PHILIPPE ERNEWEINDIRECTOR OF EDUCATIONDENVER ACADEMYWWW.REMEMBERIT.ORG

DI: Mindset, Theory & Practice or Best Practices For Engaging All

Students

Part Two

Checklist [chek-list] Noun. Also, check list: list of items, as names or tasks, for comparison, verification, or other checking purposes. 1853, Amer.Eng., from check + list. Two words until c.1880; hyphenated until late 20c.

DO NOW: a checklist

1. When you think about teaching and learning, what is on your checklist?

2. What are the items that are critical for a successful learning experience?

PremiseDecisions we make about instruction should be the best ones for the students in our classrooms.

The model of Differentiated Instruction is an excellent “checklist” that can help make this possible.

What & Why?• Differentiated Instruction applies an

approach to teaching and learning so that students have multiple options to take in information and make sense of ideas.

• Because we know students:– Learn at different rates– Need different degrees of difficulty– Have different interests– Learn in different ways– Need different support systems

“Teaching a room full of learners the same thing in the same way over the same time span with the same supports and expecting good results from all students has never happened and never will.”

-Carol Anne Tomlinson, University of Virginia

Daily-5-step-RELiC-Review-PRES

Weekly-Journal-Games-Assessments-MOTW

Monthly-Projects-Conferences-Presentations

At the Core of Differentiated Instruction…Student Traits

• Readiness Level• Interest• Learning Profile• Affect

Classroom Elements• Content • Process• Product• Learning Environment

Classroom Elements

Content

Process

Product

Learning Environment

Student TraitsReadiness

Interest

Learning Profile

Affect

T/P/S: Think back to your checklist…

• Where were you already taking the elements of differentiated instruction into account?

• What can you add to your checklist? Why are you adding it?

Tiered Approach: definitionAn instructional approach designed to have students of differing readiness levels work with essential knowledge, understanding, and skill, but to do so at levels of difficulty appropriately challenging for them as individuals at a given point in the instructional cycle.

Tiered Approach: critical elements

• Clearly establish what students should know, understand and be able to do

• Share a clear target with the students• Think about readiness levels: pre-

assessment/on-going• Develop enough versions of

tasks/products to challenge a range of learner

Objectives: my promise1. We will have a working knowledge of DI

and we will be able to answer the questions of what, why & how.

2. We will design & share examples of RAFT & GRASPS.

3. We will engage in the reflective processing required to start identifying the “Story of Self, Us & Now.”

4. We will explore the importance of the 4 structures & apply them to our classrooms.

RAFT: quick hitter

ROLE of the writerAUDIENCE to whom the product is being directedFORMAT of the product being createdTOPIC of the product

RAFT: with a partner

1. Decide of an objective you will teach.2. Identify the key points/concepts card.3. Create a RAFT that supports the review

and/or assessment of that objective.

ROLE of the writerAUDIENCE to whom the product is being directedFORMAT of the product being createdTOPIC of the product

1. Decide of an objective you will teach.2. Identify the key points/concepts card.3. Create a RAFT that supports the review

and/or assessment of that objective.

Continuum of Assessments

Informal C

hecks/

Lesso

n Summariz

ing

Observation &

Dialogue

Tests &

Quizzes

Perform

ance Ta

sks

Classroom Assessment Strategies

•Multiple Choice

•True-False•Matching

Selected Response

•Fill-in-the-blank (words, phrases)

•Essay•Short answer

(sentences, paragraphs)

•Diagram•Web•Concept Map•Flowchart•Graph•Table•Matrix• Illustration

•Presentation•Movement•Science lab •Athletic skill•Dramatization•Enactment•Project•Debate•Model•Exhibition•Recital

•Oral questioning

•Observation• Interview •Conference•Process

description•Checklist•Rating scale• Journal sharing•Thinking aloud

a process•Student self-

assessment•Peer review

ConstructedResponse

Performance Assessment

Informal Assessment

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Performance Tasks & Assessments . . .

. . . often occur over time

. . . result in a tangible product or observable performance

. . . encourage self-evaluation and revision

. . . require judgment to score

. . . reveal degrees of proficiency based on criteria established and made

public prior to the performance

. . . sometimes involve students working with others -Marzano, Pickering, & McTighe

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What is a Performance Task?

A performance task is a complex scenario that provides students an opportunity to demonstrate what they know and are able to do concerning a given concept.

A teacher is asking students to show that they can use the knowledge and skills they learned in an authentic real life situation.

GRASPS: performance assessmentG: GOAL -provide a statement of the task

-establish the goal, problem or obstacle in the task

R: ROLE -define the role of the students in the task-state the job of the students for the task

A: AUDIENCE -identify the target audience-examples: client, committee

GRASPS: performance assessmentS: Situation -set the context of the scenario

-explain the situation

P: Product or Performance

-clarify what the students will create and why they will create it

S: Standard -provide students with a clear picture of success-identify specific standards of success-share rubrics or create with students

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GRASPS IdeasG Design, teach, explain, inform, create, persuade, defend,

critique, improve

R Advertiser, illustrator, coach, candidate, chef, engineer, eyewitness, newscaster, editor, news show host, politician

A Board members, neighbors, pen pals, travel agent, jury, celebrity, historical figure, community, school board, government

S The context of the situation – Create a real life scenario.

P Advertisement, game, script, debate, rap, banner, cartoon, scrapbook, proposal, brochure, slide show, puppet show

S What success looks like: Scoring guide, rubric & examples

GRASPS: 2nd grade mathGoal Your task is to create an excel

spreadsheet survey by surveying the class as to which was their favorite lunch food.

Role You are a survey taker and you need to obtain your data by surveying your classmates on your specific food type.

Audience You are letting your classmates and the school cafeteria manager know which food turned out to be the class favorite.

S: Situation The challenge involves gathering data and then displaying that data in an excel spreadsheet.

P: Product or Performance

You will create an excel spreadsheet using the data you obtained and share it in a letter to the cafeteria manager.

S: Standard Your product must meet the following standards: Letter is written correctly and contains correct data displayed in cells and also displayed into a chart.

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Favorite FruitsFor Lunch

Peaches 10Pears 8Pineapples 5Apple 2Banana 1

Letter

Dear Mrs. Critten,I took a survey of my second grade class to see which fruits students like best for lunch.

Class Favorite Fruit Survey

0

2

4

6

8

10

12

Peaches Pears Pineapples Apple Banana

Name of Fruit

Num

ber o

f Stu

dent

s

Peaches

Pears

Pineapples

Apple

Banana

ACCESS: rememberit.org-click on EDUPRIZE link (upper right)-GRASPS Starter Kit & Examples

1. Decide of an objective you will teach.2. Identify the key points/concept card.3. Create a GRASP that supports the review

and/or assessment of that objective.