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Change happens at the building level and it will not happen without the principal. Carol Ann Tomlinson. If you think everyone is going to differentiate instruction in a year or two, it would be better to not ask them to do anything. Carol Ann Tomlinson. Four Common Barriers to DI.

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Change happens at the building level and it will not happen without the principal.

Carol Ann Tomlinson


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If you think everyone is going to differentiate instruction in a year or two, it would be better to not ask them to do anything.

Carol Ann Tomlinson


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Four Common Barriers to DI in a year or two, it would be better to not ask them to do anything.


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Four Common Barriers to DI in a year or two, it would be better to not ask them to do anything.

  • Lack of curriculum clarity


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Four Common Barriers to DI in a year or two, it would be better to not ask them to do anything.

  • Lack of curriculum clarity

  • Lack of understanding of where students are and who they are


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Four Common Barriers to DI in a year or two, it would be better to not ask them to do anything.

  • Lack of curriculum clarity

  • Lack of understanding of where students are and who they are

  • Lack of use of effective instructional approaches


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Four Common Barriers to DI in a year or two, it would be better to not ask them to do anything.

  • Lack of curriculum clarity

  • Lack of understanding of where students are and who they are

  • Lack of use of effective instructional approaches

  • Inability to manage flexible settings


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Differentiated Instruction in a year or two, it would be better to not ask them to do anything.

Training of Trainers

MCIU #23

Day 3


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Outcomes Day 3 in a year or two, it would be better to not ask them to do anything.

  • Welcome, Feedback and Application

  • Discussion of Chapter 5 Key Points

  • Know, Do and Understand--KDU

  • Ongoing Assessment

  • Tiered Lessons

  • Wrap


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4 Pillars of DI in a year or two, it would be better to not ask them to do anything.

Differentiated Instruction

Curriculum

Assessment

Instruction

Management


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Applying DI in the Classroom in a year or two, it would be better to not ask them to do anything.

  • Individually—p. 57

  • Share in triads

  • Share at tables listening for something noteworthy for whole group

I


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Applying DI in the Classroom in a year or two, it would be better to not ask them to do anything.

  • Something noteworthy to share with the group


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Chapter 5 Analysis in a year or two, it would be better to not ask them to do anything.

  • Select 2 key points from Chapter 5

  • Site the points and how they are connected

  • Listen for instruction for how to share with the group

C


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KDU Planning in a year or two, it would be better to not ask them to do anything.

  • Complete pages 199 and 200

  • Consider a unit that is coming up or one that you would like to tweak

  • Feel free to work on your own or with a partner

A


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What is essential content? in a year or two, it would be better to not ask them to do anything.What the learner should know, understand and be able to do at the end of a unit of instruction (uses levels of learning). Answers the question “Why should we learn this?”Makes connections between isolated

facts and skills so they have

meaning.

C


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Know, Do, Understand in a year or two, it would be better to not ask them to do anything.

KNOW - Facts that are discrete pieces of information we believe to be true.

  • Freezing occurs at 32 degrees.

  • Humans should get 8 hours of sleep.

    DO - Skill or doing something with the knowledge gained

  • Writing a paragraph

  • Finding a main idea

C


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Understand in a year or two, it would be better to not ask them to do anything.

UNDERSTAND – includes big ideas, essential questions, and concepts

Concepts:

  • Conflict

  • Systems

  • Patterns

  • Change

C


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Understand in a year or two, it would be better to not ask them to do anything.

UNDERSTAND – includes big ideas, essential questions, and concepts.

Essential Questions:

  • How are form and function related in Biology?

  • How do effective writers hook and hold their readers?

  • What are the limits of mathematical representation/modeling?

C


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KDU – 1st grade Math in a year or two, it would be better to not ask them to do anything.

Know:

  • Shapes have names

  • Vocabulary: circle, triangle, square, rectangle

    Do:

  • Compare and contrast different shapes

  • Separate a mixture of shapes of different sizes into like categories

    Understand: Shapes

  • Objects have various characteristics which can be used to group them.

C


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KDU – 2nd grade LA in a year or two, it would be better to not ask them to do anything."Ronald Morgan Goes To Bat"

Know:

  • Who is Ronald Morgan

  • What kind of baseball player he is

    Do:

  • What do his friends think of him?

    Find the passage that shows this.

  • What does his coach think of him? How do you know? Find the passage that shows you the answer.

  • Determine what Ronald's problem is.

  • Describe how he solves his problem.

    Understand: Problems

  • Identifying problems in stories and how characters solved the problems helps students understand problems and stories.

C


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Grade 6 in a year or two, it would be better to not ask them to do anything.Social Studies

Students will:

Know: Names and roles of groups in the feudal class system.

Do: Research See events through varied perspectives Share research & perspectives with peers

Understand: Roles in the feudal system were interdependent. A person’s role in the feudal system will shape his/her perspective on events.


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KDU – HS Circulation in a year or two, it would be better to not ask them to do anything.

Know:

  • 3 types of blood vessels—arteries, veins and capillaries.

  • Human heart has 4 distinct chambers.

  • Blood flows away from the heart in arteries and back to the heart in veins.

    Do:

  • Trace the blood flow through the heart and lungs

  • Analyze the effect of different chemicals on blood vessel

    Understand: Interdependence, health

  • Describe in detail how the circulatory system and other systems are interdependent.

  • Understand that heart health is an interaction of genetics and environment.

C


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KDU Planning in a year or two, it would be better to not ask them to do anything.

  • Complete pages 199 and 200

  • Consider a unit that is coming up or one that you would like to tweak

  • Feel free to work on your own or with a partner

A


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A Reminder… in a year or two, it would be better to not ask them to do anything.

Clarity about what students should

Know

Understand

Be Able to Do

as a result of a unit, lesson, week, etc.

Is the foundation of

Durable Learning for All Students

Meaningful Preassessment

Useful Ongoing Assessment

Fair and Valid Summative Assessment

Defensible Adaptations for Advanced & Struggling Learners

(It’s THAT important!!)


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Ongoing Assessment in a year or two, it would be better to not ask them to do anything.

“Most important thing we do.”

Rick Stiggins

Journal of Staff Development, Spring 1999


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Lesson Planning and Assessment in a year or two, it would be better to not ask them to do anything.

  • Objective/purpose: The what and the why.

  • Anticipatory set: What will the students do?

  • Input/modeling: What do I want the students to know or do? How will I actively engage them?

  • CHECK FOR UNDERSTANDING: What will the students do? When will they do it? How will collect the data?


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Lesson Planning and Assessment in a year or two, it would be better to not ask them to do anything.

  • Guided practice: How will the students practice the new learning? How will I monitor the practice?

  • Independent practice: Remind students it is perfect practice that makes perfect.

  • Closure: What will students do to summarize the learning?


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Diagnostic Assessment Planning in a year or two, it would be better to not ask them to do anything.

  • Review diagnostic assessment examples pages 156 to 169

  • Consider the unit that you did the KDU and develop 2 possible “ongoing assessments”

  • Feel free to work on your own or with a partner

A


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Evidence of Understanding in a year or two, it would be better to not ask them to do anything.

A


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Creating a Powerful Product in a year or two, it would be better to not ask them to do anything.

1. Identify the essentials of the unit/study

K-U-D

2. Identify format(s)

“Packaging options”

3. Determine expectations for quality

Content-Process-Product


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Creating a Powerful Product, cont’d in a year or two, it would be better to not ask them to do anything.

4. Decide on scaffolding you may need to build

Promote success

  • Develop a clear product assignment

  • Differentiate the assignments based on:

    Readiness-Interest-Learning profile

  • Coach

    For success!


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Possible in a year or two, it would be better to not ask them to do anything.

Products

Map

Diagram

Sculpture

Discussion

Demonstration

Poem

Profile

Chart

Play

Dance

Campaign

Cassette

Quiz Show

Banner

Brochure

Debate

Flow Chart

Puppet Show

Tour

Lecture

Editorial

Painting

Costume

Placement

Blueprint

Catalogue

Dialogue

Newspaper

Scrapbook

Lecture

Questionnaire

Flag

Scrapbook

Graph

Debate

Museum

Learning Center

Advertisement

Book List

Calendar

Coloring Book

Game

Research Project

TV Show

Song

Dictionary

Film

Collection

Trial

Machine

Book

Mural

Award

Recipe

Test

Puzzle

Model

Timeline

Toy

Article

Diary

Poster

Magazine

Computer Program

Photographs

Terrarium

Petition Drive

Teaching Lesson

Prototype

Speech

Club

Cartoon

Biography

Review

Invention


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PRODUCT CHOICES CHART in a year or two, it would be better to not ask them to do anything.


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Research indicates students learn best when assessment… in a year or two, it would be better to not ask them to do anything.

  • Gives them effective feedback

  • Informs and directs instruction

  • Actively involves them in their own learning

  • Is used by students to assess themselves and understand how to improve


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Assessment in a year or two, it would be better to not ask them to do anything.Promoting Deep Understanding

  • Directions: Based on your interest or learning style choose a processing activity that will best promote your learning

    • Choices

      • Double entry journal

      • Concept map

      • Graphic organizer

I/A


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Preassessment in a year or two, it would be better to not ask them to do anything.key points:

  • Explain to the students that you are doing preassessment and why

  • The better you understand the KDU the more focused the preassessment can be

  • Give the preassessment 2 weeks before the unit


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NAEP Study in a year or two, it would be better to not ask them to do anything.

87 % Classrooms


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NAEP Study in a year or two, it would be better to not ask them to do anything.

87 % Classrooms

50 % Disengaged


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Tiered Analysis in a year or two, it would be better to not ask them to do anything.

  • Process your understanding of Tiered lessons by:

    • Planning a tiered lesson (p 80 or 106, see examples on 107-109)

    • Challenge--planning tiered Cube/Think Dots (p 101)

    • Plan a tiered menu (p 102)


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READING as a gatekeeper for knowledge in secondary classrooms

  • Important for teachers to know how the students are reading

  • Need to know who’s having difficulty and who needs advanced materials


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READING as a gatekeeper for knowledge in secondary classrooms

  • If can’t read textbook how can we find a work around?

  • What can I do to foster growth as a reader?

    • tape

    • text resources

    • netTrekker

    • buddies

    • www.lexile.com



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McDougal Little—Tiered alternatives presented in teacher’s guide

Prentice Hall—developing webquests for math and science texts

Holt—Live Link= chunks reading for lower levels; science labs leveled A, B, C

Tech Paths—Curriculum mapping and lesson sharing software

What’s With Your Text Book?

I


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Tiered Analysis teacher’s guide

  • Complete the Tiering Analysis Organizer by

  • Reviewing 360 to 365 in Binder or

  • Reviewing 136 to 140 in Text

  • Then share your analysis


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Tiered Analysis teacher’s guide

  • Process your understanding of Tiered lessons by:

    • Planning a tiered lesson (p 80 or 106, see examples on 107-109)

    • Challenge--planning tiered Cube/Think Dots (p 101)

    • Plan a tiered menu (p 102)


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DI—Then and Now teacher’s guide

I used to think DI was…

Now I know DI is…

I


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Outcomes Day 3 teacher’s guide

  • Welcome, Feedback and Application

  • Discussion of Chapter 5 Key Points

  • Know, Do and Understand--KDU

  • Ongoing Assessment

  • Tiered Lessons

  • Wrap


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Pillar Fortifying Tasks for Day 4 teacher’s guide

  • Apply one or more strategy noting your intent, results and student reaction (3-5)

    • Formative assessment

    • Assessment variety

    • Tiered lesson

    • Other…

  • Read chapter 6 highlighting 6 key points

  • Extra Credit: Read chapter(s) 2, 3 or 4 highlighting 6 key points



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