Mapping to the Core Professional Learning Community ELA Day 3 Housekeeping PLC Norms Listen to understand Set aside preconceived notions Speak openly and honestly Pay attention to your “feathers” *Manage electronic devices What will it take for you to be able to participate to your fullest? Day 3 • • • • • • Phase 3 of Curriculum Mapping Where are you with the Course Expectations (BLUE SHEET) Differentiating to close the gap Deepening understanding content, skills and assessments Lunch 11:30-12:30 on your own GRAD CREDIT TODAY Team Time Next Steps- Curriculum Mapping Software Day 4, bring a laptop with wireless internet connection, your draft plan, Big/Ideas for this course Day 1-Laying the Foundation- Phase 1 Day 2-Consensus Mapping-Phase 2 Day 3- Continue Unit Development and align assessments- Phase 3 Day 4-Training on Mapping Software and entering units in the system. Day 5-Read-throughs for upgrading with web 2.0 tools-Phase 4 Learning GoalsWork as vertical K-2 teams to better understand the New Common Core Standards and the Ohio Model Curriculum. Work as grade level teams to do consensus mapping. Use the components of curriculum mapping to do unit planning (essential understandings, concepts, skills (including Differentiation) and assessments). Become familiar with mapping software. Learn how to upgrade your units/lessons to include web 2.0 tools. Use Web 2.0 programs to collaborate. Essential Questions How can we ensure a guaranteed viable curriculum for all students? How can we develop quality consensus maps and units? How can we develop a structure that will allow us to integrate 21stcentury skills, assessments, and tools to better prepare our students for their futures? I Can monitor my progress… 15 minutes What we know today does not make yesterday wrong, it makes tomorrow better. Carol Commodore Curriculum, Instruction, and Assessment Where does differentiation fit? 5 minutes Challenging how we were taught Belief Statements *Everyone learns differently *Quality is more important than quantity (e.g. significance trumps coverage) *“One-size-fits-all” curriculum and instruction presumes that content is more important than students SHIFTING PARADIGM Differential education is a philosophy that is focused on the confluence of student and content. Different vs Differentiated It is essential that we are able to distinguish between the notions of “different” and “differentiated.” Creating modifications without directing them to specific students provides things that may be different but it does not constitute differentiation. NCLB The current state of American education emphasizes just how critical it is to have a clear understanding of the premises of differentiation. Federal legislation such as No Child Left Behind has put increasing stress on school systems, teachers, and, especially, on students. Its focus on “all children” instead of on “each child” is particularly problematic, as it invites educators to concentrate their efforts on the group – and thus the content taught – rather than on the needs of individual learners. And yet the principles of equity require that each student be central to the learning process and educated in ways that address his/her needs and abilities appropriately. Brain Research Supports Differentiation Three principles from brain research: emotional safety, appropriate challenges, and self constructed meaning suggest that a onesize-fits-all approach to classroom instruction teaching is ineffective for most students and harmful to some. 10 COMMON Misunderstandings about Differentiation 1. Differentiation is a set of strategies. DI is an entire teaching philosophy grounded in knowing students and responding to their needs. 2. Differentiation is group work. Differentiation employs thoughtful, purposeful flexible grouping. Sometimes students work alone, sometimes in pairs, sometimes as a whole class, and sometimes in small groups–depending upon demonstrated student need. Misunderstandings… 3. “I already differentiate.” While many teachers may use a strategy associated with differentiation or may differentiate reactively, few have fully, proactively differentiated classrooms–these classrooms develop and grow over time in response to student need. 4. Differentiated lessons have to be creative, “cute,” and fun. While engaging students is an important part of differentiation, it is more important that the lesson be grounded rich curriculum 5. Differentiation is just the next educational fad. Because differentiation is a philosophy of meeting a broad range of students’ needs, only when students cease being different will the need for differentiation disappear. Misunderstandings continued… 6. Providing choice= differentiation Different activities have to be held together by clear learning goals. 7. Differentiation isn’t fair. Fair does not always mean “the same.” In order for students to reach the same goals, they may need to take different paths to get there. 8. Differentiation means “dumbing down” the curriculum for less advanced learners. Differentiation means providing appropriate scaffolding to help all learners reach common learning goals. More misunderstandings… 9. Differentiation only works when kids are well-behaved. Creating a responsive classroom can be a great way to improve student behavior, as students’ needs are being met. 10. Preparing a differentiated lesson takes a huge amount of time. Creating any high-quality lesson takes time. As teachers get their heads wrapped around the process, they become more efficient and develop storehouses of differentiated lessons to adapt. Guiding Questions for a Differentiated Classroom • • • • In the content you must teach, what is it that you want all of your students to know? CONTENT How can each student best learn this in ways that are appropriate to his/her specific needs? PROCESS How can each student most effectively demonstrate what s/he has learned? PRODUCT How can divergent student needs be met? ENVIRONMENT Content Why is teaching the “ESSENTIAL UNDERSTANDINGS” so important? • Because it promotes maximum retention • Because we have a lot to teach in a little time so going indepth rather than “getting through everything with poorer quality” • Because it prevents “watering down” what students learn which makes accommodating and modifying for struggling and talented learners more manageable PROCESS • Use multi-sensory channels to help students process information (music, pictures, websites, video streaming, concrete materials, kinesthetic activity…) • Present information in short bites using a variety of approaches followed by various chances for elaboration and rehearsal allowing more time for processing so the new information is not lost. How the Brain Learns (1995) Dr. Sousa Environment A differentiated classroom is a community of learners grounded upon honoring diversity. Equity in a differentiated classroom means that all students get what they need to achieve. Students understand how they learn best and they are accountable for their needs. Changing How We Teach In order to achieve truly differential education for students, teachers must modify standard classroom offerings in several areas. These areas include – but are not limited to – pacing and sophistication, The speed with which students progress through the curriculum must be accelerated or decelerated according to student need. Students must be encouraged to delve as deeply into content as is challenging for them and then to try and delve even more deeply. -depth, and complexity Learning activities must allow for student choice at levels of complexity that are most appropriate; in other words, assignments must be tiered to take into account different ways to meet the same goal. -personalization. Students must be provided with reality-based opportunities to interpret and express what they are learning in ways that are personally relevant and meaningful. Knowing the Learners is KEY Dr. David Sousa (1995) describes how we use all five senses to collect information but they do not contribute equally to our knowledge base. Students with different sensory preferences will behave differently during learning. Strong auditory learners are comfortable with lecture and discussion while strong visual learners will doodle or look at other materials to satisfy their visual craving. If a teacher primarily uses a visual approach, the auditory learners will want to talk about their learning and the strong kinesthetic learners will become restless and find reasons to move. These are NATURAL responses of students with strong learning preferences which many interpret as misbehavior or inattention. Cultural Preferences • Some students will regard schedules as important and others will not. • Some students will be very verbal and others reserved. • Some students are creative and others are analytical or reflective. • Varying levels of skills and background add further complexity. Learning With Body Movements Have you ever wondered why motor skills such as swimming or riding a bike are usually remembered forever, whereas the skills involved in speaking a foreign language are quickly forgotten if not constantly practiced? The emerging research on the human brain has addressed this question concerning motor learning vs. higher order cognitive learning, and two findings have emerged. • First, learning of motor skills takes place in a different area within the brain-- a more fundamental level than learning of languages. • Second, the brain considers motor skills more essential to survival. This suggests that, whenever possible, teachers should pair factual memory tasks with physical movements. Physical movement and this will greatly enhance retention for students with learning disabilities, as well as most other students, even in the upper grades and secondary school. Getting students into groups Use heterogeneous, flexible groupings that are well structured and provide tasks that require higher-level thinking • For younger students group in pairs for short processing activities and when that is successful have the pairs team with another pair to share their findings. • With older students groups of three to five work well. Assign students to groups to ensure heterogeneous mix and to avoid personality clashes. Managing Groups Rotate jobs so that every student gets a chance to do specific jobs Teacher circulates to monitor group work, asks questions, gives feedback. There is an understanding that all students are accountable and random selection of reporting for the group helps to keep students focused on task and participating. Model and practice quality group routines and procedures on short successful activities before assigning complex tasks. More tips for groups… Make expectations clear. Require reflection on group work during the session and reflect at the end on the quality of work and behavior. Set goals for improvement each time. Grading is not based upon group products, but the ability of each student to show what he/she learned from the group work. Change groups every four to five weeks. Cubing Cubing is a technique which will assist students to consider a concept from six points of view, by giving students suggestions on how to conceptualize a particular concept. While envisioning the six sides of a cube, the student is told that each side represents a different way of looking at the idea. Side one - Describe it recall, name, locate, list Side two - Compare it contrast, example, explain, write Side three - Associate it connect, make design Side four - Analyze it review, discuss, diagram Side five - Apply it propose, suggest, prescribe Side six - Argue for/against it debate, formulate, support. Cubing Cubing is a technique which will assist students to consider a concept from six points of view, by giving students suggestions on how to conceptualize a particular concept. While envisioning the six sides of a cube, the student is told that each side represents a different way of looking at the idea. Side one - Describe it recall, name, locate, list Side two - Compare it contrast, example, explain, write Side three - Associate it connect, make design Side four - Analyze it review, discuss, diagram Side five - Apply it propose, suggest, prescribe Side six - Argue for/against it debate, formulate, support. Ceiling Buster A RAFT is… …an engaging, high level strategy that encourages writing across the curriculum …a way to encourage students to… –…assume a role –…consider their audience, while they –…examine a topic from their chosen perspective, and –…write in a particular format Ceiling Buster WebQuest •Facilitates learning through directing students to potential sources for inquiry research •Focuses students on analyzing information rather than looking for it, concentrates on analysis, synthesis, and evaluation Helpful web sites include: • http://webquest.org/index.php • http://www.conservation.org/xp/CIWEB/ • http://www.livebinders.com/play/play_or_edit?id=61729 • http://d20webquests.pbworks.com/w/page/7475186/Useful%20Links Ceiling Buster Differentiated Stations •Provides students activities based on readiness, interest, or learning style •Allows all students to be involved in meaningful activities that respects student abilities while offering all students a challenge *Deb Diller-Stations http://www.debbiediller.com/ http://www.youtube.com/watch?v=FltUjfQi8f0 Questions to help implement MI • Linguistic: How can I use the spoken or written word? • Logical-Mathematical: How can I bring in numbers, calculations, logic, classifications, or critical thinking? • Spatial: How can I use visual aids, visualization, color, art, metaphor, or visual organizers? • Musical: How can I bring in music or environmental sounds, or set key points in a rhythm or melody? • Bodily-Kinesthetic: How can I involve the whole body, or hands-on experiences? • Interpersonal: How can I engage students in peer or crossage sharing, cooperative learning or large-group simulation? • Intrapersonal: How can I evoke personal feelings or memories, or give students choices? http://surfaquarium.com/MI/inventory.htm Let assessment DATA drive instruction Especially pertinent in today’s atmosphere of accountability, standardization, and testing is the fact that differentiation is rooted solidly in two of the major components of assessment, those that come at the beginning of learning and continue throughout the process rather than the one that comes at the end and is incarnated in “the test.” A thorough knowledge of where to begin teaching students can be gained from placement assessment, a strategy which should occur before the onset of instruction. -Discuss assessments that you use. Pre-Assessment Purpose: Gather information to be used in planning instruction that will match students’ zone of proximal development with instruction as well as capitalize on interests, learning styles, intelligence strengths, etc. Pre-Assessment in a Differentiated Classroom Method: Assess across a range of profile dimensions to measure students’ Level of proficiency in pre-requisite knowledge, skills and understandings Current level of knowledge and understanding of the content and skills to be taught Learning styles Interests Intelligence strengths Approaches to Pre-Assessment Formal Pre-tests/quizzes Performance on prior end-of-unit assessments Informal Journal entries Webbing activities Systematic Observation KWL ONGOING Formative ASSESSMENT Purpose: A “temperature check” to find out: What students have learned up to this point, Where there are gaps in learning, Where students have exceeded expectations Where students have questions Ongoing, formative assessment gives teachers information that they need to create appropriately differentiated work for students. Such assessment appraises student progress by providing continuous feedback to teachers and to students; it is a guide to teaching and learning, a way to track student development and to determine what changes, if any, need to be made to increase their growth. It gives teachers the data they need to monitor and, if necessary, modify both curricular and instructional design. Formative assessment allows everyone to know where they stand – teachers and students – and “where they need to go from here.” Ongoing Formative Assessment Formal Quizzes—NEVER pop-quizzes Mini performance tasks Homework assignments Informal Webbing activities Journal entries Systematic observation Product How do we know the students learned the essential understandings? Post-Assessment in a Differentiated Classroom Purpose: Through a culminating activity, evaluate the success of students in attaining the knowledge and skills, understanding the concepts, principles and generalizations, and applying the learning that were the goals of instruction Principles of Post Assessment Represents a culmination of learning experiences which have been targeted at achieving and integrating a set of goals and objectives Ensures a clear match between the expected outcomes of instruction and the task(s) provided Provides for a sampling of the most important outcomes of the learning experiences Allows for performance at the level of learning expected Principles of Post Assessment Allows for demonstration of learning using preferred mode of learning and producing within the constraints of the expected outcomes Allows for demonstration of what students have learned Is a learning experience Has clearly specified criteria which allow for clear communication of which goals and objectives have been achieved at what level Grading in a Differentiated Classroom Clearly communicates standards that are being used Clearly delineates separate grades for growth (changes in learning from the beginning to the end of the instructional component) for achievement relative to standards of performance for effort Provides full disclosure to all Heeds student voices Are never used to punish Break- 10 minutes Wikispace… 10 minutes to review resources Indicators of Sound Classroom Assessment Practices 1. Why Assess? 2. Assess What? 3. Assess How? 4. Communicate How? 5. Involve Students How? *count off by 5’s and go to the designated spot in the room to discuss your section on Table 3.3 15 minutes discussion and 10 minutes to draw Nonlinguistic of 5 Keys to Quality Assessments Keys to Quality Classroom Assessment Accurate Assessment Key 1: Clear Purposes What’s the purpose? Who will use the results? What will they use the results to do ? Key 2: Clear Targets What are the learning targets? Are they clear? Are they good? Key 3: Sound Design What method? Quality questions? Sampled how? Avoid bias how? Effectively Used Key 4: Effective Communication How manage information? How report? To whom? Key 5: Student Involvement Students are users, too Students can track progress and communicate, too Students need to understand targets, too Students can assess, too Why do we need assessments of LEARNING? • To keep parents and faculty informed on how close the student performance is to the standard set for him.– Grades and report cards Why do we need assessments of LEARNING? • To measure the efficiency of the curriculum plan and the teaching of the standards - AYP Why do we need assessments of LEARNING? • To find out if the kids are learning and to what extent they are or are not. • Measure growth. Traditional Assessments of LEARNING? • Class Exams • Classroom tests used to give grades and check retention • Ohio Proficiency and Achievement Tests • ACT/SAT tests • These assessments are typically tests and quiz formats and are given AFTER the learning takes place Matching assessments to learning targets To quickly sample mastery of concepts and skills, use… To test the use of skills and reasoning ability to solve problems and see relationships use….. To test the ability to create quality products use… • • • • • Multiple choice tests True/false questions Matching questions Fill in the blank sentences Labeling tasks • extended oral or written response assessments with rubrics • Performance assessments with rubrics Adapted from Rick Stiggins, Student-Involved Classroom Assessment Why do we need assessments for LEARNING? • To inform the kids to what extent they are or are not learning what is expected. • To motivate students and help them focus on what is important. – Does this count? – Is this going to be on the test? • To give students tools to monitor their own specific strengths and weaknesses so goals can be set. Assessments for LEARNING? – Pre-assessments used to plan and preview instruction – Diagnostic tests and quizzes that are used to plan the next steps of instruction – Self-assessments that help students set new goals – Performance and authentic assessments that give students a chance to redo and revise if they miss the mark • This range of assessments are given before, during and are part of the learning process. Beliefs About Assessment • We need a balance of assessment types • Assessments must be matched with clear learning targets – state indicators, etc. • There should be multiple methods and levels of assessments used regularly • Assessment results are used to guide learning as well as improve curriculum • Students need to be actively involved in the assessment process: – Know criteria and learning targets before learning and testing – Receive specific and timely feedback – rubrics and checklists – Analyze their own data – Set learning goals as a result of this feedback Lunch 11:30-12:30 Set a bookmark For WORDLE http://www.wordle.net/ Definitions of Authentic Assessments • Methods that emphasize learning and thinking, especially higherorder thinking skills such as problem-solving strategies (Collins) • Tasks that focus on students’ ability to produce a quality product or performance (Wiggins) • Disciplined inquiry that integrates and produces knowledge, rather than reproduces fragments of information others have discovered (Newmann) • A new type of positive interaction between the assessor and assessee (Wiggins) • An examination of differences between trivial school tasks (e.g. giving definitions of biological terms) and more meaningful performance in nonschool settings (e.g. completing a field survey of wildlife) (Newmann) Indicators of Sound Classroom Assessment Practices 1. Why Assess? 2. Assess What? 3. Assess How? 4. Communicate How? 5. Involve Students How? *count off by 5’s and go to the designated spot in the room to discuss your section on Table 3.3 15 minutes discussion and 10 minutes to draw Nonlinguistic of On-going feedback is key to effective self-adjustment Learning to compare the actual against the optimal; the intent vs. effect Feedback confirms or disconfirms against a specific standard or goal—no personal value judgment is made Feedback is descriptive, not evaluative Feedback is not praise or blame Feedback is not guidance/advice Key 4: Effective Communication • Rubrics • Feedback Descriptive Feedback • Is it frequent? • Is it descriptive? – What doing well; – One thing to improve on; – Suggestion for improvement • On formative assessments How do students interpret feedback? Teacher says… Develop these ideas further”… But student thinks… Yes, but how? Teacher says… “More detail needed”… But student thinks… Yes, but I’d thought it had all the details it needed, so now I’m not clear. Teacher says… You must try harder”… But student thinks… !!!!!!!!!!!!!!! Teacher says… “Ask”….. But student thinks… About what? Teacher says… “Good Work”… But student thinks… How good? In what ways? Rubrics • Are they provided to students at the beginning of the learning? • Are they incremental and mirror the learning targets? • Do they practice scoring answers in class with a rubric? WHY Rubrics? • • • • • Help meet recommended practices (collect info) More efficient than anecdotal records More descriptive than checklists (Y/N) Able to capture small increments in change Can describe the different attributes involved in successful performance • Help to describe process and qualitative differences Two types… • Holistic rubrics – evaluate the product as a whole, rather than the sum of the parts • Analytic rubrics – examine the different skills involved or the features of a product individually – Weighted rubrics – weighted so that more weight is given to skills that are considered more important and a total score can be derived from the individual ratings. – Combined rubrics – holistic and analytic rubric How can you get students to understand? Steps in creating a rubric… • Match your scoring guide with your learning targets and skill instruction. • Specify the characteristics, skills, or behaviors that you will be looking for, as well as common mistakes you do not want to see • Describe below average, average, and above average performance for each attribute • Write descriptions for excellent and poor work using the descriptors for all the attributes • Collect samples of work to help you refine benchmarks • Revise rubric as necessary *Helpful Adjectives and Adverbs for Rubric Construction Not Meeting Expectations None Never Incomplete Inadequate Unsatisfactory Unclear Rarely clear …to an unacceptable level Includes no elements of… Improper Unclear Inappropriate Lacks enough of… Inconsequential, Unimportant Unnecessary Illogical Random Progressing Fewer than ___ Seldom, rarely Less than complete Less than adequate Minimal Vague Sometimes unclear or inaccurate …to a minimal level Includes few elements of… Sometimes improper Somewhat unclear Limited Minimal amount of… Somewhat relevant Somewhat useful Somewhat reasonable Somewhat instinctive Proficient More than ___ Sometimes, often Somewhat complete Adequate Satisfactory Understandable Often clear, often accurate …to an acceptable level Includes most elements of… Somewhat proper Some degree of clarity Somewhat appropriate Adequate number of… Important Essential Reasonable Somewhat intuitive Exemplary All Always Complete Superior Maximum Articulate Clear, accurate …to the highest level Includes all elements of… Clear Proper Appropriate All Necessary… Significant Critical, crucial Logical, rational Intuitive Exploring Rubrics Prentice Hall http://www.phschool.com/professional_development/professional_library/alternative_assessme nt/index.html MidLink Magazine’s Teacher Resource Room - http://www.ncsu.edu/midlink/ho.html Kathy Schrock’s Guide - http://school.discovery.com/schrockguide/assess.html The Staff Room, Ontario, CA - http://www.odyssey.on.ca/~elaine.coxon/rubrics.htm *This chart provides some very general suggestions to “jump-start” your rubric construction. Your mission will be to clarify these terms by adding specific requirements. Avoid vague terms by qualifying your descriptors and defining exactly what you want from the students. Copyright © 2000, SASinSchool Cary, NC, USA. All Rights Reserved.(May be reproduced for classroom use as long as no fee is charged Weighted Rubric for Portfolio Scale Final Score _______ A= ______ Name ___________ (100) B = ______ Final grade _______ C= ______ D= ______ Criteria Form Visual Appeal Organization Knowledge of Key Concepts Reflections Indicators 4 3 0 errors 2 1-2 errors 1 Spelling Grammar Sentence structure 0 errors and a high level of writing Cover Artwork Graphics All 3 elements are creatively and visually appealing All 3 elements included Completeness Timeliness Table of Contents All 3 elements demonstrate high level of organization All 3 elements included Key concepts Evidence of understanding Application Evidence of ability to apply knowledge to new situations Evidence of high level of understanding of key concepts Evidence of basic level of understanding of key concepts Evidence of key concepts included in portfolio One per piece Depth of reflection Ability to self-assess Reflections show insightfulness and ability to selfassess Insightful reflections for each piece Missing 1 reflection Missing 2 or more reflections Score 2-3 errors __ x 3 __ (12) Missing 1 element Missing 2 elements __ x 4 __ (16) Missing 1 element Missing 2 elements __ x 5 __ (20) __ x 6 __ (24) __ x 7 __ (28) Checklist Rubric to assess Speech Criteria 4 Language Grammar Sentence Structure Vocabulary Technical terms Appropriateness Main ideas Thesis Topic sentences Support Examples Definitions Visual Aids Graphics Color Appropriateness Technology PowerPoint Slides Video 3 2 1 Criteria Novice In progress Meets Expectations Exceeds Expectations Identifies Real Problem Problem? What Problem? Someone else points out there is a problem. Recognizes there is a problem. Identifies “real problem” Gather Facts Does not realize the need to gather facts Able to gather one fact on own Knows where to look to obtain additional facts Accesses information to obtain all necessary facts Brainstorm Possible Solutions Does not generate any solutions Generates one idea with someone’s assistance Generates 2 or 3 solutions independently Generates 4 creative solutions independently Evaluates Effectiveness of Possible Solutions Does not evaluate the effectiveness of possible solutions Recognizes pluses and minuses of some of the solutions Takes time to analyze effectiveness of each possible solution Uses refection to decide what to do differently next time Assessments are… • Demonstrations of learning • Tangible products, projects, or observable performances • Multiple types of assessment to give a more complete picture of learning Is there a BALANCE? • Make changes to your chart or add additions now that you have watched the video Assessments are …. • Create a WORDLE to demonstrate your understanding of Assessments. • http://www.wordle.net/ 5 minutes Assessment Methods Traditional Quizzes & Tests Worth being familiar with Paper/pencil Selected Response Constructed Response Important to know and do Performance Tasks and Projects Complex Open-ended Authentic Enduring Understanding Key 5: Student Involvement • Done through: – – – – – – feedback, student friendly learning targets, posted learning targets, practice assessments, student-led conferences goal setting • Sometimes difficult to see by just viewing the assessment Break- 10 minutes Team Time to follow If the skills are scaffold we get to a deeper level of understanding Wikispace… How Can I Close the Gap? 1. What will we do AFTER the students have completed the formative assessment to differentiate instruction? 2. What interventions will we provide for students who do not do well on the formative assessment? 3. What will we do for the students who are on track? 4. What will we do for the students who excel? 5. What extension activities will we provide? Who do you recommend for the door prizes? Next Steps… • Day 4 is online hands on using the mapping software • BRING your laptop (let me know ahead of time if you need one of ours). • Bring all your work in a WORD version so that you can cut and paste into the template.