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Presentation on theme: "DEA CONRAD-CURRY PARTNER IN EDUCATION VISIT MY WEBSITE: WWW.PARTNERINEDU.COM."— Presentation transcript:

1 DEA CONRAD-CURRY PARTNER IN EDUCATION VISIT MY WEBSITE: WWW.PARTNERINEDU.COM

2 -Plutarch The mind is not a vessel to be filled but a fire to be lighted

3 THE KEY: BALANCE CHALLENGE, INTEREST, & SKILL © 2010 PARTNER IN EDUCATION 3 Source: Mihaly Csikszentmihalyi. (1990). Flow: The Psychology of Optimal Experience. “Being completely involved in an activity for its own sake. The ego falls away. Time flies. Every action, movement, and thought follows inevitably from the previous one, like playing jazz. Your whole being is involved, and your using your skills to the utmost” (Geirland 1986).

4 TEACHING WITH THE BRAIN IN MIND Adapted from: Jensen, Eric. (2005). Teaching with the Brain in Mind, 2 nd Edition. Alexandria, VA. : ASCD. page 145. © 2010 Partner in Education4 10% Prepare your learners Create optimal environment 80% Engage learners emotionally Frame learning for relevance Make time to acquire knowledge, skills, values & experiences Provide time for trial and error Share feedback--expect active processing Connect learning other content and self 10% Settle learning time with reflective processing Rehearse & incorporate through revision of learning and using it!

5 © 2010 PARTNER IN EDUCATION 5 What to Differentiate Content What students study: interest Process How students practice to learn: readiness Product How students show level of understanding

6 6 Differentiate the process / activities  Contract Grading  Vary the texts, experiments, methods (manipulatives)  Provide varied student organizers  Flexible Groupings Differentiate the product / outcome or assessment  Contract Grading  Allow student choice or design Differentiate the content / topic & materials  Use leveled reading texts  Indicate important text sections: advance preparation of texts  In studying a single concept, provide authentic texts at varying levels asappropriate for individual students or student groups Differentiate the environment  Identify areas in the room for various activities  Allow students to work in other parts of the building INSTRUCTIONAL CHOICES FOR DIFFERENTIATION © 2010 PARTNER IN EDUCATION

7 TODAY’S GOALS: 7 DIFFERENTIATION METHODS  Compacting Out  Begin & Branch  Cloze Activities  Admit/Exit Slips  Contract Grading: Content, Process, & Product  Tiered Assignments: Process & Product  Parallel Tasks: Content Vocabulary  Word Sorts: Content  Differentiating Vocabulary Assessment: Content © 2010 PARTNER IN EDUCATION 7

8 BEGIN AND BRANCH CLOZE ACTIVITIES ADMIT & EXIT SLIPS USE FOR “COMPACTING OUT” © 2010 PARTNER IN EDUCATION 8 Curriculum compacting, developed by Dr. Joseph Renzulli and Linda Smith in 1978, is a differentiation strategy beneficial to gifted and high ability students. In the a process. students are pre-assessed to determine what parts of the curriculum they have already mastered. When those areas of knowledge and skills are identified, these students are not required to complete the grade-level work. Instead, they work on alternate activities.

9 © 2010 PARTNER IN EDUCATION 9 Teach Today’s Objective Assess Learning Begin Practice Provide Enrichment Reteach Reassess Reteach Reassess Begin Practice Reteach Begin Practice

10 10 © 2010 PARTNER IN EDUCATION Yes No Not Sure 1.Differentiation is about putting students in cooperative learning Groups. Notes__________________________________ Yes No Not Sure Yes No Not Sure 2. Differentiation is about meeting students on the instructional, emotional, and interest level that will best scaffold their learning. Notes___________________________________ Yes No Not Sure Yes No Not Sure 3. There are three ways to differentiate instruction: product, process, and content. Notes__________________________________ Yes No Not Sure Yes No Not Sure 4. Differentiation is heavily dependent on assessment to identify student needs and measure student change and growth. Notes___________________________________ Yes No Not Sure Yes No Not Sure 5. The best way to teach vocabulary is to use leveled readers and student friendly dictionaries. Notes___________________________________ Yes No Not Sure Yes No Not Sure 6. Self-efficacy or self-confidence, is directly related to motivation: together, they are the greatest predictor of success of content mastery. Notes___________________________________ Yes No Not Sure Admit & Exit Slip NAME ______________________ TEXT ______________________ PAGES _______ DATE _______ Admit Before workshop, circle your answer. Exit At the end of workshop, circle your answer.

11 CLOZE ACTIVITY © 2010 PARTNER IN EDUCATION 11 Prior knowledge assessment  Choose short selection from the textbook you will be reading Formative assessment  Use a text different from that studied but closely aligned to the studied text Summative assessment  Use an authentic text that requires application of content learning  Omit every fifth word, punctuation mark, symbol, etc.—have a variety of easy, interesting, challenging  Vary cloze copies based on student needs and reading levels  Have students work individually or in pairs to close the “cloze”  Report out, jigsaw, or self-correct

12 12 Text Selection & Preparation  Approximately 250 words; text that students have not previously read  Leave a lead-in of about 25 words  Leave sentences after the 50th deletion intact Format  Typed and double-spaced; blank for every omitted word; blanks shouldbe 8-10 spaces  Create an answer key of the exact replacement for missing words:  Optional: create a word cache Administration  Provide written directions; this is not a timed test  Students should first read the entire passage and then attempt to fill inthe blanks  Allow as much time as students need to complete the task. Scoring  Consider whether to count synonyms and the value for exact vs.synonyms  Do not penalize spelling errors CLOZE PROCEDURE 12 © 2010 PARTNER IN EDUCATION

13 © 2010 Partner in Education 13

14 14 © 2010 PARTNER IN EDUCATION Creating Cloze Passages http://www.edhelper.com/cloze.htm

15 15 © 2010 PARTNER IN EDUCATION Creating Cloze Passages edHelper.com

16 16 © 2010 PARTNER IN EDUCATION

17 17 CONTRACT GRADING Clearly defined contract goals  Tied to academic standards & outcomes Heterogeneous groups  Social skills  Think for yourself  Respect others’ opinions  Carry your weight Clearly defined roles for each group member  Recorder  Quality Control  Artist / Layout director  Questioner Sufficient time allotted for quality outcomes Review / negotiate rubric in advance  Materials Manager  Summarizer  Researcher  Personnel Director  Explore others’ points-of-view  Help one another stay on task  Include all members 17 Contract Grading

18 © 2010 PARTNER IN EDUCATION 18 Project: Digital Story-telling Due Date: ____________ Group Size 3 Leader: Responsible to divide tasks equally among group members and keeping a checklist on progress; also responsible for the slideshow narration Layout Director: Responsible for visual representations accuracy and quality Recorder / Researcher: Responsible for image titles and descriptions. Project Requirements: Images: You must either photograph or acquire online photographs for each piece of tool or equipment that is included in your final dichotomous key. (Visual/Spatial) Organization: You must develop a logical method for presentation order: order of importance, chronology, block or side by side comparison, etc. (Logical/Mathematical) Narration: All slides must be narrated and must clearly provide new information connected to information from the text. Description: All images must have both a title and a description that relates to the information in the audio text. Additional Resources: For an A or a B, you will need to incorporate music appropriate for the information and or time you are sharing in your presentation. (Musical) Annotations: For an A or a B, you will need to have others watch your slideshow and comment on it…so be sure you have it done in plenty of time. Bibliography: Each slide should include a bibliographic entry with the slide description indicating the source of the image and the information in the presentation, etc. (Linguistic) Giving Credit where Credit is Due: Document who is responsible for various tasks and turn in a checklist with a detailed accounting of what each person contributed to the development of your project. You must also provide the evaluation sheet with you portion completed.

19 © 2010 PARTNER IN EDUCATION 19 To receive an A you must Include ____ slides in your presentation State organization style: ________________________ All _____ slides must be narrated All _____ slides must have additional information in the description that extends the narration. Background music must open and close the presentation ____Annotations from outside viewers …. Something about the presentation All images must include a bibliography of source Credit where credit is due To receive a B you must Include ____ images in the presentation State organization style: ________________________ All _____ slides must be narrated _____ slides must have additional information provided in the description Background music should be running through the beginning and end of the narrative ____ additional items should be available to test the key Something about the Something about the presentation The bibliography Credit where credit is due Contract Grading To receive a C you must Include ____ images in your presentation State organization style: ________________________ _____ slides must be narrated _____ slides must have additional information in the description Something about the presentation The bibliography Credit where credit is due As a group, we fully understand the requirements stated above and we agree to fulfill our responsibility to this project. We understand that if we do not meet the requirements contracted for, we will receive the grade we earned minus.... Signature__________________________________ Date_________

20 © 2010 PARTNER IN EDUCATION 20 Evaluation Sheet Project: Digital Story Telling Contracted Grade ______ Group Members (List names) Requirements Number of slides in the final show 0123 Appropriate and clear use of organizational style 0123 Informative narration 0123 Description and titles accurate and informative 0123 Background music as required 0123 Student Friendly Rubric 0 = Did not meet requirements 1 = Unsatisfactory 2 = Satisfactory 3 = Exceptional Annotations as required 0123 Bibliography expectations 0123 Credit where credit is due 0123 Notes / Observations / Comments

21 © 2010 PARTNER IN EDUCATION Due Date: ____________ Group Size 3 Leader: Responsible to divide tasks equally among group members and keeping a checklist on progress Layout Director: Responsible for final appearance of dichotomous key and visual representations use Recorder / Researcher: Responsible for coordinating any necessary materials, recording the bibliography, and keeping a “credit where credit” is due list. Project Requirements: Photographs: You must either photograph or acquire online photographs for each piece of tool or equipment that is included in your final dichotomous key. (Visual/Spatial) Charting: You must develop an organized method to chart or graph the use of your dichotomous key. If you use a format found elsewhere, be sure to put that source on your bibliography. (Logical/Mathematical) Presentation: For the top two scores, you will present your dichotomous key and allow classmates the opportunity to apply new, unkeyed items to the sorter. (Interpersonal/Kinesthetic) Bibliography: Include a word-processed bibliography of the sources your group used in finding visuals, getting information, etc. (Linguistic/Intrapersonal) Giving Credit where Credit is Due: Document who is responsible for various tasks and turn in a checklist with a detailed accounting of what each person contributed to the development of your project. You must also provide the evaluation sheet with you portion completed. Bonus Opportunities: Project: Creating a Dichotomous Key Contract Grading

22 © 2010 PARTNER IN EDUCATION 22 Evaluation Sheet Project: Digital Story Telling Contracted Grade ______ Group Members (List names) Requirements Number of items in your dichotomous key 0123 Number of items to be represented by a photograph 0123 Designated # of additional items sorted by classmates during presentation 0123 Charting expectations…. 0123 Student Friendly Rub ric 0 = Did not meet requirements 1 = Unsatisfactory 2 = Satisfactory 3 = Exceptional Annotations as required 0123 Bibliography expectations 0123 Credit where credit is due 0123 Notes / Observations / Comments

23 © 2010 PARTNER IN EDUCATION 23 To receive an A you must Include ____ items in your dichotomous key All _____ items must be represented by a photograph ____ additional items should be available to test the key but not included (they will become part of the presentation). Something about the chart…. Something about the presentation The bibliography Credit where credit is due To receive a B you must Include ____ items in your dichotomous key All _____ items must be represented by a photograph ____ additional items should be available to test the key Something about the chart…. Something about the presentation The bibliography Credit where credit is due Contract Grading To receive a C you must  Include ____ items in your dichotomous key  All _____ items must be represented by a photograph  Something about the chart….  Something about the presentation  The bibliography  Credit where credit is due As a group, we fully understand the requirements stated above and we agree to fulfill our responsibility to this project. We understand that if we do not meet the requirements contracted for, we will receive the grade we earned minus.... Signature_______________________ Date_________

24 © 2010 PARTNER IN EDUCATION 24 Evaluation Sheet Project: Creating a Dichotomous Key Contracted Grade ______ Group Members (List names) Requirements Number of slides in the final show 0123 Appropriate and clear use of organizational style 0123 Informative narration 0123 Description and titles accurate and informative 0123 Background music as required 0123 Student Friendly Rubric 0 = Did not meet requirements 1 = Unsatisfactory 2 = Satisfactory 3 = Exceptional Presentation expectations 0123 Bibliography expectations 0123 Credit where credit is due 0123 Notes / Observations / Comments

25 TIERED ASSIGNMENTS © 2010 PARTNER IN EDUCATION 25  Select the learning outcome or objective for the lesson: the skill or concepts to be learned  Decide on an assessment to evaluate eventual mastery  Develop a corresponding activity to teach the skill, concept, or generalization  Pre-assess students to determine group membership: Use a cloze or admit/exit slip or another assessment  Review the activity to ensure it both scaffolds and challenges at three levels: above grade level, on grade level, below grade level  Teach prerequisite skills  Provide materials and time for practice

26 © 2010 PARTNER IN EDUCATION 26 Section II: Choose one 20 points Find the percentage of each color in a bag of skittles; make a chart, diagram or poster What part of a banana is edible? Write a formula based upon the mean of your data to show the amount of the edible portion. Determine the amount of an ingredient listed on a nutritional label in grams for10 different canned foods. Present your information in the form of a book using the labels as illustrations Section III: Choose one 20 points Interview a coach asking how percentages are important in their sport. Write a-half to one page summary of your findings. Research and determine the percentage of food thrown away by people in the United States. Write a-half to one page summary of your findings. EXAMPLE: TIERED ASSIGNMENT 10 point opportunities Bring in a round edible object & demonstrate 5 different percentages. Pick 3 different percentages. Draw each one three different ways 5 point opportunities Write down & draw 5 examples of percentages Figure percentage of boys & girls in class Complete vocabulary organizers for definitions of ratio and proportion Complete 2 problems from section pp.??? Section I

27 PARALLEL TASKS © 2010 PARTNER IN EDUCATION 27 Two or more tasks fundamentally the same and deal with the same big idea But developed for students at different levels of readiness. Students choose which task to complete, but a common set of questions is used for both (or all) tasks.

28 PARALLEL TASK Choose one number below to represent. Show it as many ways as you can. 5421031/2  Which of your representations do you think show how big your number is?  Which does it best?  Which two of your representations are the most alike? Why?  Choose a representation. How does it show a number that yours is greater or less than? Choose one poem by one of the poets listed below. Identify the mood created in the poem and then list as many literary devises / methods as possible that you came to that conclusion.  Which of the devices / methods used by the author works best to create mood?  Which of the devices / methods is the most literary or sophisticated?  Which of the devices / methods work together to convey mood? Source: Literacy and Numeracy Secretariat. Special Edition #7. Retrieved from http://www.edu.gov.on.ca/eng/literacy numeracy/Inspire/research/different_math.pdf © 2010 PARTNER IN EDUCATION 28

29 OPEN TASK Focuses on key skills Is not established to force a learner to think in a prescribed way, rather to think like one in the academic field Has several possible solutions or methods of completion © 2010 PARTNER IN EDUCATION 29

30 The United Nations has called a convention of high school age students from around the world to establish a Student Bill of Rights. You have been selected as U. S. delegates. Each delegation has been asked to come to the convention with a list of 10 significant proposals. What 10 proposals would you bring? What documents would you use to justify the proposals you bring? Explain your thinking—how you connect your proposals to existing documents. © 2010 PARTNER IN EDUCATION 30 OPEN TASK How woul d you determine if a person could be 1 million hours old? Show your work and explain your thinking Then, choose one of the options below: Using one of these measurements 1000 days 10000 hours 1 million seconds Estimate how old someone is using the measurement you chose. Show your work and explain your thinking.

31 WORD SORTS / CONCEPT SORTS TO SUPPORT CONVERSATIONS WITH DEVELOPING VOCABULARIES DIFFERENTIATING VOCABULARY INSTRUCTION © 2010 PARTNER IN EDUCATION 31

32 © 2010 PARTNER IN EDUCATION 32 1 2 2 3 3 4 4 1 1 34 NAME ______________________ TEXT ______________________ PAGES _______ DATE _______ 56 78 Directions for words 5 – 8: Write a meaningful statement or series of statement using three of the four words. Bonus opportunity for using all words. Differentiating Vocabulary Assessment 2

33 NAME ______________________ TEXT ______________________ PAGES _______ DATE _______ List vocab words across & down eruditioncaveatintentionaldecorumconnotation periphery noxious precocious incidental nefarious © 2010 PARTNER IN EDUCATION 33 VOCABULARY MATRIX

34 Yes No Don’t Know 1. One of the most effective methods to teach vocabulary is to use a student friendly dictionary. Notes__________________________________ Yes No Don’t Know Yes No Don’t Know 2. There are two types of vocabulary knowledge: receptive vocabulary and generative or expressive vocabulary Notes___________________________________ Yes No Don’t Know Yes No Don’t Know 3. There is a limit to how many words a student can learn in a week’s time. Notes___________________________________ Yes No Don’t Know Yes No Don’t Know 4. Reading builds vocabulary faster and more efficiently than direct instruction. Notes___________________________________ Yes No Don’t Know Yes No Don’t Know 5. The quality of vocabulary knowledge is related to the variety of contexts in which a student can use a word or forms of that word. Notes___________________________________ Yes No Don’t Know Admit & Exit Slip NAME ______________________ TEXT ______________________ PAGES _______ DATE _______ Admit Before class, circle the best answer. Exit At the end of class, circle the best answer. © 2010 Partner in Education 34

35 Arachne the Spinner A myth retold by Gerldine McCaughrean © 2010 PARTNER IN EDUCATION 35

36 mythdazzlingtapestriescompetitionloom yarncompetitionArachneaweskillful boastAthena Mount Olympus revealedpreen shuttleirreverencetransformsmugwoven

37 37 Closed Word Sort or Open Word Sort mythdazzlingtapestriescompetition loom yarncompetition Arachneawe skillful boastAthenaMount Olympusrevealed preen shuttle irreverencetransform smugwoven Mythical Concepts Descriptors Behaviors or ActionsTools of Weaving Prediction 37 © 2010 PARTNER IN EDUCATION

38 38 Blackwell, Ann J. & McLaughlin, T.F. ( 2005). Using guided notes, choral responding, and response cards to increase student performance. The International Journal of Special Education, 20 (2). Carter, Rita. (1998). Mapping the Mind. Los Angeles: U of California P. Ford, Michael. (2005). Differentiation through Flexible Grouping: Successfully Reaching All Readers. Retrieved March 8, 2009 from http://www.learningpt.org/pdfs/literacy/flexibleGrouping.pdf. http://www.learningpt.org/pdfs/literacy/flexibleGrouping.pdf Graves, Michael F. The Vocabulary Book: Learning & Instruction. (2006). New York: NCTE Jensen, Eric. (1998 & 2005). Teaching with the Brain in Mind. Alexandria, VA: ASCDMarzano, Robert J., Pickering, Debra J. & Pollock, Jane E. (2001). Classroom Instruction that Works. New Jersey: Pearson. Pressley, Michael. (2006). Reading Instruction that Works. New York: Gilford. Robb, Laura. (2000). Teaching Reading in the Middle School. New York: Scholastic. Tomlinson, Carol Anne. (ND).Grading and differentiation: Paradox or good practice? Theory into Practice, 44(3). 265-269. Tomlinson, Carol Ann. (2001). How to Differentiate in Mixed-Ability Classrooms. Alexandria,VA: ASCD. Tomlinson, Carol Ann & Eidson, Caroline Cunningham. (2003). Differentiation in Practice: Grades K – 5. Alexandria,VA: ASCD. Tomlinson, Carol Ann & McTighe, Jay. (2006). Integrating Differentiated Instruction & Understanding by Design. Alexandria,VA: ASCD. Torgesen, Joseph K. (Fall 2004). Preventing early reading failure. The American Educator. Retrieved July 5, 2007 from http://www.aft.org/pubs-reports/american_educator/issues/fall04/reading.htm Wiggins, Grant & McTighe, Jay. (2005). Understanding by Design. Alexandria, VA: ASCD. RESOURCES 38 © 2010 PARTNER IN EDUCATION


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