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DIFFERENTIATED INSTRUCTION, CSCOPE, AND RIGOR

DIFFERENTIATED INSTRUCTION, CSCOPE, AND RIGOR

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DIFFERENTIATED INSTRUCTION, CSCOPE, AND RIGOR

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  1. DIFFERENTIATED INSTRUCTION, CSCOPE, AND RIGOR

  2. 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.

  3. Agenda • Review of Differentiated Instruction • Learning Styles • CSCOPE Lesson Examples • Rigor and DOK Review • CSCOPE and Leveling Questions • Creating Lessons • Wrap Up!

  4. What Is Differentiated Instruction? Circle Map

  5. Frame of Reference Who/What influenced your knowledge? Brainstorm: Activate your prior knowledge. DI

  6. What is Differentiated Instruction? • Instruction that MAXIMIZES learning for ALL students. • Best teaching practices.

  7. 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)

  8. Sort Activity

  9. Learning Styles Inventory

  10. Sort Activity Sharing Out What were the correct responses for each category?

  11. Ways to help ELL students… • Modeling • Hands-on activities • Manipulatives • Realia • Pictures • Smartboard • Demonstrations • Multimedia • Timelines • Graphic organizers • Bulletin boards • Maps

  12. Content • 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

  13. 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)

  14. 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

  15. Will the students see this again this year?TEKS Verification Chart

  16. Topic: Line Graphs and Data Tables

  17. Why are they useful? Brainstorm: Activate your prior knowledge about graphs and data tables. Graphs And Data Tables Real Life Examples

  18. EXPLAIN: FLIPCHART

  19. Engage 1

  20. Explore/Explain 1

  21. Explore/Explain 2

  22. 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

  23. Topic: Mean, Median, Mode

  24. 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.

  25. EXPLAIN: FLIPCHART

  26. Engage 2 Mean, Median, Mode Rap

  27. Explore/Explain 3

  28. Elaborate 1 BINGO Circle Graph Range Average 20 Mode Average 10 25 Median BEGIN

  29. Topic: Pictograph, Bar Graph, Double Bar Graph

  30. Explore/Explain 4

  31. Foldable or Thinking Map

  32. Elaborate 2

  33. Evaluate

  34. 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)

  35. 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.

  36. RIGOR and DEPTH OF KNOWLEDGE (DOK)

  37. 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

  38. 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

  39. 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

  40. 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

  41. 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

  42. 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

  43. 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

  44. 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

  45. 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