Power of Choice Literacies for All Summer Institute June Preszler Education Specialist, TIE July 14, 2007

The Plan Considering choice Defining choice Finding choice Using choice

The Enemy in Front of Us Not a person But a thing Books

Beauty or Hag?

Power of Choice Choice Theory (Glasser and Erwin) All behavior is purposeful Five basic needs that drive all behavior: Survival Love and belonging Power Freedom Fun

Power Power over Power within Power with

Finding Choice along the Path of Differentiation Path What exactly is differentiation?

One Possible DI Definition Differentiation is classroom practice that looks eyeball to eyeball with the reality that kids differ, and the most effective teachers do whatever it takes to hook the whole range of kids on learning. (From Carol Ann Tomlinson, ASCD)

Beliefs Behind DI Learning profiles differ Active learners, decision makers, problem solvers Making meaning priority Opportunity for choice

What DI Is… Proactive Varied approaches Multiple approaches to content, process and product Student centered Ebb and flow of whole-class, group and individual instruction Carol Ann Tomlinson, The Differentiated Classroom, 1999

What to Differentiate? Content (what students learn) Process (how students learn) Product (how students show what they know) Power of Choice packet, page 10 On Target, 5

Differentiation of Instruction guided by general principles of differentiation such as: respectful tasksflexible groupingongoing assessment and adjustment teachers can differentiate Content Process Product according to students’ Readiness Interests Learning Profile through a range of instructional and management strategies

Prep Steps Start small—one strategy, one area. Start with what is—mine ideas; determine what all students will do, what some students will do; identify basic and advanced activities. Get students ready—discuss differences, organize, “fair” not “same.”

Before You Begin… You Need to Know What You Want Your Students to Know Understand Do On Target, 6-7

Activation the ABC Way Power of Choice Packet (1 st strategy)

A Little Lie Goes a Long Ways Three Facts and a Fib Power of Choice Packet (2 nd strategy)

Tiered Instruction Make slight adjustments within same lesson to meet individual needs. Students learn same skills and concepts but through varying modes and activities. Appropriately challenges ability levels On Target, pages 8-9; Power of Choice packet, page 5

Steps in Tiering Identify key concepts and understandings Pre-assess based on readiness, interests or learning profiles Identify how you will cluster groups/activities Select elements to tier (content, process, product) Create variations for each group

Teacher’s Challenge Develop Respectful Activities Interesting Engaging Challenging Montgomery County, MD

Menu Approach Main dish: Everyone Side dish: Pick and choose Dessert: Optional but irresistible On Target, pages 10-11

Cubing Looks at topics from different angles Eliminates flat thinking Includes six commands and a prompt On Target, pages 12-13

Think-Tac-Toe (Tic-Tac-Toe) Allows students choice Incorporates learning preferences Takes readiness into account (basic and advanced) Provides framework On Target, pages

Layered Curriculum Kathy Nunley Levels or layers of learning The 3-layer model requires more complex thinking to earn a higher letter grade. Focus on quality of learning and thinking rather than quantity of time and activities for higher grades On Target, page 19

The Levels A: Critical Thinking B: Application C: Basic Learning and Skills C Level reflects what EVERY student must be able to KNOW, UNDERSTAND and DO.

ThinkDots Strategy used to review, demonstrate, and extend thinking Can be developed to respond to learner readiness, learning profiles, student choice Variation of cubes; works well with older students Power of Choice packet, page 6