differentiation training 4 th, 5 th, 6 th grade teachers from a variety of schools: running springs,...

DIFFERENTIATION TRAINING

• 4th, 5th, 6th grade teachers from a variety of schools: Running Springs, Canyon Rim, Imperial, Anaheim Hills, Nohl Canyon, Panorama, Chapman Hills, Serrano, Villa Park, and McPherson

• Strategies to use whole class

• Many models for gifted and talented: Sandra Kaplan Depth/Complexity Icons

• Gifted Ed pedagogy beneficial for all students

That’s Baby # 100. Put in the Golden Gifted Chromosome!

1ST TRAINING

• Defining what it means to be gifted

• Some traits found in gifted students

• Mindsets

• Practice using the icons

• Writing a lesson using depth/complexity icons

• Resources at NAGC, LiveBinders, OCC GATE, websites and blogs

• Edmodo group created for collaboration

Above Average Ability

CreativityTask

Commitment

GiftedBehavior

Joseph Renzulli: The Three Ring Conception

of Giftedness

U

A

C

I

C

T P

DOES THIS LOOK FAMILIAR?

• The 11 icons represent higher order thinking skills

• Visual Learners

•Dr. Sandra Kaplan, USC

• Foster Critical Thinking

• Integrate Into Existing Curriculum

• Real World Application

WHAT IS DEPTH & COMPLEXITY?

• Across Disciplines

• Change Over Time

•Multiple Perspectives

COMPLEXITY3 ICONS

• Language of the Discipline

• Details

• Patterns

• Unanswered

Questions

• Rules

• Trends

• Ethics

• Big Idea

DEPTH8 ICONS

9

Knowing your students and attending to all strengths and needs

Strong content knowledge

Use of effective instructional strategies and Depths of Knowledge (DOKs)

Incorporating the 4 SBAC Claims and multiple types of formative and summative assessments

4 D

om

ain

sStudents

Instruction &

Pedagogy

Content

Claims & Assessme

nt

*

10

ELA

CLA

IMS

Claim

#1Reading“Students can read closely and analytically to comprehend a range of increasingly complex literary and informational texts.”

Claim#2

Writing“Students can produce effective and well-grounded writing for a range of purposes and audiences.”

Claim#3

Speaking and Listening“Students can employ effective speaking and listening skills for a range of purposes and audiences.”

Claim#4

Research/Inquiry“Students can engage in research and inquiry to investigate topics, and to analyze, integrate, and present information.”

11

ELA Shifts Math Shifts

1. Informational TextBuilding knowledge through content-rich non-fiction.

1. FocusNarrow the scope of content and deepen how time and energy is spent.

2. Evidence from TextReading, writing, and speaking grounded in evidence from text, both literary and informational.

2. CoherenceIntegration across grades & subject areas.

3. Text ComplexityRegular practice with complex text and its academic language.

3. RigorConceptual understanding, procedural fluency, and application of skills in problem solving situations.

2ND TRAINING

• Analyzing student work – about an hour

• Addressed success and challenges

• Using Thinking Maps with D/C icons

• Focused on Cognitive Learning

• CCSS require high-level cognitive demand• Asking students to demonstrate deeper conceptual understanding through

the application of content knowledge and skills to new situations and sustained tasks

• Applies Webb’s Depth of Knowledge (DOK) to Bloom’s Cognitive Process Dimensions• Blooms: What type of thinking is needed to complete a task?• Webb: How deeply do you have to understand the content to successfully

interact with it? How complex or abstract is the content?

3RD TRAINING

• Gallery walk of student work again

• Introduced the Content Imperatives and Sandra Kaplan’s 8 new icons

• Practiced using the new icons

• Examples of using pictures to CLOSE Read and use icons

• Discussed how to grade this kind of work

• Process, Content, Product

• Time to create a lesson

WHAT IS GROWTH MINDSET?

Until, recently scientists believed that intelligence was fixed, that people were born with a given

amount of potential and intelligence.

New brain research disproves this theory.

The brain is actually quite malleable.

Ted Talk by Eduardo Briseno

GROWTH MINDSET

• Based on the work by Carol Dweck

• Daniel Pink

FIXED VS. GROWTH MINDSET

SPEAKING WITH FIXED VS. GROWTH MINDSET

The Power of YET

MINDSET IN THE CLASSROOM

• Learning about the brain and how we learn

• Track obstacles / interview about overcoming obstacles

• London taxi drivers

• The girl with half a brain

• Praise vs. constructive feedback

• Role-play actvities

• Engineering challenges

• Critical and creative thinking activities

• Analyzing literary characters for growth vs. fixed mindset

• Genius Hour

PICTURE BOOKS THAT SUPPORT GROWTH MINDSET

MINDSET ANCHOR CHARTS

MINDSET: VOCABULARY

BRAIN BULLETIN BOARD

POSITIVE OUTCOMES OF FOSTERING A GROWTH MINDSET

• Students not afraid of challenges

• Intrinsically motivated

• Life-long learners

• Stronger classroom community

• Students value constructive feedback

• More effort put into work

• Challenges mean neuron pathways will

grow

• Mistakes are a chance to learn and grow