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Week Six Differentiated Instruction/Investment/Planning Workshop February 23, 2009 PowerPoint Presentation
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Week Six Differentiated Instruction/Investment/Planning Workshop February 23, 2009. Objectives. We will be able to : Identify principles of effective teaching to reach all learners Evaluate a student case study using the principles of effective teaching

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slide1

Week Six

Differentiated Instruction/Investment/Planning Workshop

February 23, 2009

objectives
Objectives

We will be able to:

  • Identify principles of effective teaching to reach all learners
  • Evaluate a student case study using the principles of effective teaching
  • Identify and describe strategies for investing students and families in literacy learning
  • Recognize the steps taken to plan a literature based discussion lesson and apply the steps to our own planning
agenda
Agenda
  • Agenda Overview (3 min)
  • Housekeeping (20 min)
    • Announcements
      • Blogs; Participation Logs; Book Club Choices; Coming Attractions
  • Principles of Effective Teaching (40 min)
    • What are they? (10 min)
    • “Marcus: Gifted and Challenging” (20 min)
    • Differentiation (10 min)
  • Investing our students and parents (35 min)
    • Motivation (15 min)
    • A second case (15 min)
  • Read-Aloud: Chester’s Way (7 min)
  • Break (10 min)
  • Think-Aloud: Planning a Lesson (25 min)
  • Planning Workshop (30 min)
  • Coming Attractions (5 min)
slide4

Housekeeping

  • Blogs
    • Sarah’s responses to groups
  • Participation Logs
    • Rubric
  • Book Club
    • March 16, March 23, April 6
book talks
Book Talks
  • The Watsons Go to Birmingham-1963 by Christopher Paul Curtis
    • Ages 9-12
    • The story of Kenny Watson and his Michigan family in 1963, the heart of the civil rights movement. The book details Kenny’s struggles with his trouble making brother Byron and how his brother’s actions lead his parents to send Byron down to Alabama to live with his strict grandmother. The Watson’s trip happens alongside a devastating event in America’s history, the burning of the Sixteenth Avenue Baptist Church in Birmingham, Alabama.
    • Available on Amazon.com - new: $6.99, used: $2.50
book talk
Book Talk
  • Breadwinner by Deborah Ellis
  • Ages 10-12
  • A story about a young Afghani girl living under the rule of the Taliban. The girl, Parvana, has to masquerade as a boy to gain access to food and other necessities for her family. This is the story of her struggle and survival and how she comes to understand the roles of males and females in Afghanistan. It is also the story of the love of a family.
  • Available on Amazon.com for $8.95, or used from $0.40
book talk1
Book Talk
  • Feathers by Jacqueline Woodson
  • Ages 8-12
  • Frannie narrates this story of a newcomer to an all-black sixth grade classroom. The new boy, who appears to be white, is quickly nicknamed “Jesus Boy.” Set in 1971, Woodson's novel skillfully weaves in the music and events surrounding the rising opposition to the Vietnam War, giving this gentle, timeless story depth. She raises important questions about God, racial segregation and issues surrounding the hearing-impaired with a light and thoughtful touch.
  • Available on Amazon.com for $6.99 or used from $2.25
book talk2
Book Talk
  • Number the Stars by Lois Lowry
  • Ages 9-12
  • The evacuation of Jews from Nazi-held Denmark is one of the great untold stories of World War II. On September 29, 1943, word got out in Denmark that Jews were to be detained and then sent to the death camps. Within hours the Danish resistance, population and police arranged a small flotilla to herd 7,000 Jews to Sweden. Lois Lowry fictionalizes a true-story account to bring this courageous tale to life. She brings the experience to life through the eyes of 10-year-old Annemarie Johannesen, whose family harbors her best friend, Ellen Rosen, on the eve of the round-up and helps smuggles Ellen's family out of the country.
  • Available on Amazon.com for $6.99 or used from $2.14
book talk3
Book Talk
  • Scorpions by Walter Dean Myers
  • Young Adult (12 and up)
  • Jamal, who is pressured to become leader of the Scorpions gang, worries about school, family, and the rough kids on the street. When a fellow gang member gives him a gun, Jamal suddenly gains a new level of respect from his enemies. A realistic look at a boy who wants to do the right thing but gets caught up in the culture of violence. A Newbery Honor selection.
  • Available on Amazon.com for $6.99 or used from $0.56
book talk4
Book Talk
  • Out of the Dust by Karen Hesse
  • Ages 9 and up
  • Out of the Dust is the story of 14-year-old Billie Jo and her family who are living in the time of the “Dust Bowl” in Oklahoma during the Great Depression. Billie Jo describes her life and the tragedies that affect her family during this difficult time. “There are no tight, sentimental endings here--just a steady ember of hope that brightens Karen Hesse's exquisitely written and mournful tale.”
  • Available on Amazon.com for $6.99 or used from $0.01
  • http://www.amazon.com/Dust-Apple-Signature-Karen-Hesse/dp/0590371258/ref=pd_sim_b_2
agenda1
Agenda
  • Agenda Overview (3 min)
  • Housekeeping (20 min)
    • Announcements
      • Blogs; Participation Logs; Book Club Choices; Coming Attractions
  • Principles of Effective Teaching (40 min)
    • What are they? (10 min)
    • “Marcus: Gifted and Challenging” (20 min)
    • Differentiation (10 min)
  • Investing our students and parents (35 min)
    • Motivation (15 min)
    • A second case (15 min)
  • Read-Aloud: Chester’s Way (7 min)
  • Break (10 min)
  • Think-Aloud: Planning a Lesson (25 min)
  • Planning Workshop (30 min)
  • Coming Attractions (5 min)
quote of the day
Quote of the Day

“I think there are a variety of ways though, that teachers can begin and continue to know their students, but … I do not feel though that this information must necessarily always be directly given from the students. Simply by watching the way that students interact with one another or how they deal with different situations that arise in the classroom can tell you something about that student.”

~ Katie Kret, 2/2/09

slide13

Principles of Effective Teaching

  • As teachers, it is our job to teach all the children in our classroom
  • Tompkins gives us 10 principles for effective teaching to ensure that we meet the needs of all learners:
    • 1. Effective teachers apply learning, language, and literacy theories as they teach reading and writing
      • We should have an idea of why we’re doing what we’re doing and be able to talk about it to our colleagues, our students and their families
principles of effective teaching
Principles of Effective Teaching

2. Effective teachers support students’ use of cueing systems

  • Strong reading teachers know that students use multiple sources of information to help them read
    • Visual Cues (Phonological System): Does it look right?
    • Syntactic System (Language Structure): Does it sound right?
    • Meaning (Semantic System): Does it make sense?
    • Pragmatic System: What context/code is this in?

3. Effective teachers create a community of learners in their classrooms (similar to Cambourne)

  • Responsibility, opportunity, engagement, demonstration, risk taking, instruction, response, choice, time, assessment
principles of effective teaching1
Principles of Effective Teaching

4. Effective teachers adopt a balanced approach to literacy instruction

  • Use a variety of instructional programs (phonics instruction, small group guided reading, read alouds, writing instruction, integrated literacy activities, etc. See Tompkins, p. 26)

5. Effective teachers scaffold students’ reading and writing experiences

  • Use a variety of contexts including modeled, shared, interactive, guided, independent - a Gradual Release of Responsibility
slide16

Principles of Effective Teaching

6. Effective teachers organize literacy instruction in four ways

  • Basal reading programs, literature focus units, literature circles, reading and writing workshop

7. Effective teachers connect instruction and assessment

  • Knowledge of how to administer assessments and knowledge of how to use them as diagnostics to inform instruction
  • Preassess --> Teach --> Monitor --> Reteach --> Assess

8. Effective teachers become partners with parents

  • Provide information, encourage volunteering, supporting literacy at home, supporting family literacy
understanding marcus
Understanding Marcus
  • Small group discussion questions:
    • What invisible/visible characteristics does Marcus possess that affect teaching and learning? Who noticed these characteristics?
    • Using Tompkins’ Principles of Effective Instruction as a lens, evaluate what was done at his old school and his new school. What do you feel was done well? What could have been done differently?
  • Whole group discussion questions:
    • What types of differentiation have you see in your classroom?
differentiated instruction
Differentiated Instruction
  • content/topic
  • process/activities
  • product
  • environment and teaching strategies
differentiate the content topic
Differentiate the content/topic
  • Compacting curriculum: assess knowledge, skills, attitudes and provide alternate activities for those who have mastered content
  • Acceleration/deceleration: adjust the pace that students move through the curriculum
  • Flexible pacing based on student needs
  • Exploration of more advanced or complex concepts
  • Extensions of the regular curriculum
  • Learn about students’ interests: guide students’ exploration of a topic
differentiate the process or activities
Differentiate the process or activities
  • Adjust questions: target level of questioning to students’ ZPD
  • Open-ended questions that promote critical thinking
  • Flexible grouping and pacing to assure appropriate challenge and support
  • Anchoring Activities: list of activities students can do at any time (during transitions, if they finish early) geared toward specific needs or enrichment
  • Vary Participation Structures: peer teaching, reading buddies, independent study projects, learning centers
  • Vary Learning Styles and Multiple Intelligences
differentiate the product
Differentiate the Product
  • Tiered Assignments: series of related tasks vary in their complexity
  • Learning Contracts: agreement as to what and how students will complete assignments
  • Sophisticated Products: http://adifferentplace.org/products.htm
    • Professional in nature
    • Address real problems, audiences, and concerns
    • Synthesize rather than summarize information
    • Include a self-evaluation component
differentiate the environment and learning styles
Differentiate the environment and learning styles
  • Comfortable environment: lighting, noise level, seating arrangements
  • Learning styles: individual, small group, whole class
  • Multiple intelligences
agenda2
Agenda
  • Agenda Overview (3 min)
  • Housekeeping (20 min)
    • Announcements
      • Blogs; Participation Logs; Book Club Choices; Coming Attractions
  • Principles of Effective Teaching (40 min)
    • What are they? (10 min)
    • “Marcus: Gifted and Challenging” (20 min)
    • Differentiation (10 min)
  • Investing our students and parents (35 min)
    • Motivation (15 min)
    • A second case (15 min)
  • Read-Aloud: Chester’s Way (7 min)
  • Break (10 min)
  • Think-Aloud: Planning a Lesson (25 min)
  • Planning Workshop (30 min)
  • Coming Attractions (5 min)
investment
Investment
  • Video and Discussion:
    • 8th grade Baltimore classroom
    • A teacher’s library
    • 3 Column Note Taking:
      • 1. What does the teacher KNOW about her students?
      • 2. What is the teacher ABLE TO DO for her students?
      • 3. What does the teacher BELIEVE about teaching and about her students to invest her students?
investment1
Investment

Problem Solving: The Case of Kristen

  • Work in groups to read through and think through Kristen’s case - use what you read to inform your thinking
  • What is at the heart of the issue?
  • What would you try with the student?
  • What would you try with the parents?
  • What could have been done to prevent this situation?
  • Draft an email with your responses and send to Sarah (little50@msu.edu)

Group 1: Melissa, Gina, Jessica, Paula

Group 2: Alison, Lyndsay B., Katalin, Ally W.

Group 3: Colleen C., Lindsay P., Sara, Mandy

Group 4: Colleen G., Kelley, Lauren, Liz

Group 5: Tiffany, Andrea, Katie K., Rachel W.

Group 6: Tim, Rachael A., Kati H., Lisa

Group 7: Shannon, Janie, Brandon, Julie

agenda3
Agenda
  • Agenda Overview (3 min)
  • Housekeeping (20 min)
    • Announcements
      • Blogs; Participation Logs; Book Club Choices; Coming Attractions
  • Principles of Effective Teaching (40 min)
    • What are they? (10 min)
    • “Marcus: Gifted and Challenging” (20 min)
    • Differentiation (10 min)
  • Investing our students and parents (35 min)
    • Motivation (15 min)
    • A second case (15 min)
  • Read-Aloud: Chester’s Way (7 min)
  • Break (10 min)
  • Think-Aloud: Planning a Lesson (25 min)
  • Planning Workshop (30 min)
  • Coming Attractions (5 min)
read aloud
Read Aloud
  • Chester’s Way by Kevin Henkes
    • Part of a series of books by Kevin Henkes about a group of mice who go throw some growing pains
    • Relatable to kids
    • Good to teach writing: narrative story structure, rising action, beginning - middle - end
    • Good to teach reading: text to self and text to text connections; predictions; character evaluations
break
BREAK
  • Return at: 11:10
  • Sign up for book club books
agenda4
Agenda
  • Agenda Overview (3 min)
  • Housekeeping (20 min)
    • Announcements
      • Blogs; Participation Logs; Book Club Choices; Coming Attractions
  • Principles of Effective Teaching (35 min)
    • What are they? (10 min)
    • “Marcus: Gifted and Challenging” (15 min)
    • Differentiation (10 min)
  • Investing our students and parents (35 min)
    • Motivation (15 min)
    • A second case (15 min)
  • Read-Aloud: Chester’s Way (7 min)
  • Break (10 min)
  • Think-Aloud: Planning a Lesson (30 min)
  • Planning Workshop (25 min)
  • Coming Attractions (5 min)
slide30

Daily Lesson Plan Template

Daily Lesson Plan Template is on the ANGEL site; Under Assignments Folder, “Language Arts Lesson and Reflection”

What support will you provide for a focus student throughout the lesson?

mcgee pp 55 68 choose books that are
McGee(pp. 55-68):Choose books that are...
  • Worthy of deep thinking
  • Have multiple layers of meaning
  • Have gaps for readers to fill
  • Are appealing to children and the teacher
goldenberg pp 74 84 planning for instructional conversations
Goldenberg (pp. 74-84):Planning for instructional conversations
  • Select text appropriate for students
  • Read the story several times
  • Select a theme (big idea) to focus the discussion, at least initially
  • Consider what background knowledge students will need
  • Decide on starting point for the discussion
  • Think through the discussion mentally--what are possibilities
  • What follow-up activities will help you know what students learned?
almasi student roles during a discussion
Almasi: Student roles during a discussion
  • Inquisitor: students ask questions
  • Facilitator of interaction: students encourage each other to participate
  • Facilitator of interpretation: restate, clarify, make personal connections, compare/contrast, examine author’s style
  • Respondent: students talk to one another
  • Evaluator: students challenge each other’s ideas and say whether and why they agree or disagree
what is a think aloud
What is a Think Aloud?
  • It’s an instructional strategy that allows teachers to model thinking and cognitive processes for students as they complete a task.
  • It is usually an authentic task where students get to peek inside the heads of their teachers - writing a story, solving a math problem, using comprehension strategies to read a text, and so on.
  • Today’s think aloud:
    • Writing objectives
    • Developing assessment
    • Developing activities
slide35

Steps for Planning a Literature Based Discussion Lesson

  • Decide on the GLCEs and Objectives:
    • Knowledge, Capacity and Commitment (use Bloom’s Taxonomy handout to help choose your verbs for objectives)
  • Brainstorm ideas for your lesson (activating prior knowledge, interpretive questions - Use Bloom’s Taxonomy handout to help formulate questions)
  • Take notes about your ideas
  • Use LA lesson template (download from ANGEL) to develop your draft
  • Bring draft plan to class on March 2 for in-class workshop
  • You will need to send me your draft lesson plan in draft form by 9 a.m., March 6 as an email attachment:
  • File name: LASTNAME.LPDraft.doc
slide36

Planning Workshop

Let’s come back together at 11:57 for coming attractions

coming attractions week 7 reading comprehension
Coming Attractions: Week 7 - Reading Comprehension

Readings

  • Everyone reads (CHANGE FROM THE SCHEDULE):
    • Tompkins, Chapter 7: Facilitating Students’ Comprehension: Reader Factors, pp. 216-248
  • Jigsaw Readings (All on Angel - Week 7:
    • On ANGEL: Carlisle (2001) How can I help children with Learning Disabilities? - Rachael A., Andrea, Katalin, Rachel W., Colleen C., Jessica, Janie
    • On ANGEL: Stahl (2004). Proof, practice and promise: Comprehension strategy - Lyndsay B., Alison B., Melissa, Colleen G., Ally W., Paula, Gina
    • On ANGEL: Miller (2002). Schema: Thinking aloud-Showing kids how - Kati H., Julie, Lisa, Mandy, Lindsay P., Lauren, Kelley
    • On ANGEL: Neufeld (2005). Comprehension instruction in content area classes - Liz, Katie K., Tiffany, Shannon, Tim, Sara, Brandon
  • In Class:
    • Bring a draft of your lesson plan to class (just what you have so far)
    • Also, print off the “Peer Review of Language Arts Lesson Plan Draft” and bring to class (in Week 7 readings folder)
for next week week 7
For next week: Week 7

What’s Due?

  • Due on 3/2: Notebook: Write a response to the “What do you think?” scenario in the Week 7 readings folder on Angel and bring a hard copy to class on 3/2 to turn in
  • Due on 3/2: Submit your participation log thus far to Angel dropbox - File name: LastnameLog.doc (Ex. LittleLog.doc)
  • Due on 3/6: Submit a draft of your lesson plan to the dropbox on Angel- File name: Lastname.LPDraft.doc