1. solution-tree.com

2. Bloom It Up and Other Strategies PLCs Use to Extend and Enrich Learning Scott A. Cunningham

3. solution-tree.com Objectives 1.Learn specific strategies to extend learning for all students. 2.Learn specific strategies to enrich learning for all students. 3.Enhance learning opportunities in Westport 101

4. solution-tree.com Norms Assume the best intentions Keep an open mind Share what you have to offer

5. solution-tree.com Grading in Westport 101 Core class grade reflects academic achievement based on learning targets developed in PLC Grade provides information about areas of strength and growth for planning W.101 Westport 101 provides students opportunities to re-do work or re-take assessments to demonstrate mastery – can change core grade (DuFour, DuFour, Eaker, & Many, Learning by Doing, 2010)

6. solution-tree.com Extending Learning Providing students instruction on standards that are above and beyond essential learnings, when they have already mastered the curriculum (Buffum, Mattos, & Weber, Simplifying Response to Intervention: Four Essential Guiding Principles, 2012)

7. solution-tree.com Extending Learning in Your Classroom Reflect and think about how you extend learning in your own classroom. Share your thoughts with someone sitting next to you.

8. solution-tree.com Why Should We Extend Learning?

9. solution-tree.com To Extend Learning, Teachers Must … Use formative assessments to drive instruction. Be able to differentiate. Understand above-grade-level content.

10. solution-tree.com Differentiation We must have knowledge of above-grade-level content. We must be familiar with alternative instructional strategies. We must collaborate (vertical collaboration).

11. solution-tree.com Turn & Talk: Explain How You Differentiate in Your Class OR How Differentiation Could Impact Your Class

12. solution-tree.com Paired Inquiry In pairs, read through the 10 strategies for extending learning Fill out the graphic organizer: – One familiar idea – One new idea – One idea you’d like to borrow

13. solution-tree.com Instructional Strategy 1: Flex Grouping This strategy is based on assessments with questions aligned to learning targets. Students are grouped based on learning targets, not grades. Flex grouping meets the needs of individual students. Students who have met all targets are provided activities to extend their learning.

14. solution-tree.com Flex Grouping Stations Learning Target LT 1: I can identify and explain the sources of tension (conflict) which led to the Revolution. LT 2: I can explain who the Sons and Daughters of Liberty were, what they stood for, and actions they took to stand up against the British. Station Activity Log into Schoology and watch the Prezi about LT1and fill out the graphic organizer Read the article and write a story in your own words that describes the Sons and Daughters of Liberty,

15. solution-tree.com What Would Flexible Grouping Look Like in Your Class?

16. solution-tree.com Instructional Strategy 2: Compare–Contrast Structured to allow: Analysis of multiple texts, data sets, variables, primary sources, and so on Synthesis of information Discovery of patterns, similarities, and differences Development of conclusions; generalizations about concepts Predictions

17. solution-tree.com Instructional Strategy 3: Writing Structure to allow: Short and extended responses Summarization of text and research Development of conclusions Use of evidence to ground arguments Questions with multiple parts Statement, support, and explanation

18. solution-tree.com Instructional Strategy 4: Bloom-It-Up Questioning Structure to allow: Building from questions that focus on lower levels of Bloom’s taxonomy (e.g., defining), to creating questions based on higher levels of Bloom’s (e.g., reflecting, evaluating, and synthesizing)

19. solution-tree.com

20. Instructional Strategy 5: Tiered Assignments Structure to allow: Performance of similar operations as their peers but use of more challenging numbers or more complex steps Engagement with more challenging texts, more sophisticated genres, or more complex words in word study

21. solution-tree.com Designing a Tiered Assignment 1.Identify the content. 2.Consider students’ needs. 3.Create an activity. 4.Chart the complexity of the activity. 5.Create other versions of the activity. 6.Match one version of the task to each student.

22. solution-tree.com Instructional Strategy 6: Improving Teacher Questioning Avoid asking leading questions. Ask students to explain why they answered the way they did. Ask questions throughout the class. Ask a mix of different types of questions.

23. solution-tree.com Instructional Strategy 7: Improving Teacher Response Wait for students to think and formulate responses. Do not interrupt students’ answers. Show that you are interested in students’ answers, whether right or wrong. Develop responses that keep students thinking.

24. solution-tree.com Instructional Strategy 8: Interest Centers Encourage students to explore subsets of the class topic of particular interest to them. Set up so that learning experiences are directed toward a specific learner interest (passion projects, poverty fair, science fair, invention convention). This strategy is very motivating for students.

25. solution-tree.com How Can You Incorporate Interest Centers or Interest Projects Into Your Class?

26. solution-tree.com Instructional Strategy 9: PBL (Problem-Based Learning) This places students in the active role of solving problems (real-world application). Teacher presents students with an unclear, complex problem (no recipe labs). Students must take ownership of solving the problem. They must locate resources, make decisions, pose solutions, communicate, and assess the solution’s effectiveness.

27. solution-tree.com Instructional Strategy 10: Choice Boards Students choose from a menu of options. Tasks vary by process and interest. Some anchor activities can be required of all students.

28. solution-tree.com Choice Board Example Photosynthesis Appetizer (Everyone) Write the chemical equation for photosynthesis. Meal (Select One) 1.Draw a picture that shows what happens during photosynthesis. 2.Write two paragraphs about what happens during photosynthesis. 3.Create a video that explains what happens during photosynthesis.

29. solution-tree.com Choice Board Example Photosynthesis Side Dishes (Select at Least Two) 1.Define respiration, in writing. 2.Compare photosynthesis to respiration using a Venn diagram. 3.Write a journal entry from the point of view of a plant. 4.With a partner, create a video that shows the difference between photosynthesis and respiration.

30. solution-tree.com Choice Board Example Photosynthesis Dessert (Optional) Create an assessment to measure the students knowledge of photosynthesis.

31. Enriching Learning Opportunities to explore areas of interest outside of the required curriculum (Buffum, Mattos, & Weber, Simplifying Response to Intervention: Four Essential Guiding Principles, 2012) For all students Apprenticeships Community services Independent study Online courses Internships Clubs Performing arts Field trips

32. solution-tree.com Exit Slip Think about a learning target in your class. Now Bloom It Up! Reflect and think about how far up on Bloom’s taxonomy you can move the learning target.

33. solution-tree.com References Buffum, A., Mattos, M., & Weber, C. (2012). Simplifying response to intervention: Four essential guiding principles. Bloomington, IN: Solution Tree Press. DuFour, R., DuFour, R., Eaker, R., & Many, T. (2010). Learning by doing: A handbook for professional learning communities at work. Bloomington, IN: Solution Tree Press. Teaching Center. (2009). Asking questions to improve learning. St. Louis, MO: Washington University. Retrieved from http://teachingcenter.wustl.edu/strategies/Pages/asking- questions.aspx#.U0XYDlfEGSp

34. solution-tree.com Scott_Cunningham@olsd.us

35. solution-tree.com Thank You! To schedule professional development at your site, contact Solution Tree at 800.733.6786.