Welcome to Session #3 PLN 13: Differentiated Instructional Strategies for the Block Schedule

1. Welcome to Session #3PLN 13: Differentiated Instructional Strategies for the Block Schedule Diane Hubona Chris Singler Erie Strong Vincent November 9, 2013

2. Comic Strip Sort • Find the three other pieces to your cartoon • Brainstorm with your group • What type of sorts have you done in your classroom content area? • What lenses of learning do sorting activities support?

3. Quinn’s Six Questions for Lesson Design • 1. What am I teaching? • 2. Why am I teaching it? • 3. How am I teaching it? • 4. Why am I teaching it that way? • 5. How do I know my kids are getting it? • 6. How do the kids know they are getting it?

4. RSQC2: Discussion Protocol for all content areas • Review the assigned reading from the Differentiated Instruction book to prepare for small-group discussions. • Complete the RSQC2 template as your notemaking device. • Discuss the assigned reading in your comic strip groups.

5. Literacy in the Science Classroom • BDA Lesson • Before: Vocabulary Activity---I Know, I Think I Know, I’m Clueless! • During: Text rendering with determining importance—V.I.P.’s • After: Summarization Writing—Found Poetry

6. I-Search: Authentic Inquiry for all Content Areas

7. Please Do Now! • What comes to mind when you hear the following: • Research • Inquiry • Research Paper

8. I-Search begins with a personal connection • Think of what’s important in your life right now. Personally or professionally, what would you like to know more about, plan or do? Share your ideas with some neighbors and choose one.

9. I-Search needs to be important to you • Introduce your chosen topic and write a paragraph of at least five lines explaining why it’s important to you.

10. I-Search is always connected to prior knowledge • Write a paragraph of at least five lines detailing what you know about your topic – some background or experience you’ve had.

11. I-Search is social –research is not done in isolation • Choose a research partner and share what you have written so far. • Feel free to elaborate on your written response and add to it. • As a partner, ask questions to help understand the topic completely. Feel free to offer information and advice to help.

12. I-Search is inquiry – asking questions of importance • Working with your partner, brainstorm a minimum of three questions important to your topic – what do you need to know? 1. 2. 3. 4. 5.

13. I-Search is reflective – time to think, plan, and act • Congratulations – you’ve developed a strategic plan! What do you do next? First? Most important? Need to contact someone? Head to the library? Jump on a laptop? What are your timelines? Can you group your questions to save time in your search? List your steps here. 1. 2. 3.

14. I-Search should be Content-Connected • What do students want to know? • What do they choose to explore? • In science? • In social studies? • In math? • In world language? • In health? • In vocational classes? • In any content?

15. I-Search requires and helps to refine an authentic skill set • To be successful, students need to learn and practice important learning skills: • Formulating questions • Identifying resources • Reading informational text • Organizing ideas • Notemaking • Attributing • Summarizing • Evaluating, Analyzing, Synthesizing • Reflecting

16. Will I-Search impact student learning and achievement? • The Research: • “Inquiry requires that we dig beneath the surface to explore a topic, dwell in it, wander about it, and find out information. This deeper understanding is directly related to long-term memory.” (Harvey ‘98) • “Research clearly makes the connection to improved engagement, motivation, and writing skills when students participate regularly in inquiry-based learning activities.” (Postman & Weingartner ‘06)

17. Will I-Search impact student learning and achievement? • The Research (cont.): • At the HS level, inquiry and authentic research are required staples of the highest achieving nations in literacy, science and mathematics (New Zealand, Japan, etc.) and is identified as a contributing factor in successful reform efforts across the US (TIMMS, Int’l Literacy Assess., HSTW). • NAEP has identified research as both an academic and a life skill. • NCTE, NSF, NCTM, NCSS all identify a wide divide between research practices in classrooms vs. recommended practices.

18. What are the recommended practices? * Instruction and assignments related to research should begin no later than _____grade. * Students should participate in approximately _________research projects each year. * Research should be a staple in ______________classrooms. * Format or presentation should count for no more than _______% of a student’s research grade. * Frequency is more important than ________________in building successful research practices.

19. I-Search: a time to reflect • What do you see as most valuable? • With whom should you share this information? • What more would you like to know?

20. What helps build successful I-Search experiences • I-Search is best when it… • Builds on existing knowledge • Connects content with interest • Encourages choice • Encourages partnerships • Encourages a variety of resources • Explores multiple methods of reporting • Requires reflection on findings • Shares results with real-world audiences

21. Let’s Do The Math! • Strategies That Support Math Literacy • Math BDA

22. Assessments…What Teachers Need to Know! • Formative vs. Summative Assessment

23. Final Project Work • BDA Lesson Plan Constructive Playtime

24. Next Steps?????? • For December 7, 2013 • Read Chapters 10, 11, 12 in Differentiated Instructional Strategies for the Block Schedule • Final lessons for sharing out • See you in December

25. Ticket out the Door • One Sentence, One Phrase, One Word