2. Teacher DIAL Sessions 10/19, 11/19, 4/6 KUDO’s (know, understand, be able to do) Pre and Formative Assessments Lo-Prep Differentiation: R.A.F.T.S. Application and Sharing

3. Differentiated Instruction Defined “Differentiated instruction is a teaching philosophy based on the premise that teachers should adapt instruction to student differences. Rather than marching students through the curriculum lockstep, teachers should modify their instruction to meet students’ varying readiness levels, learning preferences, and interests. Therefore, the teacher proactively plans a variety of ways to ‘get at’ and express learning.” Carol Ann Tomlinson

4. Differentiation Is a teacher’s response to learner’s needs Shaped by mindset & guided by general principles of differentiation Continual assessment Teachers can differentiate through Content Process ProductAffect/Environment According to students’ Readiness Through a variety of instructional strategies such as: RAFTS…Graphic Organizers…Scaffolding Reading…Cubing…Think-Tac-Toe…Learning Contracts…Tiering… Learning/Interest Centers… Independent Studies….Intelligence Preferences…Orbitals…Complex Instruction…4MAT…Web Quests & Web Inquiry…ETC. Respectful tasksFlexible grouping Quality Curriculum Bldg. Community InterestLearning Profile

5. Overview of D. I.

6. What you already know At your tables, examine “Getting Started,” (handout 13). Suggest a few ways Ms. Creighton could improve her plans for differentiation. As you will see, you already have expertise in this area, or you would not thrive as a teacher!

7. A crucial digression Let ’ s examine the role of standards, curriculum, essential questions, enduring understandings, and KUD ’ s (know, understand, and be able to do) on the differentiation process

8. Why teachers need to focus on essentials: An analysis of state and national content standards yielded a total of 255 standards and 3,968 benchmarks students are expected to learn. The researchers calculated that if students spent 30 minutes on each benchmark (and many require much more time for mastery), it would take nine additional years of school for students to “learn”them! Marzano and Kendall, 1998--cited in Tomlinson & McTighe(2006). Differentiated Instruction & Understanding by Design: Connecting content & kids. Alexandria, VA: ASCD, pp. 24-25.

9. Flaws in the standards I Too much content: 71% more content than we have time to teach Kindergarten would have to extend to grade 21 to adequately cover all standards

10. Flaws in the standards II Lack of unidimensionality: “Students will develop fluency in adding, subtracting, multiplying, and dividing whole numbers” ( NCTM, 2000, p.392 ) 241 benchmarks, when “unpacked,” represent 741 unique elements (Marzano, 2002)

11. Flaws in the standards III Over general & not measurable: “Explore the use of mathematical patterns” “Demonstrate an interest in reading a variety of genres” “Make observations of scientific interest ” See Making Standards Useful in the Classroom Marzano & Haystead, ASCD, 2008

12. Jamie Vollmer’s “Increasing Burden” From basic literacy, citizenship, enculturation and religious training, the following have been added to teachers’ plates each decade. Take a deep breath:

13. From 1900 - 1910 we added Nutrition Immunization Health

14. From 1910 - 1930 we added Physical Education Organized athletics Vocational education Home economics Agricultural education Transportation

15. In the 1940’s we added Business education Art Music Speech Drama Half-day kindergarten Lunch (schools provided 1/3 of children’s meals)

16. In the 1950’s we added Additional math and science Driver’s education Safety education Additional music and art Sex education Foreign Language

17. In the 1960’s we added Advanced placement Title One Head start Adult education Consumer education Career education Recreation education

18. In the 1970’s we added Special education (never fully funded) Title IX Drug education Parent education Character education Environmental education Women’s studies Breakfast (school meals may be the only food some children eat)

19. Get ready for the 80’s!

20. In the 1980’s we added 1 of 3 Key boarding Computers Gifted education Multi-cultural and gender fair education ESL Hispanic heritage education ECFE PSEO

21. In the 1980’s we added 2 of 3 Jump start, early start, even start, prime start Full day Kindergarten Pre-school for children at risk After school programs Alternative education Stranger & danger education Anti-smoking education

22. In the 1980’s we added 3 of 3 Sex abuse education CIS Mandatory reporting Expansion of health and psychological services

23. In the 1990’s we added 1 of 2 Conflict resolution Peer mediation Aids and HIV awareness CPR Death education Computers and the internet Inclusion Tech prep School to work

24. In the 1990’s we added 2 of 2 Gang education Bus safety Water safety Bike safety Gun safety

25. In the 2000’s, we added NCLB (under funded) MCAs BSTs A variety of other standardized, high stakes tests

26. How much time has been added? !

27. Conclusions 1.Teachers must know their content standards, essential questions, enduring understandings and what they want their students to know, understand, and be able to do; 2.Teachers must be willing to eliminate or combine standards; better to be selective than superficial!

28. Content The “stuff” we teach (KUDs)—or how kids get access to the “stuff” Process How kids come to understand or make sense of or come to “own” the KUDs Product How kids show what they’ve come to know, understand, & are able to do Tomlinson 08

29. ReadinessInterestLearning Profile ContentBooks at varied reading levels, Spelling lists based on starting point Range of books showing application of big ideas to varied fields Teaching in varied modes (auditory, visual, kinesthetic, analytical, practical, creative ProcessTiered activities, Small group instruction, Mini-workshops, Flexible use of time Expert groups, Jigsaw, Application options, Interest centers Choice of working conditions, Tasks based on Sternberg’s Intelligences ProductTiered products, Personal goals, Varied resource options, Varied check-in requirements Use of student interests in teacher product design, Let’s Make a Deal options, Complex Instruction, Varied expression options, Culture-/gender- based choices Tomlinson 08

30. TeachingTimeMaterials & Tasks GroupsSpace Provide notes for students who struggle with taking them Allow students to move ahead in texts & with skills Provide reading & web material at different levels Meet with students in small groups to re-teach or extend Provide space for peer collaboration Stop often for student sharing and questions Provide 2 nd opportunities for mastery Use contracts, tiering, mini- workshops, etc. Use heterogeneous review groups Use cue walls, help boards, word walls Use past student work as models Allow drafts to be turned in early for teacher review Use computer programs for review & extension Use homogeneous work groups (esp. for adv. Learners) To Address Readiness Tomlinson 08

31. TeachingTimeMaterials & Tasks GroupsSpace Attach key understandings to student interests Use some time in each unit for relevance Use interest- based materials Use interest- alike groups Devote some space in the room to student inquiry Share your interests & how key ideas & skills relate to them Make time for student- generated inquiry (e.g. Orbitals) Focus RAFTs journal prompts, perf. tasks, etc. on interests Use student expert-groups Make space available for student collaboration Invite students to co-teach on interests Conclude lessons with “so what” time Use biography & autobiography Use Jigsaw groups Use interest centers or boards To Address Interests Tomlinson 08

32. TeachingTimeMaterials & Tasks GroupsSpace Present in multiple modes (visual, auditory, demonstration) Provide time to work alone and time to work with peers Use Analytical, Creative, & Practical Applications Use Complex Instruction groups Have quiet space available Give students advance signals/cues to prompt thinking Honor student pace of working when possible Provide both competition & collaboration Use similar & mixed learning profile groups as part of flexible grouping Ensure places to work without visual distractions Use examples related to both genders & many cultures Honor cultural perspectives on time Help students use auditory vs. visual preferences Use synthesis groups to express ideas in varied modes Use an “independent study area” To Address Learning Profile Tomlinson 08

33. The learning goals must be clear and on target.

34. Planning a Focused Curriculum Facts (Columbus came to the “New World”) Vocabulary (voyage, scurvy) Concepts (exploration, change) Principles/Generalizations/Big Ideas (Change can be both positive and negative. Exploration results in change. People’s perspectives affect how they respond to change). Skills Basic (literacy, numeracy) Thinking (analysis, evidence of reasoning, questioning) Of the Discipline (graphing/math/social studies) Planning (goal setting; use of time) Social KNOW UNDERSTAND BE ABLE TO DO In general, these are held steady as a core for nearly all learners in a differentiated classroom.* *Exception--linear skills and information that can be assessed for mastery in the sequence (e.g. spelling)

35. KNOW……  Differentiation is a philosophy that honors and celebrates the unique qualities of each student.  A student-centered classroom based on well-defined individual needs provides the appropriate context for differentiation.  Research and rationale to support building healthy classroom environments  Ways to assess students’ learning profiles and how to use the information to develop healthy learning communities  Strategies to develop classroom communities that support differentiation including flexible grouping strategies  Classroom management techniques that support differentiation

36. UNDERSTAND THAT……   Students’ learning needs differ in many ways, and responsive teaching requires a proactive approach to meeting those needs while maintaining high quality and rigorous curriculum.  A student-centered classroom based on well-defined individual needs provides the appropriate context for differentiation.  When students assume ownership and responsibility for classroom procedures, learning, and developing a personal best work effort, the result is high achievement and motivation.  A classroom environment that supports differentiation balances student voice and choice with teacher direction, is cooperative rather than competitive and honors and celebrates student differences instead of hiding or ignoring them.

37. BE ABLE TO DO……  Explain the theoretical basis for differentiation  Assess learning profiles and manage the information for all students   Determine practical applications for new knowledge, understanding, and skills related to classroom communities   Discuss, collaborate, question, plan, and reflect   Self-assess

38. These are the facts, vocabulary, dates, places, names, and examples you want students to give you. The know is massively forgettable. “Teaching facts in isolation is like trying to pump water uphill.” Carol Tomlinson

39. KNOW ( Facts,Vocabulary, Definitions) Definitions of Plot, Character, etc. The trig derivatives Tropical Climate Latitude and Longitude Key vocabulary: Union, Confederacy, Slavery, Emancipation… July 4, 1776 38

40. Basic skills of any discipline Thinking skills Skills of planning, independent learning, etc. The skill portion encourages the students to “think” like the professionals who use the knowledge and skill daily as a matter of how they do business. This is what it means to “be like” a doctor, a scientist, a writer or an artist. Skills 39

41. BE ABLE TO DO ( Skills: Basic Skills, Skills of the Discipline, Skills of Independence, Social Skills, Skills of Production ) Describe these using verbs or phrases: Analyze, test for meaning Solve a problem to find perimeter Write a well supported argument Evaluate work according to specific criteria Contribute to the success of a group or team Use graphics to represent data appropriately

42. These are the written statements of truth, the core to the meaning(s) of the lesson(s) or unit. These are what connect the parts of a subject to the student’s life and to other subjects. It is through the understanding component of instruction that we teach our students to truly grasp the “point” of the lesson or the experience. Understandings are purposeful. They focus on the key ideas that require students to understand information and make connections while evaluating the relationships that exit within the understandings. Major Concepts and Subconcepts

44. 43 What is Understanding? Can you explain what understanding means to you? How is it different from knowing and doing? How do you know when you understand?

45. How do you know if you UNDERSTAND? Think - Pair - Share Talk to someone nearby about ways you could demonstrate that you understand a concept, or ways you ensure that your student understand something Be ready to share your list with the large group 44

46. NAEP Test Item: “How many buses does the army need to transport 1,128 soldiers if each bus holds 36 soldiers?” One-third of US 8 th graders answered: “31 remainder 12”

47. A student who UNDERSTANDS something can… Explain it clearly, giving examples Use it Compare and contrast it with other concepts Relate it to other instances in the subject studies, other subjects and personal life experiences Transfer it to unfamiliar settings Discover the concept embedded within a novel problem Combine it appropriately with other understandings Pose new problems that exemplify or embody the concept Create analogies, models, metaphors, symbols, or pictures of the concept Pose and answer “what-if” questions that alter variables in a problematic situation Generate questions and hypotheses that lead to new knowledge and further inquiries Generalize from specifics to form a concept Use the knowledge to appropriately assess his or her performance, or that of someone else. Adopted from Barell, J. (1995) Teaching for thoughtfulness: Classroom Strategies 46

48. 47 Explanation...

49. 48 “Uncoverage” of big ideas needed for understandings Point beyond the specific knowledge and skills in a unit to the larger, transferable insights we want students to gain. Provide a skeleton or framework in which students can continue to add specific knowledge, skill, and understanding. Go beyond knowing and doing. Can be K-12 or year long (overarching) or subject and unit topic specific (topical)

50. 49 Knowledge vs. Understanding –An understanding is an unobvious and important inference, a big idea needing “uncoverage” in the unit; knowledge is a set of established “facts”. –Understandings make sense of facts, skills, and ideas: they tell us what our knowledge means; they ‘connect the dots’

51. 50 Understandings... Great artists often break with conventions to better express what they see and feel. Price is a function of supply and demand. Friendships can be deepened or undone by hard times History is the story told by the “winners” F = ma (weight is not mass) Might does not make right Math models simplify physical relations – and even sometimes distort relations – to deepen our understanding of them The storyteller rarely tells the meaning of the story

52. Some questions for identifying truly “big ideas” – Does it have many layers and nuances, not obvious to the naïve or inexperienced person? – Do you have to dig deep to really understand its meanings and implications even if you have a surface grasp of it? – Is it (therefore) prone to misunderstanding as well as disagreement? – Does it yield optimal depth and breadth of insight into the subject? – Does it reflect the core ideas as judged by experts?

53. 52 Writing Understandings  Begin with the stem “Students will understand that…”  Explain the “why or so what” about the understanding.  Are not just truisms are statements of facts by definition (e.g., triangles have three sides)  Do not use the phrase, “Students will understand how to…” this would be a skill.

54. Hints for Writing Essential Understandings Essential understandings synthesize ideas to show an important relationship, usually by combining two or more concepts. For example: People’s perspectives influence their behavior. Time, location, and events shape cultural beliefs and practices. Tips: When writing essential understandings, verbs should be active and in the present tense to ensure that the statement is timeless. Don’t use personal nouns- they cause essential understanding to become too specific, and it may become a fact. Make certain that an essential understanding reflects a relationship of two or more concepts. Write essential understandings a complete sentences. Ask the question: What are the bigger ideas that transfer to other situations.

55. Concepts Some concepts span across several subject areas represent significant ideas, phenomena,intellectual process, or persistent problems Are timeless Can be represented though different examples, with all examples having the same attributes And universal For example, the concepts of patterns, interdependence, symmetry, system and power can be examined in a variety of subjects or even serve as concepts for a unit that integrates several subjects.

56. 55 Sample Large Understandings Overarching (large in scope) Understandings highlight the recurring & transferable ‘big’ ideas in a subject English: Constant reflection on audience and purpose is key to effective writing and speaking Math: Much of math involves a modeling cycle: using abstractions to represent things, manipulating the abstractions via logical rules, checking how well results match the original thing (from AAAS Science Literacy Atlas)

57. 56 Samples Understandings in History Overarching (for year or program) from a Standard SWUT civilizations leave legacies to help us understand our past and create our present and future. Topical (Unit on Greek Civilization) From a Benchmark or grade level expectation SWUT that the Greek contribution to the arts including architecture continue to influence artists and architects throughout western civilization. SWUT that the Greek form of a republican government became a factor in creating democracies throughout the world.

58. Big Ideas and Understandings for the Art Studio JoAnn Gray Artists are motivated and inspired by stimuli on the inside and the outside. Visual information in the way of symbols and icons are used to convey meaning (emotion, information, ideas). Art materials undergo physical change when employed in a piece. Art materials and tools offer the artist opportunities and challenge the artist with limitations. Artists make deliberate decisions about elements, principles, and materials in their work to convey meaning and emotion. Important historical conclusions about people and culture can be drawn from the study of art. Throughout the creative process, an artist may stop to evaluate, revise or set new goals to improve the work.

59. Understanding Presumes Knowledge. Knowledge Does Not Presume Understanding.

60. Understandings and Essential Questions involve“Big Ideas” Is it a Big Idea? Does it – – have lasting value/transfer to other inquiries? – serve as a key concept for making important facts, skills, and actions more connected, coherent, meaningful, and useful? – summarize key findings/expert insights in a subject or discipline? – require “uncoverage” (since it is an abstract or often-misunderstood idea)?

61. Understandings Serve as… Velcro

63. Let’s Play “KUDos”

64. Play K-U-D (2 - 4 people) Shuffle the cards in your envelope. Read each statement and decide whether it is knowledge, understanding or skill. Create the headings K-U-D on a piece of paper then sort the cards placing them under the correct heading: K - know: facts and vocabulary U - understand that: big ideas, concepts D - be able to do: skills of the discipline

65. Checking your KUDos After you fill in each separate Know, Understand and Do, draw a line from each Know and Do statement to the corresponding Understand statement. If you have a Know or Do statement that does not relate to any Understand statements, either eliminate it or add an Understand statement that gives it meaning and content. KnowUnderstandDo ASCD 2007 Tools for High Quality Differentiated Instruction

66. Stage 1- Desired Results Stage 2- Assessment Evidence Stage 3- Learning Plan Standard(s): UnderstandingsEssential questions KnowledgeSkills Performance-based Task + Rubric Other Evidence (quiz, write up, report, etc.) Self assessment/self monitoring Daily lesson plans Should NOT be differentiated May be differentiated May be differentiated Should be differentiated if assessment data tells you there is a need Understanding by Design

67. Some teachers talk about--- LEARNING Some teachers talk about--- GRADES ASSESSMENT VS. Can these two coexist peacefully? Should one receive emphasis over the other? 66

68. Assessment in a Differentiated Classroom Assessment drives instruction. (Assessment information helps the teacher map next steps for varied learners and the class as a whole.) Assessment occurs consistently as the unit begins, throughout the unit and as the unit ends. (Pre-assessment, formative and summative assessment are regular parts of the teaching/learning cycle.) Teachers assess student readiness, interest and learning profile. Assessments are part of “teaching for success.” Assessment information helps students chart and contribute to their own growth. Assessment MAY be differentiated. Assessment information is more useful to the teacher than grades. Assessment is more focused on personal growth than on peer competition. 67

69. assessments serve different purposes…

70. With your group, take 5 discuss the reasons you assess students.

71. How do we define ASSESSMENT ?

72. It’s about guiding students, not judging them. It’s about informing instruction, not filling grade books. It’s about before, during, & after—not just after. It’s about teaching for success—not gotcha teaching. Tomlinson 08

73. “Assessment is today’s means of understanding how to modify tomorrow’s instruction.” Carol Tomlinson

74. Assessment has more to do with helping students grow than with cataloging their mistakes. --- Carol Ann Tomlinson

75. Two Views of Assessment -- Assessment is for: Gatekeeping Judging Right Answers Control Comparison to others Use with single activities Assessment is for: Nurturing Guiding Self-Reflection Information Comparison to task Use over multiple activities 74

76. Generate a list of ideas of what is typically assessed in a classroom. Are there other things that could or should be assessed? 75

77. Use Pre-, Formative and Summative Assessments Pre and Formative Assessment (Assessment FOR Learning) Assessment occurring before and during the process of a unit or a course. During the formation of a concept or item. Answers question: How are students doing? What are they learning? What misconceptions do they have? Quiz, teacher observations, mid- unit test, one-minute essay Gives feedback to either the teacher or student (or both) on what revisions to make to teaching or to student work. Summative Assessment (Assessment OF Learning) The assessment done at the end of a unit, course, grade level. Provides a final summation of learning. End of chapter, final exam, final draft of writing portfolio, senior exhibition. The adding-up or summary stage. Summarizes the learning for both the teacher and the student.

78. WHAT CAN BE ASSESSED? Skills Concepts READINESS INTEREST LEARNING PROFILE Content Knowledge Interest Surveys Interest Centers Self-Selection Areas of Strength and Weakness Work Preferences Self Awareness

79. Most teachers assess students at the end of an instructional unit or sequence. When assessment and instruction are interwoven, both the students and the teacher benefit. The next slide suggests a diagnostic continuum for ongoing assessment. 78

80. On-going Assessment: A Diagnostic Continuum Preassessment (Finding Out) Formative Assessment (Keeping Track & Checking -up) Summative Assessment (Making sure) Feedback and Goal Setting Pre-test Graphing for Greatness Inventory KWL Checklist Observation Self-evaluation Questioning ConferenceExit Card Peer evaluationPortfolio Check 3-minute pauseQuiz ObservationJournal Entry TalkaroundSelf-evaluation Questioning Unit Test Performance Task Product/Exhibit Demonstration Portfolio Review 79

81. Take a moment to list some ways you typically assess students in your classroom. 80

82. Preassessment Is... Any method, strategy or process used to determine a student’s current level of readiness or interest in order to plan for appropriate instruction. provides data to determine options for students helps determine differences before planning helps teacher design activities that are respectful and challenging allows teachers to meet students where they are identifies starting point for instruction identifies learning gaps makes efficient use of instructional time 81

83. Common Types of Readiness or Pre- Assessments K-W-L Check Pre-test Skills Check Misconception check Writing samples or journal with prompt Mind mapping (graphic organizer) Checklist through observation, cruising Student products and work samples Interviews or oral defense Draw what you know Anticipation/reaction guide Informal Q and A

84. Teacher prepared pretests KWL charts and other graphic organizers Writing prompts/samples Questioning Guess Box Picture Interpretation Prediction Teacher observation/checklists Student demonstrations and discussions Initiating activities Informational surveys/Questionnaires/Inventories Student interviews Student products and work samples Self-evaluations Portfolio analysis Game activities Show of hands to determine understanding Drawing related to topic or content Standardized test information Anticipation journals 83

85. Your Turn! Using your KUD list, begin to design a quick pre-assessment for your unit!

86. Try one!

87. Formative Assessment Is... A process of accumulating information about a student’s progress to help make instructional decisions that will improve his/her understandings and achievement levels. Depicts student’s life as a learner used to make instructional adjustments alerts the teacher about student misconceptions “early warning signal” allows students to build on previous experiences provides regular feedback provides evidence of progress aligns with instructional/curricular outcomes 86

88. The power of formative assessment lies in its double- barreled approach, addressing both cognitive and motivational factors at the same time. --- Susan Brookhart

89. Key Elements of Formative Assessment: Establishment of a classroom culture that encourages interaction and the use of assessment tools. Establishment of learning goals and tracking of individual student progress toward those goals. Use of varied instruction methods to meet diverse student needs. Use of varied approaches to assessing student understanding. Feedback on student performance and adaptation of instruction to meet identified needs. Active involvement of students in the learning process. ----Organisation for Economic Cooperation and Development

90. Formative assessment critical We do too much “testing” and not enough “feedback giving” –The research is clear: lots of formative assessment and opportunities to use it is key to the greatest gains in learning, as measured on conventional tests See Black and Wiliam, “Inside the Black Box” in the Kappan; and How People Learn, Bransford et al.

91. Four Criteria of Quality Feedback 1.It must be timely. 2.It must be specific. 3.It must be understandable to the receiver. 4.It must allow the student to act on the feedback (refine, revise, practice, and retry). Wiggins, 1998

92. We know that more frequent feedback is associated with improved student work ethic, motivation, and performance. WILL WE CHANGE THE TIMING OF OUR FEEDBACK? Douglas B. Reeves Accountability for Learning

93. Ongoing Assessment Strategies Work alone or with a partner. Read over the examples in the next 14 slides. Make note of any questions you may have. How could you use these strategies to drive instruction? How will ongoing assessment help you teach for success? Note: Homework and quizzes are not included in the slides, but would certainly be considered formative assessment. 92

94. THINKING ABOUT ON-GOING ASSESSMENT STUDENT DATA SOURCES 1.Journal entry 2.Short answer test 3.Open response test 4.Home learning 5.Notebook 6.Oral response 7.Portfolio entry 8.Exhibition 9.Culminating product 10.Question writing 11.Problem solving TEACHER DATA MECHANISMS 1.Anecdotal records 2.Observation by checklist 3.Skills checklist 4.Class discussion 5.Small group interaction 6.Teacher – student conference 7.Assessment stations 8.Exit cards 9.Problem posing 10.Performance tasks and rubrics 93

95. Squaring Off Whole Group Assessment 1. Place a card in each corner of the room with one of the following words or phrases that are effective ways to group according to learner knowledge. Rarely ever Sometimes Often I have it! Dirt road Paved road Highway Yellow brick road 2.Tell the students to go to the corner of the room that matches their place in the learning journey. 3.Participants go to the corner that most closely matches their own learning status and discuss what they know about the topic and why they chose to go there. Gregory, G.H. & Chapman, C. (2001). Differentiated Instructional Strategies: One Size Doesn’t Fit All. Thousand Oaks CA: Corwin Press. 94

96. Yes/No Cards Using a 4x6 index card the student writes YES on one side and NO on the other. When a question is asked the students hold up YES or NO. 1.Ask the students if they know the following vocabulary words and what they mean. 2.Call out a word. If a student is holding a YES they may be called on to give the correct answer. 3.Remind them that if they don’t know the words it is OK because they will be learning them. 4.You can do the same thing with conceptual ideas, etc. YES NO Gregory, G.H. & Chapman, C. (2001). Differentiated Instructional Strategies: One Size Doesn’t Fit All. Thousand Oaks CA: Corwin Press. 95

97. Thumb It! Have students respond with the position of their thumb to get an assessment of what their current understanding of a topic being studied. Where I am now in my understanding of ______? Up Sideways Down Full Speed Ahead!Slow Down, I’m getting Stop! I’m lost. confused. 96

98. Fist of Five Show the number of fingers on a scale, with 1 being lowest and 5 the highest. Ask, How well do you feel you know this information? 5.I know it so well I could explain it to anyone. 4.I can do it alone. 3.I need some help. 2.I could use more practice. 1. I am only beginning. Gregory, G.H. & Chapman, C. (2001). Differentiated Instructional Strategies: One Size Doesn’t Fit All. Thousand Oaks CA: Corwin Press. 97

99. Assessment Strategies to Support Success 1.Whip Around: Assessment) Teacher poses question Students write response Students read written responses rapidly, in specified order. Teacher takes notes Develop closure / clarification / summary 2. Status checks: (Assessment) Thumbs up/thumbs down/ wiggle palm Colored cards (red, green, yellow) Windshield – 98

100. 3. Quartet Quiz: (Assessment) –Teacher poses question –Students write/prepare response –Students meet in quads and check answers –Summarizer reports, “We know/ We wonder” –Teacher records on board –Closure/clarification/next steps Assessment Strategies to Support Success 99

101. 4.Jigsaw Check: (Review/Assessment) Teacher assigns students to groups of 5-6 Teacher gives each student a question card, posing a Key understanding question Students read their question to group Scorecard Keeper records # of students for each question who are: Really sure Pretty sure Foggy clueless Students scramble to groups with same question they have/prepare solid answer Go back to original groups, share answers Re-read questions Re-do scoreboard Report before and after scoreboards Assessment Strategies to Support Success 100

102. Directions: Complete the chart to show what you know about Civil Rights. Write as much as you can. DefinitionInformation ExamplesNon-Examples Patriotism 101

103. WORDS Brett Favre PICTURE

104. Your turn! Use the Frayer template and create an assessment you could use in your classroom. Note that you can change the prompts!

105. Exit Cards List 3 things you learned today 2 things you’d like to learn more about 1 question you still have

106. Exit Cards Explain the difference between simile and metaphor. Give some examples of each as part of your explanation.

107. Exit Cards We have been learning about patriotism. Use words and/or pictures to show your understanding of what it is. What questions do you have about this? topic?

108. Journal Prompts for Ongoing Assessment A. Write a step by step set of directions, including diagrams and computations, to show someone who has been absent how to do the kind of problem we’ve worked with this week. B. Write a set of directions for someone who is going to solve a problem in their life by using the kind of math problem we’ve studied this week. Explain their problem first. Be sure the directions address their problem, not just the computations. 107

109. EXIT CARDS

110. Design an Exit Card General open-ended questions 1. Write one thing you learned today. 2. What area gave you the most difficulty today? 3. Something that really helped me in my learning today was.... 4. What connection did you make today that made you say, "AHA! I get it!" 5. Describe how you solved a problem today. 6. Something I still don't understand is... 7. Write a question you'd like to ask or something you'd like to know more about. 8. What mathematical terms do you clearly understand or have difficulty understanding? 9. Did working with a partner make your work easier or harder. Please explain. 10. In what ways do you see today's mathematics connected to your everyday life?

111. Designing an Exit Card 2

115. A RAFT is... An engaging, high level strategy that encourages writing across the curriculum and encourages students to: Assume a role Consider their audience Communicate in a variety of formats Examine a topic from different perspectives

116. R.A.F.T guidelines Role of the writer: reporter, observer, eyewitness, participant? Audience: Who will be reading this? An editor? Classmate? Historical figure? Format: How will this be presented? Poem? Article? Cartoon? Email? Diary? Topic:Who or what is the subject? A person, place, thing, event?

117. Use strong roles & audiences Ad agencies Athletes Cartoonists Pen pals Historical figures TV characters Body organs Historical events Animals and plants Inanimate objects Mythological creatures Parts of speech Literary figures Math symbols

118. Use strong formats Ads Application Brochure “Dear Abby” letter Debate Editorial E-mail Epitaph Wanted poster Greeting card Journal entry Letter List Map Motto Poster Top ten list Test question

119. Use provocative & varied verbs Advise Appeal Brainstorm Convince Decipher Defend Diagnose Highlight Inspect Introduce Disprove Quote Reflect Showcase Urge Warn

120. Quality RAFTS Tied to standards, outcomes, essential ?’s Offer choice (are differentiated via readiness and learning styles) Are rigorous (high end Bloom) Require thinking outside the box Focus clearly on what students need to know, understand, and be able to do (KUD’s) within the lesson or units Inclined toward fun!

121. A DI example Role Audience Format Topic You Gifted student Struggling student ____?__

134. Sample RAFT Strips RoleAudienceFormatTopic Semicolon Middle SchoolDiary EntryI Wish You Really Understood Where I Belong N.Y. TimesPublicOp Ed pieceHow our Language Defines Who We Are Huck FinnTom SawyerNote hidden in a tree knot A Few Things You Should Know Rain DropFuture DropletsAdvice ColumnThe Beauty of Cycles LungOwnerOwner’s GuideTo Maximize Product Life Rain ForestJohn Q. CitizenPaste Up “Ransom” Note Before It’s Too Late ReporterPublicObituaryHitler is Dead Martin Luther KingTV audience of 2010SpeechThe Dream Revisited Thomas JeffersonCurrent Residents of Virginia Full page newspaper ad If I could Talk to You Now FractionsWhole numbersPetitionTo Be Considered A Part of the Family A word problemStudents in your classSet of directionsHow to Get to Know Me Language Arts Science History Math Format based on the work of Doug Buehl cited in Teaching Reading in the Content Areas: If Not Me Then Who?, Bill Meyer and Martin, 1998

135. R.A.F.T. sites http://www.greece.k12.ny.us/instruction/ELA/6- 12/Reading/Reading%20Strategies/RAFT.htm http://www.tantasqua.org/Superintendent/Profdevelopme nt/etraft.html http://www.earth.uni.edu/EECP/mid/mod3_la.html

136. Practice with RAFTs At your table, create an abbreviated lesson using the RAFT Template: Establish the KUD’s State the general topic Create several products/outcomes/tasks that relate to learning styles or Bloom Transfer to a transparency and share with the whole group

138. RAFT: ROLEAUDIENCEFORMATTOPIC

139. Quality DI Requires a “GROWTH” or “FLUID” mindset.

140. How Do We Choose to See the Kids in Front of Us? Worthy Resilient Competent Curious Capable Promising Strong Creative How Does that Lead us to Feel About Them? Anger Distress Resentment Alienation Repulsion Pessimistic Distant Rejecting Interest Respect Affection Optimism Admiration Concern Empathy Intrigued Disown Punish Avoid Blame Coerce Overlook Neglect Excuse Own Encourage Befriend Empower Mentor Invest Nurture Affirm How Does that Shape How We Act Toward Them? Incapable Defiant Disruptive Turned Off Disrespectful Deviant Discouraged Destructive

141. The Predictive Power of MINDSET FIXEDGROWTH -Success comes from -Success comes from effort being smart -With hard work, most students -Genetics, environment can do most things determine what we can do -Teachers can override students’ -Some kids are smart - profiles some aren’t -A key role of the teacher is -Teachers can’t do anything to set high goals, provide high about students’ profiles support, ensure student focus -- to find the thing that makes school work for a student Carol Tomlinson, 2009

142. TEACHER MINDSET Mindset Who Where What How Shapes student self-perception Builds or erodes group trust I teach what I believe you can learn Coverage vs whatever it takes TALK ABOUT IT... How does teacher MINDSET impact who, where, what & how we teach? What are the implications of MINDSET for differentiation?

143. Evidence that schools Evidence that schools are Fixed Mindset Organizations are Fluid Mindset Organizations See how much evidence for each column you can generate.

144. Plan for November 19 Continue with: 1.Choice boards 2.Multiple Intelligences 3.Tiering 4.Bloom’s (revised) Taxonomy

145. Pluses, Minuses, Questions…

146. Burning Questions???

147. Suggested Resources Related to Differentiated Instruction ASCD.org, Educational Leadership magazine, ASCD video series Brandt, Ron (1998) Powerful Learning. Alexandria, VA: Association for Supervision and Curriculum Development. Cooper, J. David (2000). Literacy: Helping Children Construct Meaning, Fourth Edition. Boston, MA: Houghton Mifflin Co. Cummings, Carol (2000). Winning Strategies for Classroom Management. Alexandria, VA: Association for Supervision and Curriculum Development. Erickson, H. Lynn (1998). Concept-Based Curriculum and Instruction: Teaching Beyond the Facts. Thousand Oaks, CA: Corwin Press, Inc. Erickson, H. Lynn (2001). Stirring the Head, Heart, and Soul, Second Edition. Thousand Oaks, CA: Corwin Press, Inc. Gibbs, Jeanne (1995). Tribes: A New Way of Learning and Being Together. Sausalito, California: Center Source Systems Jensen, Eric (1998). Teaching With the Brain in Mind. Alexandria, VA: Association for Supervision and Curriculum Development. Keene, Ellin Oliver $ Zimmerman, Susan (1997). Mosaic of Thought: Teaching Comprehension in a Reader's Workshop. Portsmouth, NH: Heinemann Levine, Mel (2002). A Mind at a Time. New York: Simon and Schuster. Marzano, Robert J. (2000). Transforming Classroom Grading. Alexandria, VA: Association for Supervision and Curriculum Development. Marzano, Robert J. & Pickering, Debra J. & Pollock, Jane E. (2001). Classroom Instruction That Works: Research-based Strategies for Increasing Student Achievement. Alexandria, VA: Association for Supervision and Curriculum Development. Silver, Harvey & Strong, Richard W. & Perini, Matthew J. (2000). So Each May Learn: Integrating Learning Styles and Multiple Intelligences. Alexandria, VA: Association for Supervision and Curriculum Development.

148. Reeves, Douglas B. (2004). Accountability for Learning: How Teachers and Leaders Can Take Charge. Alexandria, VA: Association for Supervision and Curriculum Development. Sternberg, Robert. (1998). Successful Intelligence: How Practical and Creative Intelligence Determine Success in Life. Stiggins, Richard J. (1997). Student-Centered Classroom Assessment, Second Edition. New Jersey: Prentice-Hall Inc. Strachota, B. (1996). On Their Side: Helping Children Take Charge of Their Learning. Greenfield, MA: Northeast Society for Children. Stronge, James H. (2002) Qualities of Effective Teachers, Alexandria, VA: Association for Supervision and Curriculum Development. Tomlinson, C. (1996). Differentiating Instruction for Mixed Ability Classrooms; A Professional Inquiry Kit. Alexandria, VA: Association for Supervision and Curriculum Development. Tomlinson, C. (1999). The Differentiated Classroom: Responding to the Needs of All Learners. Alexandria, VA: Association for Supervision and Curriculum Development. Tomlinson, C. & Allan, Susan D. (2000). Leadership for Differentiating Schools and Classrooms. Alexandria, VA: Association for Supervision and Curriculum Development. Tomlinson, C. & Eidson, Caroline Cunningham (2003). Differentiation in Practice: A Resource Guide for Differentiating Curriculum, Grades K-5. Alexandria, VA: Association for Supervision and Curriculum Development. Tomlinson, C. (2003). Fulfilling the Promise of the Differentiated Classroom: Strategies and Tools for Responsive Teaching. Alexandria, VA: Association for Supervision and Curriculum Development. Wiggins, Grant & McTighe, Jay (1998. Understanding By Design. Alexandria, VA: Association for Supervision and Curriculum Development. Winebrenner, S. (2001). Teaching Gifted Kids in the Regular Classroom (revised, expanded, updated edition). Minneapolis, MN: Free Spirit. Winebrenner, S. (1996). Teaching Kids With Learning Difficulties in the Regular Classroom. Minneapolis, MN: Free Spirit.