DI & GT Workshop Part Two

1. DI & GT WorkshopPart Two Facilitated by: Dr. Stephen Schroeder-Davis ssd@elkriver.k12.mn.us

2. Book choices Homework options Varied pacing with anchor options Open-ended activities Multiple levels of ?’s Work alone, pairs, trios, quads Product options Tiering activities, products, centers Tiering (centers) Contracts Complex instruction Think-tac-toe Pre-assessments and compacting Interest groups & centers From Lo to High Prep DILo-Prep High-Prep

3. Know, understand, be able to . . . • Know: facts, vocabulary, dates, places, names, examples, but NOT in isolation. • Understand: major concepts, statements of truth, connections, key ideas. Anything that helps students make connections and get the “point” of the lesson. • Be able to: apply and transfer the skills of any discipline and to think like the professionals who work in the field.

4. From Lo to High Prep DI • Anchor Activities • Stratified questions (Bloom & open-ended) • Choice boards • Product differentiation (Sternberg & Gardner) • Tiering • Layered curriculum • The parallel curriculum

5. http://www.ready.gov If you have set yourself on fire, do not run.

6. http://www.ready.gov If you hear the Backstreet Boys, Michael Bolton or Yanni on the radio, cower in the corner or run like hell.

7. http://www.ready.gov That closet door in your bedroom leads to the gates of Hell. Don't go there.

8. http://www.ready.gov If your intended destination is suddenly vaporized, consider pulling over and watching the cool light show.

9. Confused language Her vocabulary was as bad as, like, whatever. The little boat gently drifted across the pond exactly the way a bowling ball wouldn’t. He fell for her like his heart was a mob informant, and she was the East River. McBride fell 12 stories, hitting the pavement like a Hefty bag filled with vegetable soup. She had a deep, throaty, genuine laugh, like that sound a dog makes just before it throws up.

10. Using Anchor(ing) Activities

11. RAPID ROBIN The “Dreaded Early Finisher”

12. “I’m Not Finished” Freddie “It takes him an hour-and-a-half to watch 60 Minutes.”

13. One premise in a differentiated classroom: “ In this class we are never finished--- Learning is a process that never ends.”

14. Anchor Activities • Anchor activitiesare ongoing assignments that students can work on independently throughout a unit, a grading period or longer.

15. Some Anchor Activities • “Brain Busters” • Learning Packets • Activity Box • Learning/Interest Centers • Vocabulary Work • Accelerated Reader • Investigations • MSPAP or CRT Practice Activities • Magazine Articles with Generic Questions or Activities • Listening Stations • Research Questions or Projects • Commercial Kits and Materials • Journals or Learning Logs • Silent Reading (Content Related?)

16. The Purpose of an Anchor Activity is to: Provide meaningful work for students when they finish an assignment or project, when they first enter the class or when they are “stumped”. Provide ongoing tasks that tie to the content and instruction. Free up the classroom teacher to work with other groups of students or individuals.

17. Using Anchor Activities to Create Groups 1 Teach the whole class to work independently and quietly on the anchor activity. 2 Flip-Flop Half the class works on anchor activity. Other half works on a different activity. 3 1/3 works with teacher---direct instruction. 1/3 works on anchor activity. 1/3 works on a different activity.

18. ANCHOR ACTIVITIES Can be: used in any subject whole class assignments small group or individual assignments tiered to meet the needs of different readiness levels Interdisciplinary for use across content areas or teams

19. ANCHOR ACTIVITIES Work best: • when expectations are clear and the tasks are taught and practiced prior to use. • when students are held accountable for on task behavior and/or task completion.

20. Planning for Anchor Activities Subject/Content Area: Name and description of anchor activity: How will activity be introduced to students? How will the activity be managed and monitored? - Points - Percentage of Final Grade - Rubric - Portfolio Check - Checklist - Teacher/Student Conference - Random Check - Peer Review - On Task Behaviors - Other _______________

21. Practicing with anchor activities • Please share with your table and the whole group any anchoring activities you have used. • Using the template, take 15 minutes to brainstorm some possible anchoring activities. • Share with your table and the whole group.

22. From Lo to High Prep DI • Anchor Activities • Stratified questions (Bloom & open-ended) • Choice boards • Product differentiation (Sternberg & Gardner) • Tiering • Layered curriculum • The parallel curriculum

23. BLOOM’S TAXONOMY EVALUATION/JUSTIFICATION: The ability to make judgments about the value of knowledge SYNTHESIS: The generation of new and creative ideas ANALYSIS: The identification or classification of elements and relationships among elements APPLICATION: Applying information correctly COMPREHENSION: Taking new information via some form of communication and being able to make some use of the materials or ideas KNOWLEDGE: Information retrieval--remembering/recall

24. Applying Bloom’s Taxonomy Level:Knowledge Information retrieval remembering/recall Materials/Situations: Events, people, newspapers, magazine articles, definitions, videos, dramas, textbooks, films, television programs, recordings, media presentations Measurable Behaviors: Define, describe memorize, label, recognize, name, draw, state, identify, select, write, locate, recite

25. Applying Bloom’s Taxonomy Level: Comprehension Taking new information via some form of communication and being able to make some use of the materials or ideas • Materials/Situations: Speech, story, drama, cartoon, diagram, graph, summary, outline, analogy, poster, bulletin board • Measurable Behaviors: Summarize, restate, paraphrase, illustrate, match, explain, defend, relate, infer, compare, contrast, generalize

26. Applying Bloom’s Taxonomy Level: Application Applying information correctly • Materials/Situations: Diagram, sculpture, illustration, dramatization, forecast, problem, puzzle, organizations, classifications, rules, systems, routines • Measurable Behaviors: Apply, change, put together, construct, discover, produce, make, report, sketch, solve, show, collect, prepare

27. Applying Bloom’s Taxonomy Level: Analysis The identification or classification of elements and relationships among elements • Materials/Situations: Survey, questionnaire, an argument, a model, displays, demonstrations, diagrams, systems, conclusions, report, graphed information • Measurable Behaviors: Examine, classify, categorize, research, contrast, compare, disassemble, differentiate, separate, investigate, subdivide

28. Applying Bloom’s Taxonomy Level: Synthesis The generation of new and creative ideas • Materials/Situations: Experiment, game, song, report, poem, prose, speculation, creation, art, invention, drama, rules • Measurable Behaviors: Combine, hypothesize, construct, originate, create, design, formulate, role-play, develop

29. Applying Bloom’s Taxonomy Level: Evaluation/Justification The ability to make judgments about the value of knowledge • Materials/Situations: Recommendations, debate, editorials, self-evaluations, group discussions, court trial • Measurable Behaviors: Compare, recommend, assess, value, apprise, solve, criticize, weigh, consider, debate

30. Putting Bloom’s to work: • At your tables, sort the“biography” cards in ascending order from lowest to highest (simple to complex) thinking levels. • Choose a spokesperson to read the cards and discuss the process with the large group. • Be prepared to discuss.

32. Average school & teacher Ineffective teacher in an ineffective school Ineffective Teacher in an Effective School Effective Teacher in an Ineffective School Average Teacher in an Effective School Effective Teacher in an Effective School? 50% 6% 37% 63% 78% 96% Effective Schools andTeachers X2

33. Promoting Higher Order Thinking The griney grollers grangled in the granchy gak. What kind of grollers were they? What did the grollers do?

34. In what kind of gak did they gangle? • Place one line under the subject and two lines under the verb. • The griney grollers grangled in the granchy gak.

35. Upping the Ante In one sentence, explain why the grollers were grangling in the granchy gak. Be prepared to justify your answer. The griney grollers grangled in the granchy gak. If you had to grangle in a granch gak, what one item would you choose to have with you and why?

36. Moral Students can answer low-level questions without thinking. Students enter & exit classrooms with no more understanding of what they’ve learned than the “Griney Groller” taught you!

37. Why teach higher order thinking? “Every day thinking, like ordinary walking, is a natural performance we all pick up. Good thinking, like running a fast race, is a technical performance . . .

38. Sprinters have to be taught to run well; good thinking is the result of good teaching, which includes much practice.” David Perkins

39. Why is it important to develop HOTS? In our increasingly complex and specialized society, it is becoming imperative that individuals become capable of thinking divergently and creatively. It is also important that individuals see the relationships between seemingly diverse concepts.

40. Wait Time(s) “Waiting’ briefly (5-10 seconds) before accepting responses - and again after the student response - has the effect of increasing the depth of students’ answers. In addition, wait time increases student-to-student interaction.

41. “Higher Level” Questions Produce Deeper Learning Than “Lower Level Questions”

42. The common feature of higher-level questions is a requirement that students restructure information or apply knowledge in some way.

43. Questioning Protocols • EVERYBODY is Questioned • EVERYBODY Justifies answers • NOBODY gets to say “I don’t know”

44. Levels of Abstraction • Recall • Translate & paraphrase • Interpret (provide the essential meaning) • Classify(arrange according to commonalities)

45. Apply to familiar situations • Analysis (compare, contrast) • Synthesis (re-create to form a coherent whole) • Evaluation (to determine and defend a value) • Extrapolation (transfer to novel situations)

46. Examples of stratified tasks for fourth grade electricity Red Task (easier) • Draw and label a diagram of a complete circuit. • Gather and label a collage of objects that are conductors and insulators. Blue Task (more complex) • Use a Venn diagram or T-chart to explain how a parallel circuit compares with a series circuit. • Design a poster illustrating three electrical safety tips. Black Task (most complex) • Describe or illustrate three ways the world would be different if electricity had not been discovered. • Create a brochure advertising the benefits of a new product that uses electricity.

47. Examples of stratified tasksfor fifth grade biographies Red Task (easier) • Draw a timeline of important events in the person’s life. • List four reasons the person is famous (include drawings or photos). Blue Task (more complex) • Write an article for People magazine describing the person’s contributions to society. • Compare and contrast two famous people we have studied. Describe how they were similar and different. Black Task (most complex) • Describe or illustrate three ways the world would be different if this person had not been born. • Choose the person you believe has contributed the most to society and write a recommendation for the “hall of fame”. Support your choice with examples and logic. Dodge, J. 2005

48. Write 3 journal entries in an immigrant’s diary. . . (interpersonal) Write 3 headlines that you would find in the Renaissance Times . . . (verbal-linguistic) that compare three ways life in Ireland was different than life in New York City. (analysis) that show your understanding of how life has changed since the Middle Ages. (analysis) Mixing Gardner & Bloom

49. Write a book for children . . . (verbal-linguistic) Gather an artifact box that includes at least 10 items from your everyday life . . . (bodily - kinesthetic) that explains and compares rational and irrational numbers. (analysis/synthesis) that use or represent (decimals, percents, geometric shapes etc). (application) Mixing Gardner & Bloom

50. Invent your own mythological creature to invite to diner . . . (verbal-linguistic) Create a treasure chest for the novel we are reading . . . (bodily-kinesthetic) and create a story about The dinner consistent with Your character’s personality. (synthesis) that demonstrates your understanding of the setting, characters, symbols,and themes and include an explanation for each item. (analysis) Mixing Gardner & Bloom