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Connie Rogers STAR3 Facilitator WSFCS. Hold paper landscape and fold it horizontally. (Hot dog style!) Before writing your name read the questions: o.

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Presentation on theme: "Connie Rogers STAR3 Facilitator WSFCS. Hold paper landscape and fold it horizontally. (Hot dog style!) Before writing your name read the questions: o."— Presentation transcript:

1 Connie Rogers STAR3 Facilitator WSFCS

2 Hold paper landscape and fold it horizontally. (Hot dog style!) Before writing your name read the questions: o What is your position in the family? Oldest – write your name in red Youngest – write your name in green Middle – write your name in black Only Child – write your name in blue o Are you married? Yes – write in cursive No - write in manuscript o Draw the number of children that you have before your name labeling them so that we know their names. Name Tags

3 Draw the following symbol on your name tag to indicate the month in which you were born: January – snowman July – sailboat February – heart August – sun March – kite September – apple April – umbrella October – pumpkin May – flower November – turkey June – school December – holly leaf Think about both of these before putting the border on your name tag: On which day of the month were you born? – Put that many dots in the border of your name tag How many siblings do you have? – Color a line around the edge of your border as follows: 0 – green 1 - blue 2 – purple 3 – yellow 4+ - red

4 Agenda Housekeeping Setting Professional Norms

5 Find your Co-Stars!!!

6 Questions to Ponder….Hummmmm 1.What do you think measured intelligence has to do with success? 2. To what degree do you believe the brain is malleable? 3. What do you believe about the role of effort in success? 4. Do you buy the idea that with hard work & good support, almost any student can accomplish what he/she needs to accomplish in school? 5. What do you do to reinforce or challenge your beliefs in these areas in your classroom?

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9 Success comes from being smart Genetics, environment determine what we can do Some kids are smart—some aren’t Teachers can’t override students’ profiles Success comes from effort With hard work, most students can do most things Teachers can override students’ profiles A key role of the teacher is to set high goals, provide high support, ensure student focus—to find the thing that makes school work for a student

10 Mindset??? https://www.teachingchannel.org/videos/chall enging-students?fd=1

11 Headline Summary Write a newspaper headline on your sentence strip that summarizes what you have learned so far. Tape to the wall on your way to break. Teaching students to summarize improves their memory for what is read. Summarization strategies can be used in almost every content area.

12 Back in 10 Minutes!

13 by Jeff Gray Is She Only Knew Me

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15 HOW????????  Talk at the door  Give interest surveys  Use formative assessments  Use small group instruction  Use dialogue journals  Have student conferences  Host open room days  Ask for student input  Take notes while kids work  Use Sticky Notes  Use notebooks  Listen  Seek varied perspectives  Start or stop class with kid talk  Go to student events  Watch before & after school, & at lunch  Keep student data cards  Take notes during class  Attend extracurricular activities  Ask parents  Ask students what’s working for them (& what’s not)

16 Ways to get to know your students :

17 https://www.teachingchannel.org/videos/teac her-student-relationship?fd=1#

18 Responsive Teaching… Who we teach What we teach Where we teach How we teach IT TAKES ALL THE PARTS

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20 Pre- Assessment!!!

21 Differentiation is not a set of strategies, but rather a way of thinking about teaching & learning.

22 Product Learning Environment Process Content

23 Teachers must ensure that ALL students have meaningful access to the content. Therefore, teachers do not vary from what they teach as to how students encounter the information. Different graphic organizers Manipulatives Role playing Taped passages of text Leveled texts Native language texts

24 Process How a student makes sense of, or comes to understand the information, the ideas, and skills that are at the heart of a lesson. Class activity Homework assignment Learning center Research What the students DO

25 Product Assessments or demonstrations of what students have come to know, understand, and be able to do as a result of the learning. It is the child’s opportunity to show what they have learned. (major assessment) APT Projects Authentic assessments Problem based inquiries Exhibitions Portfolios

26 Learning Environment Both the operation and the tone of a classroom. It is the “weather” that affects virtually everything that transpires in a classroom. Rules Procedures Balances seriousness about learning with celebration of success Mutual respect

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28 Differentiation Differentiation is NOTDifferentiation IS ChaoticProactive, qualitative and rooted in assessment Another way to provide homogeneous grouping Multiple approaches to content, processes and products Just “tailoring the same suit of clothes” Student centered The individualized instruction of the 1970s Blend of whole-class, group, and individual instruction

29 With your table group, read each card, decide if it reflects differentiation by content, process, product or learning environment.

30 https://www.teachingchannel.org/videos/prob lem-solving-math

31 Back in an hour!

32 How are you feeling???

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34 Essential Question How do you differentiate a classroom with diverse learners to achieve academic success?

35 The Role of Pre-Assessment in Differentiation Th ese three questions should guide every lesson: Planning: What do I want students to know and/or to be able to do? Pre-assessment: Who already knows the information and/or can do it? Differentiation: What can I do for them so they can make continuous progress and extend their learning? Pre-assessment is especially critical to be able to determine the student's level of readiness to proceed with the new unit of study.

36 Pre-Assessment (Finding out) Pre-test Graphing for Greatness Inventory KWL Checklist Observation Self-evaluation Questioning Graphic organizers

37 Assessments That Support Readiness Differentiation

38 Burns and Purcell, 2002

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46 Telling Time Make a list of the 1st grade children and what you think the data tells you about their knowledge of telling time and clocks. Think about the children whose clocks you reviewed. Who needs what? How will you plan for their instruction?

47 Time to Plan the Learning Event All tasks must attend to the same learning goals All tasks must be equally engaging Provide enough challenge to stretch all students

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49 Differentiation is seldom about different outcomes for different kids. It’s about different ways to get kids where they need to go.

50 Small group instruction and or flexible grouping can be a powerful way to differentiate!

51 NO MORE Buzzards Blue Jays Wombats

52 Group 1 Meet with teacher Brainstorm for hot topics Web ideas for possible inclusion Develop a word bank Storyboard a sequence of ideas Make support ladders Begin writing Group 2 Alone or in pairs, develop a topic Make a bank of power ideas Web or storyboard the sequence and support Meet with teacher to “ratchet” Begin writing Paired revision Paired editing

53 Graphic Organizers – by readiness The class does the same activity, but more guidance is given for those who may need it.

54 How the character looks: ____________ How the character thinks or acts: ____________ Most important thing to know about the character _______________________ ________________________________ Character Map-1

55 What the character says or does ____________ __________________ What the character really MEANS to say or do ____________ __________________ The author’s bottom line about this character ________________________________ ________________________________ Character Map-2

56 Clues the author gives us about the character ____________ ____________ Why the author gives THESE clues : ____________ The author’s bottom line about this character _______________________ ________________________________ Character Map-3

57 Rock Log Sort your samples. Draw each sample in the correct column. Write a description that tells color, texture and other characteristics about the rock. SedimentaryMetamorphicIgneous SedimentaryMetamorphicIgneous You may see small particles of rock and other materials. The particles may look rounded. You may see layers in some rocks. These rocks may have crystals or layers. They are formed from other rocks that have been changed by heat and pressure You may see large crystals in some of these rocks. Others will not have crystals, but you will see air holes. Some may look like glass. There are no layers.

58 About 15% of a chapter—e.g. Introduction Conclusion Critical passages Key graphics Intended for English language learners Also helpful for students: with ADHD with learning disabilities who have difficulty making meaning who are weak readers Highlighted Text

59 Try using one of these sentence starters when writing about what you have read. (Try to use a different one than you used last time.) I like the way... I was surprised... It reminds me of... I’m excited I noticed... I didn’t expect... I’m curious about... I’m not sure about... It makes me think... If I were... It seems like... I wonder... I can’t wait to... I enjoy... It makes me... I don’t understand... COMMENTS FOR THOUGHTFUL READERS

60 (Use one of the sentence starters when writing about what you read, Be sure you tell why you feel as you do.) Three ways this story is better than____are… A place the author really grabbed my imagination was... I wondered what the author was thinking when... Something in the story that sounds like my life is... Something in the story that’s absolutely not like my life is... The most creative thing in the story is... If I could change... I understand how a character felt when... I had trouble understanding a character when... An object that most reminds me of this story is... An idea I had whole reading the story is... The most important things to remember about this story are... I think the author... If I could talk to..... in the story, I’d ask….

61 Choices in Writing Prompts Learning Goals: Know – details from Viorst’s Alexander and the Terrible, Horrible, No Good, Very Bad Day Do – Write; refer to textual details in this writing Understand – The descriptions and events in a story help a reader know more about the feelings and choices of a character. Choose one of the following and write your response. Use details from the story that we read. o Compare Alexander’s Terrible, Horrible Day to one of yours. How are they similar and different? o Create a different ending to the Terrible, Horrible Day by changing some of the details of the story. o Pretend you could talk to Alexander the day BEFORE his Terrible, Horrible Day. What advice would you give him to help him make it better?

62 Speaking of Choices…..Consider Think Tac Toe Activities.

63 Think Tac Toe Think-Tac-Toe plays off the familiar childhood game. It is a simple way to give students alternative ways of exploring and expressing key ideas and using key skills. As with related strategies, it is important that no matter which choices students make, they must grapple with the key ideas and use the keys skills central to the topic or area of study. In other words, whichever choices the student makes, he/she should be addressing the same KUDs as the others

64 Knowledge list, define, tell, describe, identify, show, label, collect, examine, quote, name, who, when, where Comprehension summarize, describe, interpret, contrast, predict, associate, distinguish, estimate, discuss, extend Application apply, demonstrate, calculate, complete, illustrate, show, solve, examine, modify, relate, change, classify, experiment, Analysis analyze, separate, order, explain, connect, classify, arrange, divide, compare, select, explain, infer Synthesis combine, integrate, modify, rearrange, substitute, plan, create, design, invent, what if?, compose, formulate, prepare, generalize, rewrite Evaluation assess, decide, rank, grade, test, measure, recommend, convince, select, judge, explain, discriminate, support, conclude, compare Comprehension or Evaluation Application or Evaluation Knowledge or Analysis

65 Underground Railroad - The Drinking Gourd and Barefoot - Grade 3 Choose your own assignments! You must choose at least three activities in a tic-tac toe design. Color in each box as you complete each assignment. Have fun! Build a constellation with min-marshmallows. Compare/contrast Underground vs. “Real” railroad Use a Venn diagram and then write 3 paragraphs. Technology - Geometry KidPix Project - Design a quilt. Drama & Sounds Act out Barefoot’s story and interject sounds being heard. Video the performances Journaling - List of things runaway will need for safe passage, advice about signals and possible route. Research stations that existed in RI. Mapping - Select route between two designated points. Calculate distance runaway traveled each day. Music - a. analyze symbolism in song b. create your own verse Debate/Trial- Different roles - unlawful unethical ?consequences How to change law

66 Let’s look a little closer at a couple of strategies

67 Have these students ever been in your class? Rapid Robin….the dreaded “Early Finisher”

68 “I’m not finished Freddy”… It takes him an hour-and-a-half to watch 60 Minutes.”

69 The Purpose of an Anchor Activity is to: Provide meaningful work for students when they finish an assignment or project, when they first enter the class or when they are “stumped”. Provide ongoing tasks that tie to the content and instruction. Free up the classroom teacher to work with other groups of students or individuals.

70 Tasks that students move to automatically after completing assigned work. Essential to student learning - not just time fillers Linked to curricular K-U-Ds Options offered from teacher and/or student generated lists May be generic or specifically linked to a topic of study Provide opportunities for all students to use anchor activities Seldom graded

71 used in any subject whole class assignments small group or individual assignments tiered to meet the needs of different readiness levels Interdisciplinary for use across content areas or teams

72 When to use Anchor Activities to begin the day when students complete an assignment when students are stuck and waiting for help

73 DEAR Time - Silent Reading Journal Writing or Learning Logs Vocabulary Work Math “Problem of the Day” Learning Centre Spelling Practice Portfolio Management Choice Boards (for different content areas) Types of Anchor activities

74 Teach the whole class to work independently and quietly on the anchor activity. Using Anchor Activities to Create Groups Flip-Flop Half the class works on anchor activity. Other half works on a different activity. 1/3 works on anchor activity. 1/3 works on a different activity 1/3 works with teacher---direct instruction.

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78 Beginning Anchor Activities… Teach one key anchor activity to the whole class very carefully. Later, it can serve as a point of departure for other anchors. Explain the rationale. Let students know you intend the activities to be helpful and/or interesting to them. Help them understand why it’s important for them to work productively. Make sure directions are clear and accessible, materials readily available, and working conditions support success. Think about starting with one or two anchor options and expanding the options as students become proficient with the first ones. Monitor student effectiveness with anchors and analyze the way they are working with your students. Encourage your students to propose anchor options. Remember that anchor activities need to stem from and be part of building a positive community of learners.

79 … an engaging, high level strategy that encourages writing across the curriculum … a way to encourage students to… –assume a role –consider their audience, –write in a particular format –examine a topic from a relevant perspective All of the above can serve as motivators by giving students choice, appealing to their interests and learning profiles, and adapting to student readiness levels

80 Our Community RAFT (Primary grade) Know: responsibility, role, respect, behavior Understand: Our classroom community depends on us working together Do: Discuss, reflect, respond

81 RoleAudienceFormatTopic MeMyselfTalk inside my head My top 5 ideas about being a good friend Classroom gerbil Mouse outside the window Conversation after school Let me tell you what I saw today that makes me happy about the boys and girls who take care of me. Raffi1st gradersRhyme or song “Here’s How to Be a Friend” BunnyOther bunnies Story or cartoon What we should do to help each other Papa Berenstain Bear His Bear children Chart or list Best Bear Behavior in School Our class vocabulary words this week Our classJigsaw puzzle Together, we make the big picture of a respectful community.

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83 Know: sequence, pace Understand: Seeing events in a logical order Do: Place items in order of occurrence; write with accuracy & completeness

84 RoleAudienceFormatTopic TortoiseHare6-panel storyboard How I Won the Race YouTeacherBulleted list Things I do in the morning to get ready for school Sports starReporterNews item Here’s how I got hurt … and what I’ll do next CousinYouSet of directionsHelp me learn to play checkers Hermione Granger Harry PotterConversation or dialogue What happened to make you so suspicious? MarbleKid“Marble Raceway” model with exhibit card describing each tumble or turning point Watch me roll!

85 Possible Ideas for a RAFT Choose ideas that advance the learning goals. Characters from a story Public service job Key termsScientists or politicians Historical figures Musical instruments DiseasesGeographic formations Vocabulary words Cartoon characters Types of fabric Composers or artists Instruments or tools Shapes or colors Authors or inventers Business or industry person Minerals or chemical elements Cities, countries or continents Brand name or object Technical terms

86 Possible RAFT Formats to Differentiate by Learning Modality WrittenVisualOralKinesthetic Diary entry Bulleted list Obituary Invitation Recipe Movie critic FAQs Editorial Gossip column Comic Crossword puzzle Map Graphic organizer Print ad Photograph Fashion design Song Monologue Radiocast Museum guide Interview Puppet show Political speech Story teller Model Cheer Mime Demonstration Sales pitch with demos Sew, cook, build Wax museum

87 Cut the “strips” apart and hand out to students; or Give only two choices per student, and make both choices have formats fit with that student’s learning modality Give only two choices per student, and make both choices fit skill/knowledge level of the student’s readiness; or Allow students to choose from a menu of possible roles, or possible formats How you might assign RAFTs

88 Your turn!! – Move to a grade level group. Identify a concept you will be teaching in the fall. Together design a R.A.F.T. that you can use in your classroom that will allow students of all readiness levels to meet with some success in reaching identified learning goals. You will have 20 minutes to complete the R.A.F.T. lesson

89 What is Cubing? Cubing is an instructional strategy designed to help students think about a topic or idea from many different angles. A cube includes 6 commands, one on each of its six faces, followed by a prompt that describes the task the students should do related to the command. Cubing can help students think at different levels of Bloom’s Taxonomy.

90 How are cubes used? · Step 1: Identify the concept or targeted skill that will be the focus of the activity. · Step 2: Create commands for the cubes that align with the key concept. The commands on each cube should be differentiated to meet the needs of the learners · Step 3: Make sure that students understand the commands and the directions of the tasks. · Step 4: Group students according to readiness, interest, or learning profile. Cubes or task cards can be different colors in order to align with the needs of the different groups. · Step 5: Students in each group take turns rolling the die. To provide choice, allow the student to roll again if he/she did not want to do the first command. Each student rolls the die and completes their given task. The group members should all be doing different tasks.

91 What are the advantages to using Cubing? Incorporates higher level thinking skills. It is a simple way to differentiate, while still instructing each student on the same topic or skill. Each cube may contain the same commands, but the tasks on the cubes will be different according to the needs of the various groups. Rolling the die adds excitement and anticipation. It takes what may be a “boring” assignment and makes it fun and engaging. Cubing is an excellent strategy for the tactile/kinesthetic learners.

92 Things to Remember: Cubes are differentiated by readiness, interest, and learning profile. Each side of a cube must have a command followed by a prompting question or statement. Cubing doesn’t have to only be used in small groups. It can also be used independently or with pairs of students. All of the cubes should cover the same types of questions and skills, just at various levels.

93 Example of how a command and task can be related to the same topic, but differentiated in order to meet the needs of lower ability and higher ability students: 1. Lower Question- Describe the desert using as much information as you can, and involve your five senses in the description. 2. Higher Question- Describe how your life would change if you moved to the desert. Use your senses and explain why changes would occur.

94 Side One: Locate It In two minutes, make a list of all of the places in which we find fractions in every day life. Have your partner time you. Side Two: Define It What is a fraction? How would you explain what a fraction is to a first grader? Side Three: Solve It Complete fraction problems 1-10 on page 65. Have your partner check your work. Side Four: Analyze It What are the parts of a fraction? Define each part and describe their relationships to one another. Side Five: Think About It When dividing fractions, why do we have to “invert and multiply”? Show your thinking on paper. Side Six: Illustrate It Create a children’s picture book about fractions. Use “Give Me Half!” as an example.

95 KNOWLEDGE Who is the main character? State two things that happened in the story. COMPREHENSION Write a summary of the story. List 2 words that describe the main character. APPLICATION Create a time line of the events in the story. Illustrate the climax or turning point in the story. ANALYSIS Compare yourself with the main character. Compare this story with another one by the same author. SYNTHESIS Create a reader’s theater from the text. Create an award for this story and explain its significance. EVALUATION Write a review of this story for the newspaper. Persuade the media specialist to buy or not buy this book. A Bloom’s Cube

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97 ThinkDots: Students begin ThinkDots by sitting with other students using activity cards of the same color. Students roll the die and complete the activity on the card that corresponds to the dots thrown on the die. If the first roll is an activity that the student does not want to do a second roll is allowed. Teachers can create an Activity Sheet to correspond to the lesson for easy recording and management.

98 Make an acrostic poem using one of the main parts of a plant. Use the letters in the word to begin your poem. Draw a picture to illustrate your poem. Read the book The Little Seed. Choose a plant and draw the life cycle, beginning with the seed. Make a flip book about plants. Label each page with a different plant part (soil, seed, root, stem, leaf, and flower). Include a sentence and a picture on each page. Write a creative story about a plant and what it needs to survive. Illustrate your story and then read your story to a friend. Go to the enchanted learning website and choose the Little Explorers English picture dictionary. Choose five words to research. Write the words and the definition on index cards. Draw a plant and label each part. Be sure to include the soil, seed, roots, stem, leaves and flower. Draw two things the plant needs to survive in the background.

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101 RoleAudienceFormatTopic Yourself LetterSummarize what you are taking away from today’s workshop. What will you do with the new knowledge? What is your classroom going to look like by the end of first quarter? What do you promise yourself that you will do with your students now? Pick just 2 things to commit to doing

102 "Teaching school is like teaching swimming lessons. You have a couple of students that you can send off to the deep end and they will probably be okay by themselves. There are a bunch of kids in the middle who you can teach something new to and then they can go off and practice. But there are a few kids who if you take your eye off of for even a minute, they will drown.” (5th grader) Closing Analogy

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