123. “All thinking begins with wonder.”-- Socrates<br />Our job is not to make up anybody’s mind, but to open minds and to make the agony of decision-making so intense you can escape only by thinking.”<br /> -- Fred Friendly, broadcaster<br />
  124. 124. Cerebrum<br />Cerebellum<br />Brain Stem<br />
  125. 125. Two Factors Affecting the Brain:<br />Moral and Abstract Reasoning, Immediate, working memory Awareness of Consequences, Planning, Impulsivity control<br />Input by-passes cognition centers; goes directly to emotional response centers<br />Pre- Frontal Cortex<br />
  126. 126. Hippocampus and the Amygdala<br />
  127. 127. …AMYGDALA!<br />Activate the…<br /><ul><li>Amygdala encodes emotion on to information as it’s </li></ul> processed in the hippocampus. <br /><ul><li> Learning with strong emotion retained longer.
  128. 128. Don’t go too far – emotion can dominate cognition.
  129. 129. Purposefully plan for the emotional atmosphere.</li></li></ul><li> Neuron<br />
  130. 130. Oxygen/Nutrient-Filled Bloodflow When the Body is in Survival Mode<br />Vital Organs<br /> Areas associated with growth<br /> Areas associated with social activity<br />Cognition<br />
  131. 131. The Brain’s Dilemna:What Input to Keep, and What Input to Discard?<br />Survival<br />Familiarity/Context<br />Priming<br />Intensity<br />Emotional Content<br />Movement<br />Novelty<br />-- Summarized from Pat Wolfe’s Brain Matters, 2001<br />The brain never stops <br />paying attention. <br />It's always <br />paying attention. <br />
  132. 132. Prime the brain prior to asking students to do any learning experience. <br />Priming means we show students:<br />What they will get out of the experience (the objectives)<br />What they will encounter as they go through the experience (itinerary, structure)<br />
  133. 133. With hocked gems financing him,<br />Our hero bravely defied all scornful laughter<br />That tried to prevent his scheme.<br />Your eyes deceive, he had said;<br />An egg, not a table<br />Correctly typifies this unexplored planet.<br />Now three sturdy sisters sought proof,<br />Forging along sometimes through calm vastness<br />Yet more often over turbulent peaks and valleys.<br />Days became weeks,<br />As many doubters spread<br />Fearful rumors about the edge.<br />At last from nowhere<br />Welcome winged creatures appeared<br />Signifying momentous success.<br />-- Dooling and Lachman (1971)<br />pp. 216-222<br />
  134. 134. The way the brain learns<br />How many teachers sequence their lessons for learning<br />Learning Potential<br />Beginning Middle EndLesson Sequence<br />The Primacy-Recency Effect<br />
  135. 135. Avoid Confabulation<br />The brain seeks wholeness. It will fill in the holes in partial learning with made-up learning and experiences, and it will convince itself that this <br />was the original learning all along. To prevent this:<br />Deal with Misconceptions!<br />Students should summarize material they already understand, not material they are coming to know.<br />
  136. 136. Perception<br />What do you see?<br />What number do you see?<br />What letter do you see?<br />Perception is when we bring meaning to the information we receive, and it depends on prior knowledge and what we expect to see. (Wolfe, 2001)<br />Are we teaching so that students perceive, or just to present curriculum and leave it up to the student to perceive it?<br />
  137. 137. Recall Success with Individual, Unrelated Items<br />
  138. 138. Visuals and Graphics are Powerful!<br />Examples: <br />When students are learning vocabulary terms, significantly more are learned when students portray the words graphically (ex: Shape spellings) instead of defining terms and using them in a sentence. <br />Students can portray Aristotle’s Rhetorical Triangle (ethos, pathos, logos) by juggling.<br />
  139. 139. We file by similarities, and we retrieve by differences.<br />What does this mean <br />for instruction?<br />
  140. 140. Journalistic vs. Encyclopedic Writing<br />“The breathing of Benbow’s pit is deafening, <br />like up-close jet engines mixed with a cosmic<br />belch. Each new breath from the volcano <br />heaves the air so violently my ears pop in the <br />changing pressure – then the temperature <br />momentarily soars. Somewhere not too far<br />below, red-hot, pumpkin size globs of ejected<br />lava are flying through the air.” <br /> -- National Geographic, November 2000, p. 54<br />
  141. 141. “A volcano is a vent in the Earth from which molten rock (magma) and gas erupt. The molten rock that erupts from the volcano (lava) forms a hill or mountain around the vent. Lava may flowout as viscous liquid, or it may explode from the vent as solid or liquid particles…”-- Global Encyclopedia, Vol. 19 T-U-V, p. 627<br />
  142. 142. Metaphors<br />“Getting the picture does not mean writing the formula or crunching the numbers, it means grasping the metaphor.”<br /> -- James Bullock, 1994, p. 737<br /> In math, models are the metaphors. <br />
  143. 143. Metaphors (Gallagher)<br />Iceberg<br />Square Peg, Round Hole<br />Brake Pedal, Gas Pedal<br />Pencil/Eraser<br />Billiards Table<br />Snow Globe<br />_______ is like a _______ because ________.<br />
  144. 144. Use and Teach Analogies<br />Antonyms<br />Synonyms<br />Part : Whole<br />Whole : Part<br />Tool : Its Action<br />Tool user : Tool<br />Tool: Object It’s Used With<br />Category : Example<br />Effect : Cause<br />Cause : Effect<br /><ul><li> Increasing Intensity
  145. 145. Decreasing Intensity
  146. 146. Action : Thing Acted Upon
  147. 147. Action: Subject Performing the Action
  148. 148. Object or Place: Its User
  149. 149. Noun : Closely Related Adjective</li></li></ul><li>Components of Blood Content Matrix<br />Red Cells White Cells Plasma Platelets<br />Purpose<br />Amount<br />Size & Shape<br />Nucleus ?<br />Where formed<br />
  150. 150. T-List or T-Chart: Wilson’s 14 Points<br />Main Ideas<br />Details/Examples<br />1.<br />2.<br />3.<br />1.<br />2.<br />3.<br />1.<br />2.<br />3<br />Reasons President Wilson Designed the Plan for Peace<br />Three Immediate Effects on U.S. Allies<br />Three Structures/Protocols created by the Plans<br />
  151. 151. Cornell Note-Taking Format<br />ReduceRecord<br />[Summarize in<br />short phrases<br />or essential<br />questions next <br />to each block<br />of notes.]<br /> <br />  Review-- Summarize (paragraph-style) your points or responses to the questions. Reflect and comment on what you learned. <br />[Write your notes on this side.]<br />
  152. 152. Somebody Wanted But So[Fiction]<br /> <br />Somebody (characters)…<br />wanted (plot-motivation)…, <br />but (conflict)…, <br />so (resolution)… . <br />
  153. 153. Something Happened And Then[Non-fiction]<br /> <br />Something (independent variable)… <br />happened (change in that independent variable)…, <br />and (effect on the dependent variable)…, <br />then (conclusion)… . <br />
  154. 154. Provide Models<br />Begin with the end in mind.<br />Students will outgrow their models. <br />
  155. 155. Become well read in <br />differentiation. Seriously. <br />I’m thinking three or more<br />books, plus professional <br />articles, in the first year. <br />
  156. 156. Great New Books on Feedback, Assessment, and Grading:<br />Differentiated Assessment for Middle and High School Classrooms, Deborah Blaz, Eye on Education, 2008<br />How to Give Feedback to Your Students, Susan M. Brookhart, ASCD, 2008<br />Developing Performance-Based Assessments, Grades 6-12, Nancy P. Gallavan, Corwin Press, 2009<br />Measuring Up: What Educational Testing Really Tells Us, Daniel Koretz, Harvard University Press, 2008<br />Assessment Essentials for Stnadards-Based Education, Second Edition, James H. McMillan, Corwin Press, 2008<br />
  157. 157. Great Resources to Further your Thinking and Repertoire<br />Armstrong, Thomas. Multiple Intelligences in the Classroom. 2nd Edition, ASCD, 1994, 2000<br />Beers, Kylene. (2003) When Kids Can’t Read What Teachers <br /> Can Do, Heineman<br />Beers, Kylene and Samuels, Barabara G. (1998) Into Focus: <br /> Understanding and Creating Middle School Readers. Christopher-Gordon Publishers, Inc.<br />Benjamin, Amy. Differentiating Instruction: A Guide for Middle and High School Teachers, Eye on Education, 2002 <br />Burke, Kay. What to Do With the Kid Who…: Developing <br /> Cooperation, Self-Discipline, and Responsibility in the <br /> Classroom, Skylight Professional Development, 2001<br />Forsten, Char; Grant, Jim; Hollas, Betty. Differentiated Instruction: Different Strategies for Different Learners, Crystal Springs Books, 2001 <br />Forsten, Char: Grant, Jim; Hollas, Betty. Differentiating Textbooks: Strategies to Improve Student Comprehension and Motivation, Crystal Springs Books<br />Frender, Gloria. Learning to Learn: Strengthening Study Skills and Brain Power, Incentive Publications, Inc., 1990<br />
  158. 158. Great Resources to Further your Thinking and Repertoire<br />Glynn, Carol. Learning on their Feet: A Sourcebook for <br /> Kinesthetic Learning Across the Curriculum, Discover <br /> Writing Press, 2001<br />Heacox, Diane, Ed.D. Differentiated Instruction in the Regular Classroom, Grades 3 – 12, Free Spirit Publishing, 2000<br />Hyerle, David. A Field Guide to Visual Tools, ASCD, 2000<br />Jensen, Eric. Different Brains, Different Learners (The <br /> Brain Store, 800-325-4769,<br />Lavoie, Richard. How Difficult Can This Be? The F.A.T. <br /> City Workshop, WETA Video, P.O. box 2626, Washington, D.C., <br /> 20013-2631 (703) 998-3293. The video costs $49.95. Also <br /> available at www.Ldonline. <br />Levine, Mel. All Kinds of Minds<br />Levine, Mel. The Myth of Laziness<br />Marzano, Robert J. A Different Kind of Classroom: Teaching with Dimensions of Learning, ASCD, 1992. <br />Marzano, Robert J.; Pickering, Debra J.; Pollock, Jane E. Classroom Instruction that Works: Research-based Strategies for Increasing Student Achievement, ASCD, 2001<br />
  159. 159. Northey, Sheryn. Handbook for Differentiated Instruction, Eye on Education, 2005<br />Purkey, William W.; Novak, John M. Inviting School Success: A Self-Concept Approach to Teaching and Learning, Wadsworth Publishing, 1984<br />Rogers, Spence; Ludington, Jim; Graham, Shari. Motivation & Learning: Practical Teaching Tips for Block Schedules, Brain-Based Learning, Multiple Intelligences, Improved Student Motivation, Increased Achievement, Peak Learning Systems, Evergreen, CO. 1998, To order, call: 303-679-9780<br />Rutherford, Paula. Instruction for All Students, Just ASK Publications, Inc (703) 535-5432, 1998<br />Sousa, David. How the Special Needs Brain Learns, Corwin Press, 2001<br />Sprenger, Marilee. How to Teach So Students Remember, ASCD, 2005<br />Sternberg, Robert J.; Grigorenko, Elena L. Teaching for Successful Intelligence: To Increase Student Learning and Achievement, Skylight Training and Publishing, 2001<br />Strong, Richard W.; Silver, Harvey F.; Perini, Matthew J.; Tuculescu, Gregory M. Reading for Academic Success: Powerful Strategies for Struggling, Average, and Advanced Readers, Grades 7-12, Corwin Press, 2002<br />
  160. 160. Tomlinson, Carol Ann -- <br /> Fulfilling the Promise of the Differentiated Classroom, ASCD, 2003<br /> How to Differentiate Instruction in Mixed-Ability Classrooms, ASCD, 1995 <br /> The Differentiated Classroom: Responding to the Needs of All Learners, ASCD, 1999 <br /> At Work in the Differentiated Classroom (VIDEO), ASCD, 2001<br /> Differentiation in Practice: A Resource Guide for Differentiating Curriculum, Grades 5-9. ASCD, 2003 (There’s one for K-5 and 9-12 as well)<br />Integrating, with Jay McTighe, 2006, ASCD (This combines UBD and DI)<br />Tovani, Cris. I Read It, But I Don’t Get It.Stenhouse Publishers, 2001<br />Wolfe, Patricia. Brain Matters: Translating Research into Classroom Practice, ASCD, 2001<br />Wormeli, Rick. Differentiation: From Planning to Practice, Grades 6-12, Stenhouse Publishers, 2007<br />Wormeli, Rick. Fair Isn’t Always Equal: Assessment and Grading in the Differeniated Classroom, Stenhouse 2006<br />Wormeli, Rick. Summarization in Any Subject, ASCD, 2005<br />Wormeli, Rick. Day One and Beyond, Stenhouse Publishers, 2003<br />Wormeli, Rick. Meet Me in the Middle, Stenhouse Publishers, 2001<br />
  161. 161. Okay. It’s your turn now. Where do you begin? <br />