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DIFFERENTIATED INSTRUCTION, CSCOPE, AND RIGOR. Objectives for Today . Content Objective: We will Gain a clearer understanding of differentiating instruction using CSCOPE and “best practices” Use CSCOPE documents to analyze and create rigorous questioning Create lessons for upcoming units

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Objectives for today
Objectives for Today

Content Objective: We will

  • Gain a clearer understanding of differentiating instruction using CSCOPE and “best practices”

  • Use CSCOPE documents to analyze and create rigorous questioning

  • Create lessons for upcoming units

    Language Objective: We will describe differentiation, rigor, and CSCOPE pacing verbally with a partner and with the group.


Agenda
Agenda

  • Review of Differentiated Instruction

  • Learning Styles

  • CSCOPE Lesson Examples

  • Rigor and DOK Review

  • CSCOPE and Leveling Questions

  • Creating Lessons

  • Wrap Up!



Frame of Reference

Who/What influenced your knowledge?

Brainstorm: Activate your prior knowledge.

DI


What is differentiated instruction1
What is Differentiated Instruction?

  • Instruction that MAXIMIZES

    learning for ALL students.

  • Best teaching practices.


How Do We Differentiate?

Differentiate because:

  • Readiness

  • Learning styles

  • Interests

Differentiate through:

  • Content (what is taught)

  • Process (how it is taught)

  • Product (what they

    produce)




Sort activity1

Sort Activity

Sharing Out

What were the correct responses for each category?


Ways to help ell students
Ways to help ELL students…

  • Modeling

  • Hands-on activities

  • Manipulatives

  • Realia

  • Pictures

  • Smartboard

  • Demonstrations

  • Multimedia

  • Timelines

  • Graphic organizers

  • Bulletin boards

  • Maps


Cscope lesson format

  • Video Clip

  • Thinking Map

  • Song

  • Content/Process

  • Hands-on Activity

  • Scavenger Hunt

  • Process

  • Flipchart

  • Foldable

  • Journal

  • Notes

  • Process

  • Discussion

  • Games

  • “I Have Who Has?”

  • Product

  • Models

  • Projects

  • Performance Indicator

CSCOPE Lesson Format


Cscope lesson example
CSCOPE Lesson Example

  • Grade 5

  • Mathematics

  • Unit 11: Possible Lesson 02 (7 days)

  • TEKS: 5.13A,5.13B, 5.13C

  • Process TEKS 5.14A, 5.14D, 5.15A, 5.15B, 5.16B

  • Topic: Line Graph and Data Tables(2 days)

  • Topic: Mean, Median, Mode (2 days)

  • Topic: Pictograph, Bar Graph, Double Bar Graph (2-3 days)


Have they seen these concepts before
Have they seen these concepts before?

Graphs and Data Tables (5.13C)

  • 3rd Grade – (Supporting) Pictographs, Bar Graphs, Introduces graphs using various scales, Focuses on constructing pictographs and bar graphs

  • 4th Grade – (Readiness) Single and double bar graphs, Label graphs

  • 5th Grade – (Supporting) Pictographs, Bar Graphs, related number pairs (x and y data sets) Line Graphs Introduced

Graphs and Data Tables (5.13A)

Mean, Median, Mode

  • 2nd Grade – Picture graphs and bar-type graphs with and without keys

  • 3rd Grade – (Readiness) Introduces sets of data in Pictographs, Bar Graphs

  • 4th Grade – Not directly taught

  • 5th Grade – (Supporting) Tables of related number pairs (x and y data sets) Line Graphs Introduced

  • 5th Grade – Introduced to mean, median, mode

  • 6th Grade – Mean with concrete objects and transitions to pictorial models




Why are they useful?

Brainstorm: Activate your prior knowledge about graphs and data tables.

Graphs

And Data

Tables

Real Life Examples






Exit slip entrance ticket
Exit Slip/Entrance Ticket

Intrapersonal or Verbal/Linguistic

  • Write a reflection on the day’s activities.

  • Create a cartoon of the day’s activities.

  • Relate the day’s activities to an outdoor event or function.

  • Write a song or sing a song about the day’s activities.

  • Create a graphic organizer to explain the day’s activities.

  • Create or perform a skit about today’s activities.

  • Create a game to review the day’s activities.

Visual/Spatial

Naturalist

Musical

Logical/Mathematical or Visual/Spatial

Verbal/Linguistic or Interpersonal or Bodily/Kinesthetic

Could be all depending on the activity



Engage 2 individual student whiteboard activity
Engage 2 – Individual Student Whiteboard Activity

Instructional Procedures:

1. Distribute a whiteboard and dry erase marker to each student. Instruct students to print their first name on their whiteboard then count and record the number of letters in their first name. Allow time for students to complete the activity. Monitor and assess students to check for understanding.

2. Instruct students to arrange themselves from least number of letters to greatest number of letters across the front and/or side of the classroom. Allow time for students to complete the activity. Monitor and assess students to check for understanding. Facilitate a class discussion to debrief student solutions.

Ask:

  • What is the least number of letters recorded? Greatest? Answers may vary.

  • How many numbers are there in all? Answers may vary, but students should indicate that the number matches the number of students in the room, or the total number of data collected.

  • Which number, representing the number of letters in first names, occurs most often? How do you know? Answers may vary. There are 3 students with the same number of letters in their first name and everyone else has a different number of letters; etc.

  • What does that tell you about the data collected? Answers may vary. That more people have __ number of letters in their name than any other number; etc.



Engage 2
Engage 2

Mean, Median, Mode Rap



Elaborate 1

BINGO

Circle Graph

Range

Average

20

Mode

Average

10

25

Median

BEGIN







Topic statistics 7 days
Topic: Statistics (7 days)

10 min

15 min

10 min (HW)

(Tutoring or Enrichment)

20 min

30 min

20 min

30 min

Not Used

30 min

30 min

Not Used

15 min

10 min

20 min

10 min

30 min

5 min

20 min

15 min

30 min

CSCOPE Activities

Activities Added

  • Bean Growth Grid and Table (Engage 1)

  • Focus Activity – CD Sales (Explore/Explain 1)

  • Making a Line Graph Practice (Explore/Explain 1)

  • Reading and Making a Line Graph (Optional)

  • Reading and Understanding a Line Graph (Optional)

  • Line Graph Data Booklet (Explore/Explain 2)

  • Individual Student Whiteboard Activity (Engage 2)

  • Median, Mode, and Range Practice (Explore/Explain 3)

  • Data Decisions (Elaborate)

  • Double Bar Graph Practice (Explore/Explain 4)

  • Creating Bar Graphs Activity (Explore/Explain 4)

  • Types of Graphs (Optional)

  • What’s My Data? (Evaluate)

  • Circle Map (Activate prior knowledge of data tables and graphs (Engage 2)

  • Flipchart to review graphs and introduce line graphs (Explain)

  • Exit Ticket/Entrance Slip (Evaluate)

  • Flipchart to introduce mean, median, mode (Explain)

  • Mean, median, mode Rap (Engage 3)

  • Mean, median, mode Bingo (Elaborate 1)

  • Foldable or Thinking Map on Types of Graphs (Explain/Elaborate)

  • Jeopardy (Elaborate 2)


Evaluate 2 unit assessment performance indicator
Evaluate 2 – Unit Assessment & Performance Indicator

Create a bar graph, line graph, or pictograph for each set of data displayed in the following tables:

  • The table below shows the wind speed in knots per hour over a ten hour period of time.

Mr. Garza’s math class surveyed students in Grade 5 to determine their top five favorite foods. This table shows the results of the survey.

For both graphs, include the following: (1) the graph title; (2) a label of both the horizontal and/or vertical axes; (3) an appropriate interval; (4) a question that could be answered using the data in the graph with the solution; and (5) a justification, in writing, of why the graph you chose is the most appropriate representation for the data.

Create a journal entry explaining how to determine the median, mode, and range of wind speed in knots per hour from the given table of data.



Remember dok
Remember: DOK….

…is descriptive.

…focuses on how deeply a student has to know the content in order to respond.

…is NOT the same as difficulty.

…is NOT the same as Bloom’s Taxonomy.

Simpson County Schools


Recall and reproduction level 1
Recall and Reproduction: Level 1

DOK 1 requires recall of information, such as a fact, definition, term, or performance of a simple process or procedure.

Answering a Level 1 item can involve following a simple, well-known procedure or formula. Simple skills and abilities or recall characterize DOK 1.

Simpson County Schools


Recall and reproduction dok 1 examples
Recall and Reproduction: DOK 1Examples

List animals that survive by eating other animals

Locate or recall facts explicitly found in text

Describe physical features of places

Determine the perimeter or area of rectangles given a drawing or labels

Identify elements of music using musical terminology

Identify basic rules for participating in simple games and activities

Simpson County Schools


Skills concepts level 2
Skills/Concepts: Level 2

DOK 2 includes the engagement of some mental processing beyond recalling or reproducing a response. Items require students to make some decisions as to how to approach the question or problem.

These actions imply more than one mental or cognitive process/step.

Simpson County Schools


Skills concepts dok 2 examples
Skills/Concepts: DOK 2 Examples

Compare desert and tropical environments

Identify and summarize the major events, problem, solution, conflicts in literary text

Explain the cause-effect of historical events

Predict a logical outcome based on information in a reading selection

Explain how good work habits are important at home, school, and on the job

Classify plane and three dimensional figures

Describe various styles of music

Simpson County Schools


Strategic thinking level 3
Strategic Thinking: Level 3

DOK 3 requires deep understanding as exhibited through planning, using evidence, and more demanding cognitive reasoning. The cognitive demands at Level 3 are complex and abstract.

An assessment item that has more than one possible answer and requires students to justify the response they give would most likely be a Level 3.

Simpson County Schools


Strategic thinking dok 3 examples
Strategic Thinking DOK 3 Examples

Compare consumer actions and analyze how these actions impact the environment

Analyze or evaluate the effectiveness of literary elements (e.g., characterization, setting, point of view, conflict and resolution, plot structures)

Solve a multiple-step problem and provide support with a mathematical explanation that justifies the answer

Simpson County Schools


Dok level 3 examples
DOK Level 3 Examples

Develop a scientific model for a complex idea

Propose and evaluate solutions for an economic problem

Explain, generalize or connect ideas, using supporting evidence from a text or source

Create a dance that represents the characteristics of a culture

Simpson County Schools


Extended thinking level 4
Extended Thinking: Level 4

DOK 4 requires high cognitive demand and is very complex. Students are expected to make connections—relateideas within the content or among content areas—and have to select or devise one approach among many alternatives on how the situation can be solved.

Due to the complexity of cognitive demand, DOK 4 often requires an extended period of time.

Simpson County Schools



Extended thinking dok 4 examples
Extended Thinking: DOK 4 Examples factor.

Gather, analyze, organize, and interpret information from multiple (print and non print) sources to draft a reasoned report

Analyzing author’s craft (e.g., style, bias, literary techniques, point of view)

Create an exercise plan applying the “FITT (Frequency, Intensity, Time, Type) Principle”

Simpson County Schools


Extended thinking dok 4 examples1
Extended Thinking: DOK 4 Examples factor.

Analyze and explain multiple perspectives or issues within or across time periods, events, or cultures

Specify a problem, identify solution paths, solve the problem, and report the results

Write and produce an original play

Simpson County Schools


The Depth of Knowledge is factor.NOTdetermined by the verb, but by the context in which the verb is used and the depth of thinking required.

Simpson County Schools


  • DOK 3- factor.Describe a model that you might use to represent the relationships that exist within the rock cycle.(requires deep understanding of rock cycle and a determination of how best to represent it)

  • DOK 2-Describe the difference between metamorphic and igneous rocks.(requires cognitive processing to determine the differences in the two rock types)

  • DOK 1-Describe three characteristics of metamorphic rocks.(simple recall)

Same verb—three DOK levels

Simpson County Schools




Lesson Example Grade 8 (8.2D; 8.7B; 8.8ABC) factor.

  • Video clip

  • Song or Rap

  • Brainstorm / Create a Thinking Map about Geometric Figures (Use real-life examples)

  • Scavenger Hunt

  • Create 3-D models

  • Interactive lesson on Volume and Surface Area

  • 3 – Dimensional Bliss Activity

Review Game (Jeopardy, Bingo, Are You Smarter Than a 5th Grader?)


Outcome sentence activity
Outcome Sentence Activity factor.

  • I learned …

  • I wonder …

  • I feel …

  • I think …


Foldable factor.

Manipulative Activities

Graphic Organizer

Nature

Video

Educational

Song

Puzzle

Ticket Out

the Door

Group

Activity

Journal Reflection


Thinking factor.

Map

Interactive White Board (IWB)

Math

Mystery

Outside Activity

Project

Games

Pictures

Multimedia

Demonstration


SPATIAL factor.

Picture Smart

MUSICAL

Music Smart

NATURALIST

Nature Smart

BODILY-KINESTHETIC

Body Smart


INTERPERSONAL factor.

People Smart

INTRAPERSONAL

Self Smart

LINGUISTIC

Word Smart

LOGICAL-MATHEMATICAL

Logic Smart


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