2012 classroom makeover day 4

Classroom Makeover:

Day 3

Liz Fogartyfogartye@ecu.edu

Monday: Foundational Support

Tuesday: Additions

Wednesday: Customization

Thursday: More Customization

Today’s Objective

O Participants will be able to apply the cubing method to increase the degree of higher-order thinking used in their classrooms.

Talk & Listen 30 minutes Do

30 minutes

Synthesize 30 minutes

From the Center for Media Literacy in New Mexico

“If we are literate in our subject, we can:

access (understand and find meaning in)

analyze,

evaluate

and create

the subject or medium.”

Talk & Listen 30 minutes Do

30 minutes

Synthesize 30 minutes

Tiered ActivitiesTiered ActivitiesTiered Instruction features:Whole group introduction and

initial instruction Identification of developmental

differences Increase or Decrease the:

AbstractionExtent of SupportSophisticationComplexity of goals, resources, activities & products

The “Equalizer”

Based on the work of Carol Ann Tomlinson

1. Foundational Transformational

2. Concrete Abstract

3. Simple Complex

4. Fewer Facets Multi-facets

5. Smaller Leap Greater Leap

6. More Structured More Open

7. Clearly Defined Problems Fuzzy Problems

8. Less Independence Greater Independence

9. Slower Quicker

What is the concept?Pairs of students are given a set of “real-number” cards and a blank number line. Students must sort their cards and decide where to place each on the number line. Students complete the lesson by writing each number on the number line.

Pairs of students are given a set of “real-number” cards and a blank Venn diagram which has three overlapping circles labeled as follows: numbers greater than 1½, numbers less than 3.5, and numbers between 0 and 15. Students write each number in the appropriate circle.

Pairs of students are given a set of “real-number” cards and a blank Venn diagram which has three overlapping circles which are not labeled. Students must sort their cards and decide on labels for each of the circles. Then students write each number in the appropriate circle.

Which tier is which?

Is this lesson tiered by content, process, or product?

Pairs of students are given a set of “real-number” cards and a blank number line. Students must sort their cards and decide where to place each on the number line. Students complete the lesson by writing each number on the number line.

Pairs of students are given a set of “real-number” cards and a blank Venn diagram which has three overlapping circles labeled as follows: numbers greater than 1½, numbers less than 3.5, and numbers between 0 and 15. Students write each number in the appropriate circle.

Pairs of students are given a set of “real-number” cards and a blank Venn diagram which has three overlapping circles which are not labeled. Students must sort their cards and decide on labels for each of the circles. Then students write each number in the appropriate circle.

Is this lesson tiered by interest, learning style, or readiness?

Pairs of students are given a set of “real-number” cards and a blank number line. Students must sort their cards and decide where to place each on the number line. Students complete the lesson by writing each number on the number line.

Pairs of students are given a set of “real-number” cards and a blank Venn diagram which has three overlapping circles labeled as follows: numbers greater than 1½, numbers less than 3.5, and numbers between 0 and 15. Students write each number in the appropriate circle.

Pairs of students are given a set of “real-number” cards and a blank Venn diagram which has three overlapping circles which are not labeled. Students must sort their cards and decide on labels for each of the circles. Then students write each number in the appropriate circle.

4th Grade MathThis lesson is tiered in product according to readiness. Tier I: Basic Learners• Pairs of students are given a set of “real-number” cards and a

blank Venn diagram which has three overlapping circles labeled as follows: numbers greater then 1½, numbers less than 3.5, and numbers between 0 and 15. Students write each number in the appropriate circle.

Tier II: Grade Level Learners• Pairs of students are given a set of “real-number” cards and a

blank Venn diagram which has three overlapping circles which are not labeled. Students must sort their cards and decide on labels for each of the circles. Then students write each number in the appropriate circle.

Tier III: Advanced Learners• Pairs of students are given a set of “real-number” cards and a

blank number line. Students must sort their cards and decide where to place each on the number line. Students complete the lesson by writing each number on the number line. http://ideanet.doe.state.in.us/exceptional/gt/tiered_curriculum/welcome.html

IDENTIFY OUTCOMESWHAT SHOULD THE STUDENTS KNOW, UNDERSTAND, OR BE ABLE TO DO?

THINK ABOUT YOUR STUDENTSPRE-ASSESS READINESS, INTEREST, OR LEARNING PROFILE

INITIATING ACTIVITIESUSE AS COMMON EXPERIENCE FOR WHOLE CLASS

GROUP 1

TASKGROUP 2

TASK

GROUP 3

TASK

Video

• Cubing example

Cubing

Exploration Cube ExampleHow is exploration

from the past different to more current

exploration?

How should explorations be

conducted in the 21st century?

What is Exploration? What benefits are there to exploration?

What common characteristics do all explorers possess?

How has exploration changed over time?

Talk & Listen 30 minutes Do

30 minutes

Synthesize 30 minutes

Average Level

Advanced Level

Remedial Level

Primary Objectives / Topics / Skills

Talk & Listen 30 minutes Do

30 minutes

Synthesize 30 minutes

What Can Be Tiered?

• Assignments • Activities • Homework • Learning Centers

• Experiments • Materials • Assessments • Writing Prompts

Management Tips

The number of tiers will depend on the range in the classroom.

Form tiers based on assessment of your students’ abilities to handle the material.

Students are re-grouped the next time you use tiering as a strategy.

Match the task's degree of difficulty and its pacing to student readiness.

Tiering by Interest

Look at student characteristics other than ability level.

Teachers give all students choices of content, process, or product that are at approximately the same ability level.

These tiers are similar to those in a layer cake—all the same size.

Group Sizes May Vary

The number of groups per tier will vary. The number of students per tier will vary. Form groups based on the readiness needs of

individual students. Tier One may have two groups of three students,

Tier Two five groups of four students, and Tier Three may have one group of two students.

Managing Groups

Think about how to give directions to different groups

Quick Tip for Forming Groups• Color Swish = Readiness Level

(Blue, Red, Green, Purple)

• Letter = Learning Style (A, B, C, D)

• Number = Random Assignment or Specific Tasks(1, 2, 3, 4)

Modified for Specialists

B 2

Minimum Requirements

Build a complex machine which is made up of at least two simple machines and can move a roll of pennies 3 feet.

All thinking begins with wonder.

- Socrates

“Our job is not to make up anybody’s mind, but to open minds and to make the agony of decision-

making so intense you can escape only by thinking.”

-Fred FriendlyBroadcaster

Questions??