Delivery of Instruction for Effective Teaching and Learning

1. Delivery of Instruction for Effective Teaching and Learning Day 1: Knowing and Engaging the Learner Tuesday, July 17, 2012

2. Outcomes: Participants will deepen knowledge and explore strategies for • knowing their learners • engaging their learners • leading the learning in their classroom • assessing the learning of their students.

3. Course set up

4. Moodle Orientation

5. Self-Assessment

6. Knowing the Learner

7. A definition… "What we share in common makes us human. How we differ makes us individuals. In a classroom with little or no differentiated instruction, only student similarities seem to take center stage.

8. A definition… In a differentiated classroom, commonalities are acknowledged and built upon, and student differences become important elements in teaching and learning as well ....

9. A definition… Students have multiple options for taking in information making sense of ideas expressing what they learn.

10. A definition… In other words, a differentiated classroom provides different avenues to acquiring content processing or making sense of ideas and developing products." Carol Ann Tomlinson

11. Differentiation Concepts Student characteristics Readiness Interest Learning Profile

12. How well do I know my students? Think of a particular student. Create a web of information you know about that student.

13. How well do I know my students? Highlight and label the learner characteristic for each item Learning profile = LP Interest = I Readiness = R

14. How well do I know my students? What don’t you know that would be helpful? Reflect on how you might get to know that student better.

15. Tools for Knowing the Learner:

16. How might you respond to this data for a class?

17. Differentiation Concepts Student characteristics Readiness Interest Learning Profile

18. Collecting formative data on readiness • Inspiration rapid fire web

19. Exploring formative assessment strategies

20. Responding to formative data: Analysis of Student Work tool

21. Responding to formative data

22. Break

23. Engaging the Learner

24. Do students feel engaged in school?

25. 2009 High School Survey on Student Engagement 66% bored every day 81% material not interesting 42% material lacks relevance 33% work is not challenging http://ceep.indiana.edu/hssse/index.htm

26. Quotes from the 2009 HSSSE • I like attending school. I work hard in my classes. But I would like them to be a little more interesting, interactive. • Many teachers don't understand that people learn in different ways. • I like hands on things and group projects… because they help me focus and really feel excited and I interact more. It makes me want to learn and (makes) the material that I'm learning interesting.

27. So, what is engagement anyway? • Is it about entertainment? Attention? • What does an engaged student look like? • How do I write it into my lesson plans? • What does an engaged classroom look and sound like? Think. Ink. Share.

28. 1. Engagement2. Strategic Compliance3. Ritual Compliance4. Retreatism5. Rebellion Student Motivation & Engagement (Schlechty)

29. Clock Watchers • The Six C’s: Creating Context That Motivates Students and Nurtures Engagement • Caring Class Community • Checking In and Checking Out • Choice • Collaboration • Challenge • Celebration

30. Maine Center for Meaningful Engaged Learning

31. The Highly Engaged ClassroomMarzano and Pickering (2011) How do I feel? Am I interested? Is this important? Can I do this? 31

32. Student Engagement Observation Forms www.education.ky.gov

33. Global citizen • Creative • Active • Mission-driven • Civically-engaged • Knowledge-hungry • Innovator • Independent thinker • Problem solver • Collaborative • Visionary

34. Motivating students to engage in class activities • Relate learning to real life • Give students control over learning • Assign challenging but achievable tasks • Arouse students’ curiosity • Design projects that allow students to share/work with others

35. The Engage-O-Meter Think about the most engaging activity you have ever experienced in a classroom setting. How many of the qualities did that activity have?

36. Engaging students with technology

37. DIFFERENTIATION:What is it?

38. A different kind of crossword

39. Differentiation based on research and writings of: Carol Ann Tomlinson Professor of Educational Leadership University of Virginia

40. What is differentiated instruction? “In a differentiated classroom, the teacher proactively plans and carries out varied approaches to content, process, and product in anticipation of and response to student differences in readiness, interest, and learning needs.” How to Differentiate Instruction in Mixed-Ability Classrooms (Tomlinson, ASCD, 2001)

41. Differentiation Non-Negotiables • Supportive learning environment • Continuous assessment • High-quality curriculum • Respectful tasks • Flexible grouping

42. The Cogs of Differentiation Tomlinson, 2003

43. Differentiation is a teacher’s response to learners’ needs guided by general principles, such as Respectful Tasks Flexible Grouping Continuous Assessment Teachers can differentiate Content Process Product according to students’ Interests Learning Profile Readiness through a range of strategies

44. Differentiation concepts Classroom elements • Content • Process • Products • Learning Environment/ Affect • Assessment

45. Look back at your puzzle • With the knowledge you just gained, how would you change a clue on your puzzle?

46. Differentiation Strategies • Learning Centers • Tiered Assignments • R.A.F.T.s • Choice Boards • Flexible Grouping

47. Let’s Dive into Some DI-nalysis At each station, you will 1. Choose an artifact and analyze it using your organizer. 2. Process the strategy with the group using the prompt provided.

48. daretodifferentiate.wikispaces.com

49. Preview of work time

50. Lunch