differentiating instruction in a whole-group setting
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Differentiating Instruction in a Whole-Group Setting. Roman Numerals. I II III IV V VI VII VIII IX X. XI XII XIII XIV XV XVI XVII XVIII. Question to Ponder. What’s more important, the question or the answer?. Use More Questions Than Answers Page 28. - PowerPoint PPT PresentationTRANSCRIPT
Differentiating Instructionin a Whole-Group Setting
Roman Numerals• I• II• III• IV• V• VI• VII• VIII• IX• X
• XI• XII• XIII• XIV• XV• XVI• XVII• XVIII
Question to Ponder
• What’s more important, the question or the answer?
Jensen, E. (1997)
Use More Questions Than AnswersPage 28
• The brain is more receptive to questions than answers.
• Allow students to generate questions.• How and why questions require more thought
than who and what questions.
HOW? WHY?
Hmmm…• On average, teachers
ask 80 questions each hour.
• AND . . . Students only ask TWO (Kagan, 1999).
• Seinfeld Clip
Hollas, B. (2005)
Give Me Five!Five Critical Questions to Ask While Reading (34, 101)
• What mental pictures do I see? (Visualization)• What does this remind me of? (Connection)• What do I know, even though I wasn’t told this
information in the text? (Inference)• What might happen next? (Prediction)• What was this mostly about?
(Summarization)
By: Howie Schneider
Summarizing• Who: Chewy Louie• What: Chewed everything• When: All the time• Where: Everywhere• Why: He was a puppy• How: Happily
Review components of a summary. Most summaries include the who, the what,
the when, the where, the why and the how.
Let’s try a 16 word summary.
Chewy Louie chewed everything
in sight until he
grew up.
,a puppy,
What kind of puppy?
,a little black puppy,
How did he chew?
happily
his
Write a concise summary … and then STRETCH it
out.
• Chewy Louie, a little black puppy, happily chewed everything in his sight until he grew up.
Sixteen Word Summary
• Thinking takes time.• WAIT – Pair/Share – Hands
Page 31: Differentiated Wait
Time
Q.A.R.Pages 42, 111-115
QAR(Raphael, 1982, 1984)
InThe Book
In My
Head
RightThere
Think &Search
Author and Me
On My Own
Hollas, B. (2005)
Q.A.R. (43)
• Right There: How is a batting average calculated?
• Think, Search, Find: How are batting averages used? (answer in several places)
• Author and Me: How much higher is Player C’s batting average than Player A’s?
• On My Own: Are you a baseball fan? Explain.
Dog Breath
• What was Hally’s big problem?• What were the different things the Tosis family
did to get rid of Hally’s bad breath?• What made the burglars think that Hally was
big and mean and scary?• Have you ever had a special pet? Tell me
about it.
Zoom
Cunningham, P., Hall, D., Cunningham, J. (2000)
Anticipation Guide Page 83 If You Hopped Like a Frog
____ If you were as strong as an ant, you could lift a
bus.
____ If you ate like a shrew, you could eat 50
hamburgers every hour in a day.
____
____
NONFICTIONBEFORE AFTER• _____ Chlorophyll is green. _____• _____ The stomata allow oxygen _____ to exit through the topside of leaves.• _____Photosynthesis is a process_____ that changes oxygen into sugar.
SEQUENCING
BEFORE AFTER• ____ Civil War ____• ____ Revolutionary War ____• ____ Gulf War ____• ____ War of 1812 ____• ____ World War II ____
Games
• Play speeds up the brain’s maturation process since it involves the build-in processes of challenge, novelty, feedback, coherence and time. (Jensen, 2001)
• The effectiveness of a game is enhanced when students actually help to design or construct it. (Wolfe, 2001)
• http://cherylsclassroomtipsdi.blogspot.com/2008/11/petes-powerpoint-station-free-resource.html
Hollas, B. (2005)
I Have . . . Who Has??? (40)
Toonaday.com
Guess the Covered WordPhonics Lesson
•Written by:Laurence Pringle•Illustrated by:Meryl Henderson
• The biggest sharks in the oceans are gentle creatures with tiny teeth. The whale shark, basking shark, and the smaller megamouth shark all eat small animals and plants called plankton. The sharks swim along with their huge mouths open. All of the drifting plankton are engulfed, filtered from the water, and swallowed.
I Do Have a Question! (33)
Jigsaw Page 61
• Base Group:• Expert Group:
• Number Ones: Cubing and Blooms (38)• Number Twos: Question-Tac-Toe (44)• Number Threes: D.E.A.Q. (45)• Number Fours: F.R.E.D. (Page 47)
Three-Step Interview
Jigsaw/Three-Step Interview
• Students interview a partner and each then share with teammates what they learned.– Teacher divides up reading sections for 1s, 2, 3s, 4s.– #1s all read same section, etc.– After silent processing, students meet with like numbers in corners.– Students collect students from other corners to end up with a 1,2,3 and 4 in each group.– Each group identifies an eyeball partner.– These partners pair and teach each other their reading section.– Each partner must clarify what he/she heard from the other.
• In pairs Student A interviews Student B.• Pairs switch roles: Student B interviews Student A.
– RoundRobin: Pairs pair to form groups of four. Each student, in turn, shares with the team what he/she learned in the interview.
– Modified from a Kagan Cooperative Learning Structure
Hollas, B. (2005)
Types of Groups
• Whole Group• Heterogeneous Groups• Homogeneous Groups• Independent/ Individual Work
Tiered Assignments
Tiering is a differentiated instructional planning strategy that enables educators to teach one concept at multiple levels of complexity based on student readiness levels.
• Early Readiness• Readiness• Advanced Readiness
Developing a Tiered Assignment
• Know:
• Understand:
• Be Able to Do:
Teachers Can Differentiate Through
Content Process Product
According to students’
Readiness Interests Learning Profile
Hollas, B. (2005)
I’m done . . .What do I do now??
What are anchor activities?
• specified ongoing activities on which students work independently
• ongoing assignments that students can work on throughout a unit
Why use anchor activities?
• provide a strategy for teachers to deal with “ragged time” when students complete work at different times
• they allow the teacher to work with individual students or groups • provides ongoing activities that relate to the content of the unit • allow the teacher to develop independent group work strategies in order
to incorporate a mini lab of computers in classroom
Hollas, B. (2005)
Anchor Activity Ideas
• Anchor Activities . . .– Silent Reading– 4-6-8 – Page 69, 137– R.A.F.T. – Page 70, 71– Magazine Pictures –
• List nouns• Add adjectives• Verbs• Add adverbs
Think-Tac-ToePage 136
Write about the main character of your story. Be prepared to present a five-minute report to the class.
In your journal, create a graphic organizer and use it to compare yourself to the main character.
Think of someone you know who is like one of the characters in the book. Write about how they are alike.
Draw a picture of the setting of the story. Include at least 7 details and a detail box.
Make up a rap about the setting of the story and set it to music.
Build a model of the setting of the story.
Make a timeline to show the major events of the story.
With a group of three other students, create a new ending for the story.
With a group of three other students, create a skit and act out the story.
4-6-8Characters Setting EventsBritney Spears Mall Losing $Martha Stewart Beach DancingBrad Pitt Jail Kayaking
Paris Hilton Movies PartyPark ShoppingFootball Game Gambling
Teaching Boating
R.A.F.T.Page 70
RoleFraction
TeacherReporter
Songwriter
AudienceDecimal
StudentsPublic
Singer
FormatLove letter
Friendly letterBusiness letter
Rap
TopicExplain Relationship
Book Talk
Causes/effects of the current economic situation
Economics
Hollas, B. (2005)
Assessment
• Pre-assessment: Determine students’ prior understanding and readiness for the content.
• Formative Assessment: Tracking students’ progress throughout the learning process as well as giving them the opportunity to track their own growth.
• Summative Assessment: Making sure they’ve reached the goals that have been set.
Comparison of Formative and Summative Assessments
Formative Assessments
Summative Assessments
Purpose To improve instruction and provide student feedback
To measure student competency
When administered Ongoing throughout unit End of unit or course
How students use results
To self-monitor understanding
To gauge their progress toward course or grade-level goals and benchmarks
How teachers use results
To check for understanding
For grades, promotion
Fisher, D., Frey, N.(2007) Checking for Understanding:
Formative Assessment Techniques for Your Classroom.
Alexandria, VA. ASCD
What criteria do I use to select sources, processes and products?
Model for Differentiating Instruction
What do I differentiate?
Sources Process Product
Readiness Interests Learning Style
What principles guide my planning?
Meaningful tasks
FlexibleGrouping
Ongoing Assessment
and Adjustment
Pre-assess
Instruction/Formative Assessment
Summative Assessment
Data Analysis
Remediation/Enrichment
The Teaching
Wheel
Adapted from Marzano, R.
Think About This . . .• There are twenty
problems on a test.
• The student misses four of them.
• What’s his/her score?
Do You Need More Information?
• The first 10 are multiple choice, simple recall questions. The student gets them all right.
• Numbers 11-15 are constructed response, complex questions that were explicitly taught. The student gets them all right.
• Numbers 16-20 are also constructed response, but they’re application questions that go beyond what was taught. The student misses four of them.
Scoring Guide• 4 – In addition to the 3 score, student demonstrates in-depth
understanding and applications that go beyond what was taught.
• 3 – No major errors or omissions regarding the information.• 2 – No major errors or omissions regarding the simpler details
and processes but major errors or omissions regarding the more complex ideas and processes.
• 1 – With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.
• 0 – Even with help, no understanding or skill demonstrated.
Modified from:Marzano, R. (2006). Classroom and Assessment and Grading that Work. ASCD.
Alexandria, VA
Hollas, B. (2005)
Word TossPage 82
• Assessment• Early Readiness• Student
Engagement• Questioning• Flexible Grouping• Tiered Instruction• Tone• RTI
Hollas, B. (2005)
Learning Logs and Response Journals (90)
Hollas, B. (2005)
Exit Cards (87)
A Special Thank You to:• Betty Hollas:Hollas, B. (2005). Differentiating Instruction in a Whole-Group Setting.
Peterborough, NH: Crystal Springs Books• Eric Jensen:www.jlcbrain.com• Rich Allen:http://www.greenlighteducation.net/• Dorothy Hall:
www.wfu.edu/fourblocks• Phillip Martinhttp://www.pppst.com/• Ron Leishmanwww.toonaday.com