Welcome Back
This presentation is the property of its rightful owner.
Sponsored Links
1 / 79

Presenters: Pam Lange Barb Rowenhorst Janet Hensley April 3, 2008 PowerPoint PPT Presentation


  • 65 Views
  • Uploaded on
  • Presentation posted in: General

Welcome Back. Presenters: Pam Lange Barb Rowenhorst Janet Hensley April 3, 2008. P reparing A ll S tudents for S uccess P urposeful instruction, assessment, and staff development . A ctively promote a climate of achievement: Incentives and celebrations.

Download Presentation

Presenters: Pam Lange Barb Rowenhorst Janet Hensley April 3, 2008

An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -

Presentation Transcript


Presenters pam lange barb rowenhorst janet hensley april 3 2008

Welcome Back

Presenters:

Pam Lange

Barb Rowenhorst

Janet Hensley

April 3, 2008


Presenters pam lange barb rowenhorst janet hensley april 3 2008

Preparing All Students for Success

Purposeful instruction, assessment, and staff development.

Actively promote a climate of achievement: Incentives and celebrations.

Structure strong school building leadership.

Support students in building knowledge and skills for success today and tomorrow.


Outcomes

To understand the definition of a learning group.

To learn about and create “learning group” activities to implement in the classroom.

To extend knowledge of Marzano strategy implementation.

Outcomes:


Agenda

Welcome

Learning Groups

Cubing/Think Dot (revisited)

Lunch

Choice Boards/Menu Boards

Planning

Agenda


Janet

Janet


Presenters pam lange barb rowenhorst janet hensley april 3 2008

Exit Card

  • Easy strategy for

  • assessing student learning

  • Students respond to prompts or questions; turn in cards as they leave

  • Teacher uses card to help create groups, monitor student progress, revise lesson

    On Target, Strategies to Help Struggling Readers, page 27


Presenters pam lange barb rowenhorst janet hensley april 3 2008

Our Exit Card

  • List three things you learned today.


Presenters pam lange barb rowenhorst janet hensley april 3 2008

Our Exit Card

  • List two questions you’d still like to explore.


Presenters pam lange barb rowenhorst janet hensley april 3 2008

Our Exit Card

  • List two questions you’d still like to explore.


Presenters pam lange barb rowenhorst janet hensley april 3 2008

Our Exit Card

  • List one method of learning groups and/or choice that you might apply in your classroom.


Outcomes1

To understand the definition of a learning group.

To learn about and create “learning group” activities to implement in the classroom.

To extend knowledge of Marzano strategy implementation.

Outcomes:


Presenters pam lange barb rowenhorst janet hensley april 3 2008

Pam


Learning groups

Various names have been given to this form of teaching, and there are some distinctions among these:

(adapted from Johnson, Johnson, and Smith, 1991)

Learning Groups


Learning groups1

Learning Groups

  • Learning groups work together to accomplish a shared goal.

  • It is the instructional use of small groups so that students work together to maximize their own and each others’ learning.


Learning groups2

Learning Groups

  • On a note card, jot down what you think the research will say about learning groups.


Learning groups research

Students learn best when they are actively involved in the process.

Researchers report that, regardless of the subject matter, students working in small groups tend to learn more of what is taught and retain it longer than when the same content is presented in other instructional formats.

Students who work in learning groups also appear more satisfied with their classes.

Learning Groups - Research


Learning groups research1

Learning Groups - Research

When learning groups are compared with individual competition and individual student tasks, the effect size is .78.


Learning groups research2

Learning Groups - Research

Organizing students in heterogeneous learning groups at least once a week has a significant effect on learning.

(Marzano, Pickering and Pollock, 2001)


T chart

Quickly draw a T-chart on a blank sheet of paper.

On one side of the chart, list times you have used ability grouping in your classroom.

On the other side of the chart, list times you have used other forms of grouping.

T-Chart


Learning groups research3

Learning Groups - Research

Research shows that ability grouping as currently practiced:

  • Shows no consistent positive value for helping students generally.

  • Produces a negative effect in lower ability groups that more than offsets slight gains in higher-grouped children.

  • Produces an unfavorable effect on affective development.

  • Relates more to socioeconomic and ethnic status than to performance ability.

  • Cannot be shown to be responsible for positive scholastic effects due to the many variables inherent in curriculum and instructional design and delivery.

    Ubben, Hughes, Norris


Learning groups research4

Learning Groups - Research

  • Enhance student satisfaction with their learning experience.

  • Develop students’ social skills.


Learning groups research5

Learning Groups - Research

  • Help students develop oral communication skills.

  • Promote student self-esteem.


Learning groups research6

Learning Groups - Research

  • Increase student retention.

When you teach, you learn twice.

Seneca, Roman philosopher


Learning groups research7

Learning Groups - Research

  • Promote inclusion of special needs students.


Learning groups3

Learning Groups

Based on the research, what changes, if any, might you make with the grouping you are currently doing within your classroom.


Forming learning groups

Forming Learning Groups

  • Informal Groups

    • Used for a few minutes or a class period

  • Formal Groups

    • Used for several days or even weeks

  • Study Teams/Base Groups

    • Long-term (semester or year)


Sibling line up informal

  • Form a line using the criteria:

    • “How many siblings are in your family?”

    • Count all siblings.

      • Full, Half, Step, Other

  • Starting at the end of the line, create groups of four.

  • Select a place to work with your group.

Sibling Line-up (Informal)


Preparing for learning groups

Student preparation

Teacher preparation

Classroom application

Team information sharing

Accountability

Preparing for Learning Groups


Learning groups4

Using the mat provided, prepare a graphic organizer of what you like and dislike about working in learning groups

OR

What you like or dislike about using learning groups in your classroom

You can use one of the graphic organizers provided on the mat or create one of your own.

Learning Groups


Designing learning groups

Designing Learning Groups

  • Informal Groups

    • Used for a few minutes or a class period

  • Formal Groups

    • Used for several days or even weeks

  • Study Teams/Base Groups

    • Long-term (semester or year)


Teambuilding learning groups

Team Identity:

Team motto

Team cheer

Team mascot

Team song

Teambuilding: Learning Groups


Designing learning groups1

Designing Learning Groups

Number in a Group:

  • Groups of 3-4 produce the largest percentile gain.

  • Pairs indicate the next largest percentile gain.

  • Groups of 5-7 indicate a negative result.

    Marzano, Pickering, Pollock, Classroom Instruction That Works


Planning for learning groups

It is important to make sure you plan prior to using learning groups.

Handout: Planning for Learning Groups

Planning for Learning Groups


Planning for learning groups1

Form groups of two or three.

Select one scenario.

Discuss the guiding prompts on the “Planning for Learning Groups” handout.

Create chart paper with main learning group ideas.

Planning for Learning Groups


Designing learning groups2

Designing Learning Groups

  • Informal Groups

    • Used for a few minutes or a class period

  • Formal Groups

    • Used for several days or even weeks

  • Study Teams/Base Groups

    • Long-term (semester or year)


Presenters pam lange barb rowenhorst janet hensley april 3 2008

barb

CUBING/THINK DOTS


Presenters pam lange barb rowenhorst janet hensley april 3 2008

KNOW

  • Participant will know the key principles of Cubing and ThinkDots and the application of them using a fairy tale.


Understand

UNDERSTAND

  • Participants will understand that Cubing and ThinkDots are related strategies that support differentiated processing.

  • Participants will understand how to develop practical applications and skills of Cubing and ThinkDots.


Presenters pam lange barb rowenhorst janet hensley april 3 2008

DO

  • Effectively create and implement Cubing and/or ThinkDots strategies.


Cubing

Cubing

On Target, Differentiated Instruction, Grades 4-12, pages 12-13


Cubing guide

CUBING Guide


Cubing diagram

CUBING diagram


Presenters pam lange barb rowenhorst janet hensley april 3 2008

Social Studies Level 1


Presenters pam lange barb rowenhorst janet hensley april 3 2008

Social Studies Level 2


Presenters pam lange barb rowenhorst janet hensley april 3 2008

Social Studies Level 3


Cubing demonstration

cUBING demonstration


Cubing practice

Use the article and website on Earth Day and develop some questions to correspond with the 6 sides of the cube. Post questions on chart paper.

Cubing Practice


Cubing1

CUBING

  • Use the first cube as your average cube, create 2 more: one lower level and one higher level.

  • ALL cubes need to cover the same type of questions, just written to the readiness levels.

  • Color-code or label your cubes so you know which level of readiness you are addressing.

  • Always remember to have an easy problem on each cube and a hard one regardless of the levels.

  • Decide on the rules. Will the students be asked to do all 6 sides? Roll and do any 4 sides? Do any two questions on each of the cubes?

  • Use old quizzes, worksheets, textbook-study problems, student generated, internet, etc. to help with writing questions.


Thinkdots

ThinkDots


Thinkdots guide

ThinkDots Guide


Thinkdots1

ThinkDots

  • Variation of Cubing; works well with older students

  • Students have to do all the tasks, they just do it in the order they roll.

  • Strategy used to review, demonstrate, and extend thinking

  • Can do a group of 6 people and each one does the task of what they rolled and then they have a group product at the end.


Thinkdots demonstration

ThinkDots Demonstration


Thinkdots demonstration1

ThinkDots Demonstration

2. Goldilocks in 1 minute or less

http://youtube.com/watch?v=02cRfwmeCGY

3. Revolting Rhymes Goldilocks: Roald Dahl

http://youtube.com/watch?v=cstpvUODHYY

4. Goldilocks Song

http://youtube.com/watch?v=AvtkUOhL7yU

5. Rewrite the story of Goldilocks using more difficult vocabulary (example Little Red Riding Hood)

6. Goldilocks on trial

http://youtube.com/watch?v=IAnGP-VO2sw


Presenters pam lange barb rowenhorst janet hensley april 3 2008

Think Dots

Title: Algebra level 1


Presenters pam lange barb rowenhorst janet hensley april 3 2008

Think Dots

Title: Algebra level 2


Presenters pam lange barb rowenhorst janet hensley april 3 2008

Think Dots

Title: Algebra level 3


Thinkdots practice

Using the article and website on Earth Day develop ThinkDot activities to correspond with the 6 sides of the die.

ThinkDots: Practice

Write on chart paper and post


Cubing think dots

CUBING/THINK DOTS

Suggestions

  • Use colored paper to indicate different readiness levels, interests or learning styles.

  • Let students choose which activities- for example: choose any three or have students choose just one to work on over a number of days.

  • If students have worked on activities individually, have them come together in groups by levels, interest or learning style to synthesize.


When to use

WHEN To USE

  • After a unit has been presented and students are familiar with the elements of the unit and conceptual skills.

  • To help students think about and make sense of the unit and concepts they are studying.


Concerns

Concerns?

Cubing or ThinkDOTS can turn into glorified worksheets – but not if all activities are purposeful and focused on getting students to understand a concept in a multitude of ways.


Brainstorm

Brainstorm


Integration plan

Integration Plan

  • With your table group, brainstorm the different ideas for using Cubing/ThinkDots.

  • A recorder will write the top three responses on chart paper and post at the front of the room.

  • You’ll have 5 minutes to complete this task.


Lesson plan

Lesson Plan


Lesson plan1

Lesson Plan

  • Choose a unit from your content area or continue with the Earth Day theme.

  • Choose either Cubing or ThinkDots.

  • Follow the directions on the guide sheets and use the lesson plan guide to develop a lesson to use in your classroom in the next month.


Presenters pam lange barb rowenhorst janet hensley april 3 2008

Team Planning Time


Lunch

lunch


Janet1

janet

Choice Boards(Tic-Tac-Toe)

Menu Boards


On target booklet strategies that differentiate instruction grades 4 12

On target booklet“Strategies That Differentiate Instruction”grades 4-12


Choice boards think tic tac toe

Choice Boards (Think-Tic-Tac-Toe)

  • Allows students choice

  • Incorporates learning preferences

  • Takes readiness into account (basic and advanced)

  • Provides framework

    • On Target Differentiated Instruction , Grades 4-12, pages 14-15


Choice board tic tac toe

Choice Board/Tic-Tac-Toe


Choice boards tic tac toe

  • Variations:

    • Easier choice board for struggling students and a more challenging choice board for proficient or advanced students.

    • Could have 3 kinesthetic tasks, 3 auditory tasks, 3 visual tasks.

    • Can assign students or a student what you want them to do.

Choice Boards/Tic-Tac-Toe


Presenters pam lange barb rowenhorst janet hensley april 3 2008

Look at Gardner’s multiple intelligences p.14

Look at 6th grade math and high school science examples on p.15

Pick a topic and discuss how you could make a choice board (may have to divide into age level groups)

CHART -- POST

Choice Boards/Tic-Tac-Toe


Menu approach

Menu Approach

  • Main dish: Everyone

  • Side dish: Pick and choose

  • Dessert: Optional but irresistible

    • On Target, Differentiated Instruction, Grades 4-12, pages 10-11


Menu approach1

  • Take same topic or choose a different topic

  • Design a differentiated menu.

  • CHART and POST

Menu Approach


Let s try it

Let’s Try it


Lesson plan2

Lesson Plan


Marzano putting it all together

Marzano: Putting it All Together


Outcomes2

To understand the definition of a learning group.

To learn about and create “learning group” activities to implement in the classroom.

To extend knowledge of Marzano strategy implementation.

Outcomes:


Presenters pam lange barb rowenhorst janet hensley april 3 2008

Team Planning Time


  • Login