Presentation Transcript

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

   PHILIPPE ERNEWEIN DIRECTOR OF EDUCATION DENVER ACADEMY WWW.REMEMBERIT.ORG Part Three
2. 5-step lesson plan DO NOW/Grabber Review (5-8) ML/NC Guided Practice Independent Practice/Close
3. Structures Environmental: the look, feel and sound Overall arrangement of classroom: walls, traffic patterns, teacher/TA work area, bulletin boards, bookcases/cabinets, chalkboard/dry erase/SB, entry. Spatial: the use of space in the classroom Lecture: all desks in rows, facing forward. Independent/seatwork: focus on maximizing quiet and private time. Tribes/partner: used when students meet to collaborate, discuss. Family circle: used for all-group class discussions, processing & open discussion of issues
4. Structures (2) Relationship: the teacher is consistent in his/her positive interactions with students. Greet students with a smile; inquire how they are doing, respond playfully with some students & generally model positive social behavior. Pragmatic: systems in place in the classroom for anything done more than once. Class time can be split into two big periods/settings: Formal = students raise hands and are called on prior to speaking. Informal = working with partners, group work, family circle; speaking without use of hands when another student finishes talking.
5. 1. Identify desired results 2. Determine acceptable evidence 3. Plan learning experiences & instruction 3 Stages of UbD
6. Why “backward”? The stages are logical but they go against habits We’re used to jumping to lesson and activity ideas before clarifying our performance goals for students By thinking through the assessments upfront, we ensure greater alignment of our goals and means, and that teaching is focused on desired results
7. Unit Template Overarching understandings Essential Questions Knowledge and skill to be acquired Understanding by Design Template: the foundation of our planning TheUbDtemplate embodies the 3 stages of “Backward Design” The template provides an easy mechanism for exchange & capturing of ideas
8. Standard(s): Unpack the content standards and ‘content’,focus on big ideas Understandings Essential Questions s t a g e 1 Assessment Evidence Performance T ask(s): Other Evidence: s Analyze multiple sources of evidence, aligned with Stage 1 t a g e 2 Derive the implied learning from Stages 1 & 2 Learning Activities s t a g e 3 The “big ideas” of each stage: What are the big ideas? What’s the evidence? How will we get there?
9. Not necessary to fill in the template “in order” There are many ‘doorways’ into successful design – you can start with... Content standards Performance goals A key resource or activity A required assessment A big idea, often misunderstood An important skill or process An existing unit or lesson to edit
10. PACE Project Steps Identify -Diagnostic learning profile, learning modalities, personality inventory, MI survey, formative assessment, exit slips. Facilitate -Dedicate classroom workshop time, offer examples, conduct conferences, environmental structure. Celebrate -Create on-going opportunities for students to share process and final products.
11. Select one question & discuss with partner: Why is it important to have a checklist for teaching? List 2 items that you think are critical to have on a checklist for you “as a learner.” List 2 items that you think are critical to have on a checklist for you “as a teacher.” What might be a danger for being too closely controlled by a checklist? How do checklists or differentiated instruction relate to your previous studies?
12. For the next example… How is it taking into account the following:
13. Math & Science Projects Stairs Project: slope, equation of a line Cookie Project: multi-step equations, point of equilibrium, TOV Postcard Project: estimating profit, price-setting, supply & demand, equations Mural Project: scale, ratios, proportions
14. The Cookie Project: Systems of Equations “You bring the cookies, I’ll bring the milk!” Goal: To determine the expense of making cookies and decide on an appropriate selling price in an effort to make a profit.
15. Math Part: Finances Cost Equation: Calculate the cost of the ingredients in one batch of cookies Variable: receipt versus actual ingredients used Profit Equation: Research a reasonable price for selling individual cookies Think about quality versus quantity Analyzing Data: Create a table & graph to model cost and profit Illustrate the point at which you would make profit Create a hand-out that shows this data
16. Written Part: Mixing the Ingredients Write a report (at least 3 paragraphs) about your capitalistic cookie adventure. Keep the following questions in mind: What decisions did you make concerning ingredients, labor, costs and pricing? How could you market this product outside the classroom? How and why do manufacturer’s prices differ from yours? Consult friends, family, and foes regarding price; how much would they be willing to pay?
17. Presentation: Milk & Cookies Presentation Day Business attire Hand-outs & visuals Cookies for all students Write, solve & graph equation Self-evaluation
18. WARNING! Do not mix chocolate & mint in your cookie recipe; this will result in a major deduction of points.
19. How did this project take the following into account?
20. Workshop
21. PRES Structures Pragmatic The systems & routines in place for anything done more than once. Relationship The quality of the interactions the teacher has with students. Environmental The look, feel and sound of a classroom. Spatial The use of the learning space.
22. RAFT Activities Acronym: Role, Audience, Format & Topic Students take on a particular role, develop a product for a specified audience in a particular format and on a topic that gets right at the heart of what matters most in a particular lesson.
23. GRASPS: performance assessment
24. GRASPS: performance assessment
25. GRASPS Ideas
26. Non-Examples Teaching to the lowest students in your class. Lowering expectations (i.e. using easier texts for whole class instruction, accepting partial work or inadequate effort). Teaching low level skills instead of grade level standards. Individualized instruction for each student.
27. Everyday Ideas for All Students Activate and build background Pre-teach vocabulary Include words and visuals in your lessons Most students are not auditory, so write down what you say. Provide a graphic organizer and/or guided notes whenever possible
28. Everyday Ideas for All Students Offer students time and tools to process ideas (every 7-15 minutes) Integrate a way for students to express themselves other than writing (draw, teach, give analogy, etc) Give directions in manageable chunks