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DIFFERENTIATED INSTRUCTION AND THE COMMON CORE STATE STANDARDS Jacque Melin – GVSU Jacque Melin – GVSU www.formativedifferentiated.com.

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Presentation on theme: "DIFFERENTIATED INSTRUCTION AND THE COMMON CORE STATE STANDARDS Jacque Melin – GVSU Jacque Melin – GVSU www.formativedifferentiated.com."— Presentation transcript:

1 DIFFERENTIATED INSTRUCTION AND THE COMMON CORE STATE STANDARDS Jacque Melin – GVSU Jacque Melin – GVSU www.formativedifferentiated.com

2 1. How will the Common Core State Standards change curriculum, instruction and assessment practices? Essential Question #1

3 Film Clip Today and Tomorrow

4 The Three Musketeers

5 Partner A Talk about the schools of Today! Partner B Predict about schools of Tomorrow! Partner C Relate film message to CCSS!

6 Curriculum  What is taught  Textbooks covered, worksheets completed  Academic context  Textbook as resource  Individual subjects  Basics emphasized for all; thinking skills emphasized for gifted.  What is learned  Identify what students should know and be able to do  Life context  Multiple resources  Integrated subjects  Basics and thinking skills emphasized for all. YesterdayToday

7 Instruction  Teacher centered  Organized around time  Single teaching strategy  Teach once  Fixed groups  Whole group instruction  Passive learning  Learner centered  Organized for results  Multiple teaching strategies  Reteaching and enrichment  Flexible groups  Differentiated instruction  Active learning YesterdayToday

8 Assessment  Bell curve  One opportunity  After instruction  Paper and pencil based  Grades averaged  Proving and accountability  Focus  Precise and public criteria  Multiple opportunities  Integrated with instruction  Performance based  Grades on final performance  Diagnose and prescribe  Focus and product and performance YesterdayToday

9 “Common Core State Standards are not intended to be new names for old ways of doing business. They are a call to take the next step. “ Excerpt from Common Core State Standards Document

10 My Confidence with teaching and assessing the Common Core State Standards is…(1-4 high) Poll Everywhere

11 Don’t forget: You can copy- paste this slide into other presentations, and move or resize the poll.

12 2. Does the Common Core call for attention to student differences? 3. What are some ways differentiation supports the instructional shifts of the Common Core? Essential Questions #2 and #3

13 13 THE DI DECISION-MAKING PROCESS What are some possible CRITICAL DIFFERENCES in my students? Interests Background knowledge Learning profiles Expression styles Culture Race Gender English Language Learners Motivation Gifted/Talented or advanced At Risk (At Promise) Resistant & reluctant Struggling Students with LD, ADHD, Autism Spectrum, etc.

14 14 THE COMMON SENSE DI DECISION-MAKING PROCESS CONTENT INTRODUCTION PREASSESSMENT FORMATIVE TEACHING STRATEGIES LEARNING ACTIVITES MANAGEMENT OF FLEXIBLE, SMALL GROUPS CHOICE or ALTERNATIVES Adjusting the Breadth TIERING Adjusting the Depth What are the CRITICAL DIFFERENCES in my students? How can I ADJUST one or more of 10 curriculum components to address difference? POST ASSESSMENT: Impact of DI

15 THE DECISION-MAKING PROCESS How can I ADJUST one or more of10 curriculum components to address at least ONE targeted learning difference? ProcessProductContent CONTENT ASSESSMENTS GROUPINGINRODUCTION TEACHNG Strategies LEARNING Activities RESOURCES EXTENSIONS PRODUCTS MODIFICATONS Environment

16 Curriculum Components Content Assessment Grouping Introduction Teaching Strategies Learning Activities Resources Extensions Modifications Products Tomlinson, C.A., Kaplan, S. N., Renzulli, J. S., Purcell, J. H., Leppien, J. H., Burns, D. E., Strickland, C. A., Imbeau, M. B., (2009). The Parallel Curriculum Model. (2 nd ed.).Thousand Oaks, CA: Corwin Press.

17 HUGE – LIKE AN ELEPHANT

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19 Common Core and Differentiated Instruction Name: Date: Fogarty & Pete, 2011

20 Content

21 Deconstructing Standards - Standard/Benchmark Knowledge Reasoning Skill Product Standard/Benchmark: __________________________________________________________________ _____________________________________________________________________________________ Type:  Knowledge  Reasoning  Skill  Product Learning Targets – Teacher Friendly Language What are the knowledge, reasoning, skill or product targets underpinning the standard or benchmark? Knowledge TargetsReasoning TargetsSkill TargetsProduct Targets                         “I Can” / Learning Targets – Student Friendly Language What are the knowledge, reasoning, skill or product targets underpinning the standard or benchmark? Knowledge TargetsReasoning TargetsSkill TargetsProduct Targets                        

22 http://mid-illini.org/Common_Core_Resources.html Also: Turn on Your Brain – for ELA 9 and 10 http://turnonyourbrain.wordpress.com/2011/06/27 /common-core-i-can-statements/ Kentucky Website

23 Writing student friendly targets “I can…” statements for what we want students to KNOW and DO?  Statements of intended learning.  Statements that describe how we will know that we have learned it.  Should be posted or written, not just shared verbally.

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25 Christina Hank http://turnonyourbrain.wordpress.com/

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27 1. I can identify the hypotenuse of any right triangle. Who am I? 2. I can prove the Pythagorean Theorem by relating the triangle side lengths to areas. 3. I can create a physical proof of the Pythagorean theorem using cubes to show areas. c a b 4. I can find any side of a right triangle if I know the two other sides. Don’t I know you from somewhere? I’m right here! 5. I can recognize right triangles in real world applications.

28 6. I can create a right triangle out of any two points in a coordinate system. B (2,3) A (-3,-2) 7. I can use right triangles in a coordinate system to find the distance between two points. How far is it from Albuquerque to Boston? ??? 8. I can relate the formulas for the volumes of cones, cylinders, and spheres to the formula for the area of a circle. 9. I can deconstruct real world objects into circular objects. 10. I can use right triangles to find the radii and heights of real world objects and use those values to calculate volumes. R H

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30 Content Assessment

31 YOU DON’T NEED TO REINVENT THE WHEEL, BUT YOU DO NEED TO KICK THE TIRES.

32 Why ASSESS? 32 OF INSTRUCTION FOR INSTRUCTION AS INSTRUCTION SUMMATIVEPREASSESMENT FORMATIVE

33 Developing an Assessment PlanAssessment Plan 1. Determine the standards for the unit you will be teaching. 2. Deconstruct the standards as needed. 3. Write the learning targets into the plan. 4. Determine which assessment method will be used to assess the targets. 5. Develop assessment based on plan. Stiggins, 2006

34 Links Among Achievement Targets and Assessment Methods Selected Response Extended Written Response Performance Task Assessment Personal Communication KnowledgeGood Not so good – too time consuming OK – but time consuming ReasoningGood (some reasoning) Good SkillsNot good GoodGood (oral communication) ProductsNot goodGood (when written product) GoodNot good.

35 Keys to Quality  Clear Purpose  Clear Targets  Sound Design  Good Communication  Student Involvement

36 Content Assessments Complexity – Modifications & Extensions Concrete to Abstract Do/View/Construe Resources Grouping

37 37 Readiness in Mathematics Concrete DO Representational VIEW Abstract CONSTRUE Gravitate to hands-on materials or manipulatives Experience difficulty explaining their mathematical thinking Draw pictures to represent mathematical thinking Make models Talk about mathematical thinking in words Are able to relate the mathematical concept to real-life experiences “See” concepts abstractly Explain readily their mathematical thinking See and articulate relationships among mathematical processes Make connections readily between mathematical concepts and prior experiences Express mathematical concepts in multiple ways

38 DO – Manipulatives: Concrete Algebra Tiles (for linear and quadratic equation solving) Didax Geofix (nets) Models of shapes (surface area and volume) Soft 1 cm squares http://www.etacuisenaire.com Virtual Manipulatives http://www.neirtec.org/activities/math_portal.htm Wolfram Alpha http://www.wolframalpha.com/

39 VIEW – Graphic Organizers - Representational www.graphicorganizers.com

40 http://challengebychoice.wordpress.com/examples-of-tiered-math-assessments/

41 3 Levels of Challenge - CbC Green—Tasks are foundational and appropriate for the current grade level. Success depends on understanding and applying required knowledge and skills. Green level tasks meet a rigorous grade level proficiency standard. Blue—Tasks are advanced and complex. Success depends on extending one’s skills in order to recognize and address the added layers of complexity. Black—Tasks are extremely advanced and highly complex. Success depends on creatively applying and extending one’s skills, at times in very unfamiliar territory.

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46 Content Assessments Complexity – Modifications & Extensions Concrete to Abstract Do/View/Construe Resources Print/Non-Print/Digital Grouping

47 Directions

48 Part 1

49 Part 2

50 Content Assessments Complexity – Modifications & Extensions Concrete to Abstract Do/View/Construe Resources Print/Non-Print/Digital Grouping TAPS

51 51 Which of these grouping formats is used for 80-95% of all teaching and learning activities? What should the percentage be? Why?

52 52 The Classroom Observation Study “Across five subject areas and 92 observation days, observed students experienced no instructional or curriculum differentiation in 84% of their instructional activities.” NRC G/T Westberg, 1993, 2003

53 53 Cooperative Groups - Varied roles -Heterogeneous ability - Interactive -Similar tasks Ability Groups -Tend to be fixed -Based on prior achievement -Homogeneous by achievement -Can effect a student’s expectations Flexible, Small Groups (FSGs) -Flexible membership -Based on a variety of factors - Student-led -Promote ownership, leadership -Understanding enhances self- esteem

54 54 FLEXIBLE, SMALL GROUPS: AN OPERATIONAL DEFINITION Within class groupings in which: Membership varies according to purpose, learning goals, topics, learning activities, resources, or products Group longevity varies Group size varies (2-10)

55 Content Assessments Complexity Concrete to Abstract Do/View/Construe Resources Print/Non-Print/Digital Grouping TAPS Dial 4-1-1 4 Ideas to take away 1 Affirmation of my work 1 Call to action for transfer

56 Process

57 Teaching Strategies Introduction Learning Activities

58 Process Teaching Strategies Direct Instruction Introduction Hook them Curiosity NoveltyNovelty Drill and Recitation Concept Attainment Socratic Questioning Simulation Inquiry Based Instruction/Learning Project Based Learning PBL pblPBLpbl Independent Study Learning Activities & Products

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60 Resources for PBL Questgarden The Buck Institute West Virginia Department of Ed.

61 Process Teaching Strategies Direct Instruction Introduction Hook them Curiosity NoveltyNovelty Drill and Recitation Concept Attainment Socratic Questioning Simulation Inquiry Based Instruction/Learning Project Based Learning PBLPBL Independent Study Learning Activities & Products

62 Multiple Intelligence Assignment  Meal/banquet picture Verbal Intelligence Visual Intelligence Musical Intelligence Kinesthetic Intelligence Write a story about your planet Make a chart that compares your planet to Earth Make up a song about your planet Make up or adapt a game about your planet (e.g., Saturn ring-toss) Twinky DI

63 Levels CDCDABABCDCDABAB 1 2 3 4 5 4 5 6 3 2 1 Bloom’s Application S. Gendron, Kentwood presentation, March 2011

64 Knowledge Taxonomy Knowledge Taxonomy 1.Awareness 2.Comprehension 3.Application 4.Analysis 5.Synthesis 6.Evaluation S. Gendron, Kentwood presentation, March 2011

65 Application Model 1. Knowledge in one discipline 2. Application within discipline 3. Application across disciplines 4. Application to real-world predictable situations 5. Application to real-world unpredictable situations S. Gendron, Kentwood presentation, March 2011

66 Levels CDCDABABCDCDABAB 1 2 3 4 5 4 5 6 3 2 1 Bloom’s Application S. Gendron, Kentwood presentation, March 2011

67  International Center for Leadership in Education 1 2 3 4 5 6 12345 Verb list by Rigor/Relevance Quadrant Calculatematch Choosememorize Countname Definerecall Describerecite Findrecord Identifyselect Labelspell Listlocate Analyze differentiate Categorizediscriminate Classifyevaluate Compare examine Concludeexplain Contrastinfer Defendjudge Diagramjustify prove Adaptjustify Arguemodify Composepredict Concludeprioritize Constructpropose Designrate Evaluaterecommend Formulaterevise Inventteach Adjustinterpret Applyinterview Buildmake Calculatemodel Constructplay Demonstrateproduce Dramatizerelate Drawsequence Illustratesolve

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69 Explicit Teaching Common Core Standards

70 Detour... A temporary inconvenience for permanent improvement

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72 Motivational Mind Set: Through Emotions get their Attention Skill Description: What Standard Requires Menu of Operations: “How-to” Steps for Students Instructional Strategy: “Process as Content” Assessment: Judgment of Product or Performance Reflection: Student Comment on Process TAG / Synonyms Account for Similarities Look for Differences Inspect for Hidden Similarities / Differences Know names of groupings Express result of Compare/Contrast A - L - I - K - E - T-Chart Alternating Sentences Dual Paragraphs Taste Test: Which Candy Bar? Students compare something In your subject area. Which is easier – compare or contrast?

73 Target Thinking Skill Template: Compare and Contrast # 3 Menu of Operations ALIKEALIKE Account for similarities Look for differences Inspect for hidden Similarities/Differences Know name of groupings Express results of Compare/Contrast

74 Motivational Mind Set: Through Emotions get their Attention Skill Description: What Standard Requires Menu of Operations: “How-to” Steps for Students Instructional Strategy: “Process as Content” Assessment: Judgment of Product or Performance Reflection: Student Comment on Process TAG / Synonyms Account for Similarities Look for Differences Inspect for Hidden Similarities / Differences Know names of groupings Express result of Compare/Contrast A - L - I - K - E - T-Chart Alternating Sentences Dual Paragraphs Taste Test: Which Candy Bar? Students compare something In your subject area. Which is easier – compare or contrast?

75 “Compare and Contrast” Alternating Pattern: Alternating sentences AB AB Dual Paragraphs Pattern: Para 1 Write about AAAA Para 2 Then write about BBBB How Alike and Different

76 A)Salt is savory, B)while pepper is spicy. A) yet, the salt is not that healthy, B)while pepper seems more benign. And, finally, A) salt is invisible on the food, B) while pepper is visibly “peppered” on the food. Yet, both are spices and both can be added at any point in the cooking. Alternating Sentences Target Thinking Skill Template: Compare and Contrast # 4 Instructional Strategy

77 AAA - Salt is a savory condiment that many people add to their plated food, yet is a habit that is not healthy. Usually salt has already been included in the preparation. And it is invisible so people may add too much. However salt is a spice like pepper. BBB - On the other hand, pepper is spicy flavoring people use to give their food a “bite”. Unlike salt it is healthy to eat and it is visibly obvious how much pepper they are using. But it’s still a spice. Dual Paragraphs Target Thinking Skill Template: Compare and Contrast # 4 Instructional Strategy

78 Process Teaching Strategies Direct Instruction Introduction Hook them Curiosity NoveltyNovelty Drill and Recitation Concept Attainment Socratic Questioning Simulation Inquiry Based Instruction/Learning Project Based Learning PBLPBL Independent Study Learning Activities & Products

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80 Imagist Poems*  Know:  Poets’ names, personification, verse, onomatopoeia, simile, metaphor, haiku, imagist poems  Understand:  How do we make meaning out of poetry?  What makes a poet’s voice intense, meaningful, memorable?  What are significant poetic forms and structures? How do they make meaning?  Do  Read, discuss, and appreciate a variety of poems  Analyze poems, poetic forms and devices  Research the cultural and historical context of poems and poets *CCSS: CC.RL.11-12.4-Determine the meaning of words and phrases in a text, including figurative and connotative meanings, analyze the impact of specific word choices on meaning; 9: Demonstrate knowledge of 18 th, 19 th and early 20 th century foundational works of American literature

81 The Red Wheelbarrow so much depends upon A red wheel barrow glazed with rain water beside the white chickens

82 82 ROLEAUDIENCEFORMATTOPIC WIlliamsTennysonLetterWhy I moved away from traditional Victorian poetry Poetry criticPoetry aficionados AnalysisThe key features of Williams’ style WIlliamsHis ColleaguesExplanation Why RW “is real, not realism, but reality itself” StudentsOther StudentsInterviewHow Williams composed one of this most famous poems Older WIlliams Younger WIlliams Letter to My Younger Self How my poetry changed as I grew older The Red Wheelbarrow

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85 Analytic Use a cause/effect chain or some other format you develop to show how each part of a cell affects other parts as well as the whole. Use labels, directional markers, and other symbols as appropriate to ensure that someone who is pretty clueless about how a cell works will be enlightened after they study your work. Practical Look around you (in your world or the broader world) for systems that could serve as analogies for the cell. Select your best analogy (“best” = most clearly matched, most explanatory or enlightening). Devise a way to make the analogy clear and visible to an audience of your peers, ensuring that they will develop clearer and richer insights about how a cell works by sharing in your work. Be sure to emphasize both the individual functions of cell parts and the interrelationships among the parts. Creative Use unlikely stuff to depict the structure and function of the cell, with emphasis on interrelationships among each of the parts. You should select your materials carefully to reveal something important about the cell, its parts, and their interrelationships. Your “ahas” should trigger ours. OR Tell a story that helps us understand a cell system with interdependent actors or characters, a plot to carry out, a setting, and even a potential conflict. Use your own imagination and narrative preferences to help us gain insights into this remarkable system.

86 Analytic Analyze how and why the U.S. population has shifted from a melting pot to a salad bowl or mosaic as it has assimilated new immigrants. Show your analysis in a diagram. Practical Think of the population of Grand Rapids and Kent County. Is it better for Grand Rapids to assimilate new people to this area like a melting pot or a salad bowl? Defend your position in a Podcast. Creative Create a different pair of metaphors to characterize how immigrants assimilated in the past and how they assimilate today. Write an explanation for each or create a visual to depict them.

87 Task: Construct a food web with the owl at the highest trophic level. Be sure to include producers (green plants) and decomposers in your food web. Also include the Sun. The intermediate organisms should include the prey found in the owl pellets that you dissected in class. Label the role of all organisms and use arrows to show the energy flow between each organism. Finally, explain the flow of energy in the food web.

88 Basic. What are the 6 steps of the experimental design process?. Explain the difference between an independent and dependent variable. 3. Write a hypothesis from this question: Does listening to music cause chickens to lay more eggs?. Using If…, And… Then…, write a prediction statement for the following hypothesis: Listening to music causes chickens to lay more eggs 5. Make a double T chart that would compare an experiment where music is played for one group of chickens and not for another to see if music affects the number of eggs they lay. Label each variable. 6. Make a graph using the following information. Label which axis is the independent and dependent variable. Not playing music—5 chickens lay 17 eggs. Playing music—5 chickens lay 25 eggs.. What are the 6 steps of the experimental design process?. Explain the difference between an independent and dependent variable. 3. Write a hypothesis from this question: Does listening to music cause chickens to lay more eggs?. Using If…, And… Then…, write a prediction statement for the following hypothesis: Listening to music causes chickens to lay more eggs 5. Make a double T chart that would compare an experiment where music is played for one group of chickens and not for another to see if music affects the number of eggs they lay. Label each variable. 6. Make a graph using the following information. Label which axis is the independent and dependent variable. Not playing music—5 chickens lay 17 eggs. Playing music—5 chickens lay 25 eggs.

89 Curriculum Components Content Assessment Grouping Introduction Teaching Strategies Learning Activities Resources Extensions Modifications Products Tomlinson, C.A., Kaplan, S. N., Renzulli, J. S., Purcell, J. H., Leppien, J. H., Burns, D. E., Strickland, C. A., Imbeau, M. B., (2009). The Parallel Curriculum Model. (2 nd ed.).Thousand Oaks, CA: Corwin Press.

90 An Old African Proverb Asks: How do you eat an elephant?????

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