Micro-Scholarship, What it is, How can it help me.pdf
DI Valemount/McBride
1. The Art & Science of
Differentiated Instruction:
Secondary
Diane Graves
Secondary Teacher Consultant
SD38
dgraves@sd38.bc.ca
2. Learning Intentions
Recognize and build upon the ways we
are already responding to the diversity
in our classrooms
Increase our skills with lesson design
that takes into account our students, the
content, and the skills needed to access
the content
3. What motivates our kids?
http://www.youtube.com Daniel Pink
After viewing this, turn to a partner and
share something that stood out for you.
“Say Something”
How might this relate to our classes?
4. Fear of failure can only
motivate students who have
a pattern of success.
Charlotte Danielson, 2002
5. Where does ‘intrinsic motivation’ come from?
Self efficacy
Believing in yourself as a learner
Effective Feedback
and the chance to act
upon it
‘Locus of control’
Having some control over factors
that influence your success
Intrinsic
Motivation
Achievement
6. Anticipation Guide: Differentiation
is… Agree/Disagree
A different lesson plan for every student
The resource teacher’s responsibility
Lower expectations for student outcomes
More work for staff
Is a mindset not a procedure
flexible groupings
Requires the teacher to know their students
and their content
Is a proven method for increasing student
performance
Done on the spot
Only for kids with IEPs.
7. Differentiated Instruction is…
An approach to teaching and learning that
gives students multiple options:
For taking in information
For making sense of ideas
For presenting ideas
For being evaluated on their learning
9. Readiness
the complexity of thinking skills
required, or the background knowledge
available.
not constant across the curriculum
determined by diagnostic or formative
assessments, pretests, KWL charts,
etc…
10. Interests
what the student is interested in
if students’ interests are considered,
there will be greater motivation and self-
direction
can be determined by interest
inventories, and by including students in
the planning process.
11. Learning Profile
learning modalities or environmental
preferences
can be determined by surveys of
multiple intelligences,
visual/auditory/kinesthetic modalities,
environmental preferences (noise,
lighting, seating, grouping, etc.)
12.
13. How do we Know?
Pre-assessments
-Assessment for
Learning (AFL)
Bloom’s
Taxonomy
Multiple
Intelligence
Class Profiles
- not individual
student
ones
17. Product
On your own, reflect on your summative
assessment practices (Assessment of
Learning):
What are the varying ways you grade your
students learning?
Do you give student’s choice in how they
represent their learning?
Do you have a “default” method: essay, lab
report, test, etc…?
Does your summative piece align with your
learning intentions for that lesson/unit?
18. Product
The evidence of learning
There are many ways for students to “show
what they know”
Not all products need be summative
Choices may be offered in:
• Various types of formative/summative
assessments, with corresponding rubrics
• Test-taking accommodations
19. Examples of differentiating product:
student choice of mode of demonstrating
learning
varied rubrics for different products
Graphic Organizer to support thinking
tiered assignments for summative
assessment
adapting test-taking (allow for scribes,
readers, larger fonts, fewer questions, etc.)
inquiry assignments, independent study
20. Triangulation of Data:
Classroom Assessment
Valid & Reliable
Picture of Student
Achievement
Performance task
Oral defense/
conference
Written test data
21.
22. “Making choices is like lifting
weights. The more frequently
students choose from a group
of options the thicker their
‘responsibility muscles’
become.”
Multiple Intelligences in the Classroom
Thomas Armstrong
23. Pause & Reflect
What can I let go of? BeWhat can I let go of? Be
specific:specific:
Activities, marking, etc…Activities, marking, etc…
27. Content
Curriculum
Standards &
Content: Knowledge,
Skill or Concept?
Varying Text Levels -
Data bases like EBSCO
& World Book - easier
or more challenging
Pacing - Slow Learning
= Deep Learning
Arc (Set BC)
Kurzweil ($$$)
Word Tools for
Reading: Auto-
Summarize
Adobe (pdf) Tools for
Reading: Text to
Speech
Digital Text Book
(Adobe Product)
Online Tutors
Online Oral readings
31. Time to Practice
Science 8 curriculum - lesson
sequencing example
Linking text structure, thinking skills and
content with instructional approach
32. Overriding Questions
How can I support those students who
may struggle with reading and/or
organizing their thinking?
How can I engage those students who
are above grade level?
33. Teacher Planning for
Learning from Text
End goal is to have students understand the
relationship between what is a threat to our
Immune System and how it protects us.
Cause & Effect Text Structure
Verbal & Graphic Organizers to support
comprehension & thinking
34.
35. Deductive and Inductive
Thinking/Reasoning/Logic
In order to differentiate, I need to understand the
skills needed to learn the content so that I can
scaffold student learning.
General
To Specific
Specific to
Broader
Deductive Inductive
37. Accessing Background Knowledge - Connecting
Talk to a neighbour.
What do you see?
What might these 2 images have in common with
each other?
How might they be connected to what we could study
in Science?
38. What do these have in
common?
Destroy
Blood
Pus
Vertebrates
Fluid
Inflammation
Invaders
Defenses
Mucus
cancer
What do you think we will be studying next?
39. Our Immune System is an intricate weave o
defense mechanisms. What is the most
effective/important component in this
system?
40. Instructional Design During
Stage - Gradual Release
Knowledge - connect to personal
experience to uncover
Skills - use graphic organizer to scaffold
Inductive thinking and
comprehension of text
Concept - Immune System
41. Strategies implemented to
support student learning
Fish Bone - Cause & Effect text and
concept structure
Read Aloud - C&E, Key Ideas &
supporting details
partner work to practice - Ping Pong
Independent practice with feedback - Ping
Pong
42.
43. Product - Answer
Inquiry question using
Fishbone, Mind Map or a Concept Map
compacting the curriculum for students who
have mastered the concepts
Establish criteria with class
Need to have taught these before you use
them with new content and/or evaluate it
summatively.
44. Extension Activity
Using either a Fishbone, Mind or
Concept Map Graphic Organizer,
indicate all the components.
Indicate in your organization what are
strengths and what are weaknesses.
Indicate hierarchy amongst the 2
categories
45. “Too often, educational tests, grades
and report cards are treated by
teachers as autopsies when they
should be viewed as physicals.”
Douglas Reeves,
2002
48. Graphic Organizer Samples &
Rubrics
Take a few minutes to look at some of the
student samples.
How do Graphic Organizers allow for student
choice, differentiation, and addressing
diverse multiple intelligences?
How might you use Graphic Organizers in
your own practice to support student
learning?
49. Criteria Ping-Pong QuickTime™ and a
decompressor
are needed to see this picture.
1. Introduce using a task students are familiar with. Post criteria to
remind students what is important.
2. Explain the purpose of Criteria Ping-Pong - “Your brain can do a
better job when it gets useful and immediate information. I’m going
to walk around and tell you what I notice you are doing. I will say
one thing and then you will say another thing that you have done.
We go back and forth.
3. Read criteria to the class and then as they work, play “criteria ping-
pong” with as many as you can.
4. Reread criteria to students who are having trouble starting - ask
them to identify one thing for you to see when you return to play
“criteria ping-pong”.
50. Before & After Traffic LightsBefore & After Traffic Lights
ScienceScience 8 QuickTime™ and a
TIFF (Uncompressed) decompressor
are needed to see this picture.
AfterCan do statementsBefore
I can explain what threatens
Our Immune System
I can identify & describe the 2
Levels of defense
I can tell others what causes
Pus to form.
Comments:
51. Highlight and Hand InHighlight and Hand In QuickTime™ and a
decompressor
are needed to see this pictur
Explain purpose of the self-assessment - essential part
of being an effective learner.
Demonstrate activity using a task students are familiar with
and have criteria for.
Display an anonymous sample of work on an overhead
projector.
Use a highlighter or pen to circle specific evidence where it has met
criteria. Think aloud as you do this!
Ask students to highlight evidence of meeting criteria on their work (first
drafts).
Ask them to make any additions or changes at any time during
“highlight” and “hand-in”. Invite them to share any changes they have
made.
Have students hand in work. Assess work in relation to agreed upon
criteria by placing a check mark in the column: Met or Not Yet Met.
53. “The real voyage of discovery
consists not in seeking new
landscapes but in having new
eyes.”
Marcel Proust
Notas del editor
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Most of our students do not see marks as a motivator. So, why do we continue to think this will encourage them to try?
Potential as incremental and not static
Bloom’s/ MI
Ability is seen as progressive and not as static
Feedback - responding to your questions - will address this but anything new takes time to learn
Efficiency - time used productively
Habits we have developed
Class profiles
Does it matter what we teach or is it what is learned that matters?
3 legs of the stool
Helps us know where, how, and why we are teaching what we are.
Spend most time on Process
Barbara
Point out that assessment is ongoing - assessment for learning/assessment of learning
Also that the product must match the learning intentions, and that it should be something they’ve had practice with
Not realistic for every summative piece, but our marks book should reflect the diversity of the skill set outlined in the curriculum PLOs.
Content - less options here as there are curriculum standards but we can create varying pathways in
Imperative we know what exactly it is we are teaching - PLO not textbook or neighbour’s binder
Show them Auto-Summarize from Word
This is where we have the most potential to impact student learning.
Planning takes time but saves time
Handout of text structure
Sc8 PLOS targeted with 1 lesson - A3, A4, A5, A6, A7 (?) & B4
Link to Bloom’s Taxonomy
Our best differentiation then is in how we teach the Content and create opportunities for students to make meaning. Paying attention to the structure of the text and/or the thinking skills needed to access the content, will help us structure our instructional approach.
How have I varied my approach to take in different learning styles?
Image of highway symbolizes multiple pathways into the content but all moving along the main one eventually.
Needs judgment to be inquiry. No right/wrong, defensable
Hand out 2 sided GO
Note the change to Main Idea & Supporting Details - use Text features
Be sure to link this with end point - setting up to answer question
Grade 6 reading level - Lexile scale of 860 - same content
Can find more difficult text too - EBSCO, World Book, etc…
