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  1. DI Cadre I, Year TWO!!! September, 19, 2011 Facilitated by: Ann Craig, Linda Mannhardt, Nicole Peterson

  2. Back! Welcome… • Welcome and re-introductions • Housekeeping • Materials and Agenda • Twitter- #diffaea9

  3. KUD

  4. Today’s Essential Question • To what extent should the guiding principles of differentiated instruction be a part of classrooms?

  5. Chalkboard Splash • Linda Darling-Hammond from the Iowa Educational Summit- What do effective teachers know and do? • 3 minute video clip- listen and through the #diffaea9 hash tag, tweet quotes that make you think about a differentiated classroom and/or connections you can make between what she is describing and teachers who differentiate.

  6. Chalkboard Splash Debrief • Read through the tweets- in your notes, write about the three following things: • Similarities amongst the different tweets • Differences amongst the different tweets • So whats? Why is this importants?- Write a statement or two that describes the implication of the tweeted ideas for teachers. • Meet with your group and share what you noticed- Come up with a 1-3 sentence summary of your group’s ideas to share.

  7. KUD Connection Differentiation is a way of thinking about teaching and learning that requires adherence to a system of guiding principles. To what extent should the guiding principles of differentiated instruction be a part of classrooms?

  8. Year 2 Goals • Continue with practices that support high quality differentiation, • Dig deep with Iowa Core Content and Characteristics of Effective, • Provide support and tools to build your skills in order to become internal coaches and teacher leaders.

  9. Today’s Goals • KUD work • Iowa Core connections • Time to write • Considering Essential Questions • How they tie into DI and support understandings • Time to develop essential questions • Preassessments • Bring back preassessment results to next session

  10. Iowa Core Connections… Right Work. Right Time. Right People.

  11. Role Play…

  12. Iowa Core Outcomes • Leadership: System Capacity • Community: Support Implementation • Schools: Continuous Improvement • Alignment on Content, Instruction, and Assessment • Professional Development to Improve Content, Instruction, and Assessment • Instruction: Effective Practice in Instruction/Assessment and Student Engagement

  13. Outcome #4: Alignment IFdistrict leaders monitor and increase the degree of alignment among the intended, enacted, and assessed curriculum. THENthe quality of instruction will improve and student learning will increase.

  14. Iowa Core Outcome #4:Alignment What Should We Align? Intended Curriculum Iowa Core Standards and EC&S Enacted Curriculum Assessed Curriculum What is tested What is ACTUALLY taught

  15. A Connection and Purpose for the Work • Alignment work for the Iowa Core is about each and every student • Instruction consists of “what” and “how,” which influence each other and ultimately what students get the opportunity to learn • The “what” of instruction has a positive impact on student performance 2nd Understand Statement SOOOO….HOW DOES THIS INFORMATION CONNECT TO MY WORK WITH DIFFERENTATION????

  16. KUD and Iowa Core Connection Your KUD should encompass Iowa Core Standards or Essential Concepts & Skills. One KUD will address multiple Iowa Core Standards or Essential Concepts & Skills. KUDs allow for the teacher to not only plan for differentiated lessons, but they set the stage for teachers to teach for understanding, both conceptual and procedural.

  17. Where to Start • With what you know (some type of clip???)

  18. Model

  19. Let’s Get Started!! Work Time Task: Compose a KUD that you will be teaching from sometime between our November and January sessions that is directly connected to the Iowa Core Standards or Essential Concepts & Skills

  20. Developing Essential Questions To question means to lay open, to place in the open. Only a person who has questions can have real understanding. -Hans-George Gadamer

  21. What do you notice? • Examine the examples and non-examples. • With your partner determine the common characteristics of Essential Questions • Use your list of characteristics to determine which questions are Essential Questions. • Refine you list of common characteristics.

  22. Questions: Doorways to Big Ideas The best questions • point to and highlight big ideas • pose dilemmas • spark meaningful connections • promote transfer of ideas • frame our content goals • elicit interesting and alternative views Recall

  23. Characteristics of Essential Questions • Have no simple “right” answer. • Provoke and sustain student inquiry, while focusing learning and final performances. • Raises other important questions. • Stimulate vital, ongoing rethinking of big ideas, assumptions,& prior lessons. Wiggins and McTighe, 2006

  24. Characteristics of Essential Questions • Address the conceptual or philosophical foundations of a discipline. • Spark meaningful connections with prior learning and personal experiences. • Naturally recur, creating opportunities for transfer to other situations & subjects Wiggins and McTighe, 2006

  25. Cautions The essentialness of a question depends on: • WHY we post it • HOW we intend students to tackle it • WHAT we expect for learning activities and assessments as a result.

  26. Sample Essential Questions • Who is a true friend? • How does the environment affect the way people build their home, travel, protect & clothe themselves, eat and drink? • In what ways is algebra real and in what ways is it unreal? • Must a story have a beginning , a middle and an end?

  27. Sample Essential Questions • Must heroes be flawless? • To what extent does art reflect culture or shape it? • To what extent does the good of the whole dominate individual liberty? • To what extent is DNA destiny? • What makes writing worth reading?

  28. Sample Essential Questions • To what extent do we need checks and balances on government power? • How do authors use different story elements to establish mood? • When error is unavoidable in measurement, what margins of error are tolerable? • How have planting, growing, and harvest seasons affected life in the US?

  29. Understandings To Essential Questions U: The geography, climate and natural resources of a region influence how its inhabitants live and work. EQ: How does where people live influence how they live?

  30. Understandings To Essential Questions U: Novelists often provide insights about Human experience and inner life through fictional means. EQ: What is the relationship between fiction and truth?

  31. Understandings to Essential Questions • U: Patterns help us make predictions. • EQ: How does looking at a pattern help us solve problems?

  32. Understandings To Essential Questions U: Good readers use a variety of strategies to make sense of text. EQ: How do you know that you comprehend what you are reading?

  33. A Look at a Classroom • How does Chad use an essential question in his classroom? • What does Chad say is the benefit of using essential questions?

  34. Tips • Use a reasonable number of questions (2-5) per unit. Make less be more. • Frame the questions in “kid language to make them more accessible. • Design specific concrete exploratory activities & inquiries for each question. (respectful tasks) • Post them! • Allow sufficient time for “unpacking” the questions.

  35. Question Starters • What are examples of ____? • How is ____connected to____? • How might this look from _____ ’s perspective? • What might happen if _____? • What does ____ reveal about ____? • Who ___? When____? What___? Why___? How___?

  36. KUD Connection Classroom instruction needs to be focused, transformational and continuously assessed to meet the needs of each and every student today. How do essential questions support quality curriculum?

  37. Continue with KUDs and Essential Questions!! Work Time Task: Continue working on your KUD- draw connections to your understand statements by writing Essential Questions that would support the understands and/or aid your students in working toward your understands.

  38. Pre-assessment • Reminders • What do you choose to preassess from the KUD? • What form do you use to preassess students?

  39. For November 14 • Bring back document with students sorted based on pre-assessment • Document can be as formal or informal as you would like • Possible resource: Readiness Assessment Planning Template (Wiki Resources) • Bring actual student work (preassessment) to analyze in November