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Differentiating Instruction in a Whole-Group Setting

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.

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Differentiating Instruction in a Whole-Group Setting

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  1. Differentiating Instructionin a Whole-Group Setting

  2. Roman Numerals • I • II • III • IV • V • VI • VII • VIII • IX • X • XI • XII • XIII • XIV • XV • XVI • XVII • XVIII

  3. Question to Ponder • What’s more important, the question or the answer?

  4. 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? Jensen, E. (1997)

  5. Hmmm… • On average, teachers ask 80 questions each hour. • AND . . . Students only ask TWO (Kagan, 1999). • Seinfeld Clip

  6. Questioning

  7. 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) Hollas, B. (2005)

  8. By: Howie Schneider

  9. Summarizing Review components of a summary. Most summaries include the who, the what, the when, the where, the why and the how. • Who: Chewy Louie • What: Chewed everything • When: All the time • Where: Everywhere • Why: He was a puppy • How: Happily

  10. Let’s try a 16 word summary. What kind of puppy? ,a little black puppy, ,a puppy, Write a concise summary … and then STRETCH it out. How did he chew? his happily

  11. Sixteen Word Summary • Chewy Louie, a little black puppy, happily chewed everything in his sight until he grew up.

  12. Page 31: Differentiated Wait Time • Thinking takes time. • WAIT – Pair/Share – Hands

  13. Q.A.R.Pages42, 111-115 QAR (Raphael, 1982, 1984) In My Head In The Book Right There On My Own Think & Search Author and Me

  14. 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. Hollas, B. (2005)

  15. 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.

  16. Zoom

  17. 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. ____ ____ Cunningham, P., Hall, D., Cunningham, J. (2000)

  18. NONFICTION BEFORE AFTER • _____ Chlorophyll is green. _____ • _____ The stomata allow oxygen _____ to exit through the topside of leaves. • _____ Photosynthesis is a process_____ that changes oxygen into sugar.

  19. SEQUENCING BEFORE AFTER • ____ Civil War ____ • ____ Revolutionary War ____ • ____ Gulf War ____ • ____ War of 1812 ____ • ____ World War II ____

  20. 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

  21. I Have . . . Who Has??? (40) Toonaday.com Hollas, B. (2005)

  22. Guess the Covered Word Phonics Lesson Written by: Laurence Pringle Illustrated by: Meryl Henderson

  23. 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.

  24. I Do Have a Question! (33)

  25. 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)

  26. Three-Step Interview

  27. 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

  28. Types of Groups • Whole Group • Heterogeneous Groups • Homogeneous Groups • Independent/ Individual Work Hollas, B. (2005)

  29. 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

  30. Developing a Tiered Assignment • Know: • Understand: • Be Able to Do:

  31. Content Process Product

  32. 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)

  33. 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 Hollas, B. (2005)

  34. Think-Tac-ToePage 136

  35. 4-6-8 Characters Setting Events Britney Spears Mall Losing $ Martha Stewart Beach Dancing Brad Pitt Jail Kayaking Paris Hilton Movies Party Park Shopping Football Game Gambling Teaching Boating

  36. R.A.F.T.Page 70 Format Love letter Friendly letter Business letter Rap Role Fraction Teacher Reporter Songwriter Audience Decimal Students Public Singer Topic Explain Relationship Book Talk Causes/effects of the current economic situation Economics

  37. 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. Hollas, B. (2005)

  38. Fisher, D., Frey, N.(2007) Checking for Understanding: Formative Assessment Techniques for Your Classroom. Alexandria, VA. ASCD

  39. Model for Differentiating Instruction What criteria do I use to select sources, processes and products? What do I differentiate? Sources Process Product Readiness Interests Learning Style What principles guide my planning? Meaningful tasks Flexible Grouping Ongoing Assessment and Adjustment

  40. Pre-assess Instruction/ Formative Assessment Remediation/ Enrichment The Teaching Wheel Summative Assessment Data Analysis

  41. Think About This . . . • There are twenty problems on a test. • The student misses four of them. • What’s his/her score? Adapted from Marzano, R.

  42. 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.

  43. 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

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