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Session 2: Guiding Questions. How do we design data-driven instruction to meet the needs of all learners? . I, II, III, IV, V. Focus: Preparing for Classroom Instruction How will we know if they learned it? How will we respond when they don ’ t learn it?

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session 2 guiding questions
Session 2: Guiding Questions
  • How do we design data-driven instruction to meet the needs of all learners?

I, II, III, IV, V

Focus:

Preparing for Classroom Instruction

How will we know if they learned it?

How will we respond when they don’t learn it?

How will we respond when they already know it?

(2009) Raising the Bar and Closing the Gap: Whatever it Takes

guiding questions for data literacy
Guiding Questions for Data Literacy
  • What is the learning target?
  • What are the criteria for success for the target?
  • What decisions do you need to make about the learning?
  • Does the evidence collected from the student(s) meet the criteria for success?
  • Is additional evidence needed (e.g., interview the student(s), etc.)?
  • What method will you use to provide feedback to the student(s) about the learning?
  • How will you provide opportunities for student(s) to use the feedback?
  • How will you modify your instruction to close any learning gaps that exist or enhance learning?

NCFALCON

the needs of seeds using formative assessment probes
The Needs of Seeds Using Formative Assessment Probes
  • Choose a probe
  • Give to students
  • Use data to plan
  • What do you see?
what are formative assessment probes
What are Formative Assessment Probes?
  • NSTA Publication
  • Formative assessment probes were developed using the CTS process.
  • Link key ideas in the standards to common misconceptions cited in research.
slide8

Resources for CTS …Experts at Your Fingertips 24/7

Indicates the resource or parts of it are online

additional resources
Additional Resources…

A Framework for K-12 Science Education

Science College Board Standards for College Success

why use formative assessment probes
Why Use Formative Assessment Probes?
  • Assessment for learning not assessment of learning
  • Reveal the types of ideas your student have about common science concepts
  • Examine student thinking for the purpose of informing teaching and learning
types of probes
Types of Probes
  • Justified List
  • Prediction
  • Familiar Phenomena
  • Friendly Talk
example justified list probe
Example: Justified List Probe

Keeley, P., Eberle, F. and Tugel, J. (2007). Uncovering student ideas in science (Vol.2) -25 more formative assessment probes. Arlington, VA: NSTA Press.

example friendly talk probe
Example:Friendly Talk Probe

Keeley, P.(2011). Uncovering student ideas in life science-25 new formative assessment probes. Arlington, VA: NSTA Press.

example familiar phenomena probe
Example:Familiar PhenomenaProbe

Keeley, P., Eberle, F. and Tugel, J. (2007). Uncovering student ideas in science (Vol.2) -25 more formative assessment probes. Arlington, VA: NSTA Press.

example prediction probe
Example:Prediction Probe

Keeley, P., Eberle, F. and Dorsey, C. (2008). Uncovering student ideas in science(Vol.3)-another 25 formative assessment probes. Arlington, VA: NSTA Press.

exploring new resources
Exploring New Resources
  • Use the objective you selected this morning.
  • Use one or more of the resource sites.
  • Search for educational materials that support teaching this objective.
resource ncdpi science wiki
Resource: NCDPI Science WIKI
  • Essential Standards
  • K-12 Strands Excel Format
  • Crosswalks
  • Unpacked Content
  • Professional Development
  • Teaching resources
resource ncdpi science live binder
Resource: NCDPI Science Live Binder

LIVE BINDER!

Resources organized by teaching standard

state collaborative on assessment and student standards scass
State Collaborative on Assessment and Student Standards (SCASS)
  • http://sciencescass.org
  • Security Agreement
  • Quick Highlights
        • Quiz & Test Development
        • Data Analysis (free for 1 month)
  • Directions for other teachers
  • MUST sign security agreement and return
  • Username (_____)
  • Password (______)
resource naep question tool
Resource: NAEP Question Tool
  • NC DPI Accountability Services Division http://www.ncpublicschools.org/accountability/policies/naep/naep
  • Released NAEP items
  • Two ways to access:
        • http://nces.ed.gov/nationsreportcard/itmrlsx
        • From the NAEP home page http://nces.ed.gov/nationsreportcard and click Sample Questions and then select Questions Tool
resource activity exploring new resources
Resource Activity: Exploring New Resources
  • Use the objective you selected this morning.
  • Use one or more of the resource sites.
  • Locate educational materials that support teaching this objective.
designing data driven instruction
Designing Data Driven Instruction
  • Select the standard and objective.
  • Collect resources for teaching and assessing the objective.
  • Perform pre-assessment using a two-tiered prototype or probe.
  • Adjust the learning pathway based on pre-assessment data and support documents.
universal design for learning udl is
UniversalDesignfor Learning (UDL) is

Universal Design for Learning (UDL)

A set of principles for curriculum development that applies to the general education curriculum to promote learning environments that meet the needs of all learners.

principle i multiple means of representation
Principle I:Multiple Means of Representation

The what of learning

  • To give diverse learners options for acquiring information and knowledge
  • Present content in a variety of formats and modalities
multiple means of representation
Multiple Means of Representation
  • Artifacts
  • Videos
  • Music
  • Movement
  • Text Readers
  • Manipulatives
  • Visual Displays
  • Anticipatory Guides
  • Graphic Organizers
multiple means of action and expression
Multiple Means of Action and Expression
  • Thumbs Up/Thumbs Down
  • Gallery Walks
  • Pair/Share
  • Chalkboard/Whiteboard Splash
  • Response Hold-Up Cards
  • Quick Draws
  • Numbered Heads Together
  • Line-Ups
principle iii multiple means of engagement
Principle III:Multiple Means of Engagement

Taps into learners’ interests, offers appropriate challenges, and increases

multiple means of engagement
Multiple Means of Engagement
  • Bounce Cards
  • Air Writing
  • Case Studies
  • Role Plays
  • Concept Charades
  • Response Hold-Up Cards
  • Networking Sessions
  • Simulations

C

B

A

D

C

udl means more students are
UDL means more students are:
  • Engaged
  • Learning
  • Achieving
  • Motivated
reflection
Reflection
  • Jot down two ideas from your collected resources that address UDL (the “what”, “how” and “why”).
  • Turn to a neighbor and briefly discuss how UDL will impact your work in planning instruction.
multiple means of representation for ells
Multiple Means of Representation for ELLs

Non-verbal

Language Support

Word banks

Word walls

Labels

Graphic organizers

Sentence starters

Sentence frames

  • Modeling
  • Pictures
  • Realia/Concrete objects
  • Gestures
  • Manipulatives
  • Demonstrations
  • Hands-on
  • Picture dictionaries
multiple means of expressing for ells
Multiple Means of Expressing for ELLs
  • Role-play
  • Illustrations/ Drawings / Visuals
  • Gestures
  • First language
multiple means of engagement1
Multiple Means of Engagement
  • Student Interaction
    • Oral comprehension supports reading and writing development
    • Differentiate Collaborative Activities
learning needs of gifted some not all
Learning Needs of Gifted:Some, Not All
  • Complexity: Abstract-thinking, Variety of concepts, subjects and strategies
  • Depth: Higher levels of thinking, concepts
  • Creativity: Open-endedness, choice
  • Acceleration: Rapid pacing, Focus on Growth
  • Relevance: Personal interest, Real-world problems and audiences, Connections
what does this mean for my classroom
What does this mean for my classroom?
  • Enrich, extend and accelerate the SCOS.
  • Differentiate through content, process and product.
tools and strategies for challenging gifted learners
Tools and Strategies for Challenging Gifted Learners
  • Concept-Based Teaching
  • Tiered Assignments
  • Project-Based Learning
  • Curriculum Compacting
  • Independent Study with Rubrics
  • Seminars

All with appropriate challenge!

reflection1
Reflection

In groups of 2-3, share a strategy you have used or will use in order to support differentiated instruction.

anthony grade 51
Anthony, grade 5
  • Review each data document you have received concerning Anthony and his development and needs.
  • Discuss his strengths and weaknesses in your group.
anthony grade 52
Anthony, grade 5
  • Imagine that Anthony is a student in your class. (Age regress as necessary.)
  • Strategize ways that you might adapt and use some of the instructional resources you found earlier in working with a student like Anthony.
kimi grade 81
Kimi, grade 8
  • Review each data document you have received concerning Kimi and her development and needs.
  • Discuss her strengths and weaknesses in your group.
kimi grade 82
Kimi, grade 8
  • Imagine that Kimi is a student in your class. (Age regress or progress as necessary.)
  • Strategize ways that you might adapt and use some of the instructional resources you found earlier in working with a student like Kimi.
slide59
Addressing the whole child prepares future-ready students who are competitive for work and post-secondary education and prepared for life in the 21st century.
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