Welcome To…
DifferentiationTeaching and Learning
Strategies
Iredell-Statesville Schools
AIG Professional Achievement Certificate
Course #4 Session 1
cbmillsaps@iss.k12.nc.us
MEET AND GREET!
TAKE AN INDEX CARD-WRITE YOUR NAME
3 ADJECTIVES DESCRIBING YOU
(CENSOR IF NECESSARY- WE WILL BE
SHARING!)
http://iss.schoolwires.com/cms/lib4/NC01000579/Centricity/Domain/57/Cat._6_Quest_Rev._032309.ppt#258,5,Slide
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To learn about tiered assignments, Think-Tac-Toe, menus,
Questivities, and additional strategies for differentiation
To create and share lessons with peers based on the
learned strategies for differentiation
To teach/utilize a tiered assignment and share out results
To teach/utilize a Menu, Choice Board, or Contract
assignment and share out results
To read articles regarding gifted education and respond on
the AIG blog
To create a technology plan for integrating a shared
technology tool
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To provide an overview of differentiation
specific to gifted learners
To learn about tiered assignments
To visit the new (revised) Bloom’s Taxonomy
To develop a tiered assignment.
To receive information about article and
reflections on the AIG Blog.
Take a break as needed!!!!!!!!!!
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Each of you have an article #1 “There’s No Time
to Differentiate:Myth-Busting DI, Part 2” on your
table
Some of you will be asked to read aloud for the
benefit of the group.
Everyone needs to pay attention to the
information as it is extremely important to this
course.
After reading we will have discussion.
What is Differentiation?????
- Carol Ann Tomlinson
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Be knowledgeable about and skillful with the
content to be taught
Acknowledge, understand, respect, and
respond to the differences in, and needs of the
learners to be taught
Hold and select purposefully from a deep and
broad repertoire of instructional strategies
Use multiple sources of data to inform
decisions about instruction
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Realize that differentiation is not a set of
strategies but is instead a way of thinking about
the teaching and learning process
Not differentiate who will learn what, but
rather, how we will teach so that all students
have access to, and support and guidance in,
mastering the state curriculum.
What are you already doing
to differentiate instruction
in your classroom?
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TIPS FOR TEACHERS: TOP STRATEGIES
FOR TEACHING GIFTED LEARNERS!!!
Familiarize yourself with the characteristics of
gifted learners
Let go of “NORMAL”
Re-familiarize yourself with Piaget and Bloom
Utilize outside resources
Learn from the experiences of others
Recognize asynchronous development
Gifted Vs Bright
Bright Learners
Gifted Learners
Knows the answers
Is interested
Is attentive
Has good ideas
Works hard
Answers the questions
Top group
Listens with interest
Learns with ease
6-8 repetitions
Understands ideas
Enjoys peers
Grasps the meaning
Completes assignments
Is receptive
Copies accurately
Enjoys school
Absorbs information
Technician
Good memorizer
Enjoys straightforward, sequential
presentation
Is alert
Is pleased with own learning
Asks the questions
Is highly curious
Is mentally and physically involved
Has wild, silly ideas
Plays around, yet tests well
Discusses in detail, elaborates
Beyond the group
Shows strong feelings and opinions
Already knows
1-2 repetitions for mastery
Constructs abstractions
Prefers adults
Draws inferences
Initiates projects
Is intense
Creates a new design
Enjoys learning
Manipulates information
Inventor
Good guesser
Thrives on complexity
Is keenly observant
Is highly self-critical
by Janice Szabos
TOP 3 BLUNDERS!!!
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Don’t ask your gifted
students to always serve
as tutors!
Don’t give more workjust different work
appropriate for their
level!
Don’t assume they can
do something new
without guidance!
CHALLENGES FOR SOME GIFTED
STUDENTS…
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Difficulty socially
Refusal to do the routine and
repetitive
Inappropriate criticisms of
others
High levels of anxiety
Hide talents to fit with peers
Isolation
Poor study habits
Non-conformity and
resistance to authority
Schuler, 2003 www.sengifted.org
WHAT WORKS FOR AIG:
LESSONS LEARNED NCDPI– AIG
PROJECT
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Work with following strategies/techniques:
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Concept-based teaching
Concept development
Socratic seminars
Problem-based Learning
Tiered assignments
Curriculum Compacting
Independent Projects
Teachers Can Differentiate
Content
Process
Product
According to Students’
Readiness
Interest
Learning
Profile
Adapted from The Differentiated Classroom: Responding to the Needs of All Learners (Tomlinson,
1999).
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Teacher’s Can Differentiate:
Content: What is being taught. You can differentiate the
actual content being presented to students. Example: Some
students may be learning single-digit multiplication facts,
while others are learning to multiply two- or three-digit
numbers.
Process: How the student learns what is being taught.
Example: Some students need to interact with the material
in a hands-on manner, some might prefer to read a book or
interact with material on the computer.
Product: How the student shows what he or she has
learned. Example: Students can write a paper or they can
present information orally
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According To Students’:
Readiness: Skill level and background knowledge of the student . We
try to stay away from the word “ ability, ” because you don’t always
know the ability level if the student’s readiness level is low. Example:
Some students may be ready to read text at a sixth-grade level, while
others are ready to read text at a eigth-grade level.
Interest: Student ’s interest or preferences. These can be interests
within the curricular area (for example, they might be interested
specifically in learning about folklore in a unit on volcanoes ) or in
general ( for example, knowing a student’s favorite cartoon character
could allow you to tie that into an example and might motivate the
student ).
Learning Profile: This includes learning style (visual, auditory, tactile,
or kinesthetic), as well as preferences for environmental factors (such
as level of distraction or exposure to light or noise) or grouping factors
(small group, large group, or individual). Http://wwwk8accesscenter.org
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Consideration of student differences
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Use of assessment/Student Surveys
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Use of student interest and learning style
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Uses groups based upon students’ readiness for
a task, not locking students into “ability boxes”
because groups are flexible.
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All strategies are aligned with instructional goals and
objectives.
+ What do you want the students to learn?
+ How is this related to the standards?
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Specific strategy selection based on
+ Focus of instruction
✕ Content, process, product or all three
+ Focus of differentiation
✕ Readiness, interest, and/or learning profile
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Tiered Lessons
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Choice Boards and Menus
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Questivities
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Technology Integration
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Additional Strategies: RAFTS, Think Dots, Criteria
Cards etc.
Key Concept
or
Understanding
Struggling
With The
Concept
Reaching Back
Some
Understanding
READINESS LEVELS
Understand
The
Concept
Reaching Ahead27
What words, phrases, or
images come to mind when
you hear the term
tiered instruction?
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“When someone hands you a glob of kids they
don’t hand you a matched set.”
“It’s the meat and potatoes of differentiation.”
“Tiered instruction is like a wedding cake:
all one flavor; same color icing,
But multi-layered.”
Carol Tomlinson
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ASSIGNMENTS
ACTIVITIES
CENTERS & STATIONS
LEARNING CONTRACTS
ASSESSMENTS
MATERIALS
EXPERIMENTS
WRITING PROMPTS
HOMEWORK
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Teachers use tiered activities so
that all students focus on
essential understandings and
skills but at different levels of
complexity, abstractness, and
open-endedness.
By keeping the focus of the
activity the same, but
providing routes of access at
varying degrees of difficulty,
the teacher maximizes the
likelihood that:
1) each student comes away with
pivotal skills & understandings
2) each student is appropriately
challenged.
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IDENTIFY OUTCOMES
WHAT SHOULD THE STUDENTS KNOW, UNDERSTAND, OR BE ABLE
TO DO?
THINK ABOUT YOUR STUDENTS
PRE-ASSESS READINESS, INTEREST, OR LEARNING
PROFILE
INITIATING ACTIVITIES
USE AS COMMON EXPERIENCE FOR WHOLE
CLASS
GROUP 1
TASK
GROUP 2
TASK
GROUP 3
TASK
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Developing“Respectful
Activities”
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Interesting
Engaging
Challenging
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No student should look at the task and say to
themselves, : I guess I’m in the dumb group.”
The key to developing good tiered activities is to
design them so that they are just above the level of the
learner. This helps students stretch and build from
where they are. Challenging and supporting students
at their levels of understanding will help them become
successful learners.
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Planning Tiered Assignments
Concept to be Understood
OR
Skill to be Mastered
Create on-level task first then adjust up and down.
Below-Level
Task
On-Level
Task
Above-Level
Task
“Adjusting the
Task”
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Adjust--✕
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Level of Complexity
Amount of Structure
Materials
Time/Pace
Number of Steps
Form of Expression
Level of Dependence
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THOUGHTS ON TIERING ASSIGNMENTS
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http://www.learnnc.org/lp/editions/everylearner/6680
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+ Short video clip about the effectiveness of tiered
lessons
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First, identify the grade level
and subject for which you will
write the lesson
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Second, identify the
standard you are targeting
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Third, identify the key concept
and generalization.
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What big idea am I targeting?\
What do I want the students to know at
the end of the lesson, regardless of their
placement in the tiers?
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Fourth, be sure students have
the background necessary to
be successful in the lesson.
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Fifth, determine in which
part of the lesson (content,
process, product) you will
tier.
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Sixth, determine the type of
tiering you will do: readiness,
interest, or learning profile.
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Seventh, based on your other
choices, determine how many tiers
will you will need and develop the
lesson.
Three tiers is a good number.
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Finally, develop the assessment component
to the lesson.
Can be recorded
observations, rubrics, etc. Can be formative,
summative, or a combination of both.
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Assessment prior to, during, and after any
differentiated lesson is essential.
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CRITERIA FOR EVALUATING
DIFFERENTIATED ACTIVITIES
QUESTIONS TO CONSIDER….
Did every student do it?
Should every student do it?
Would every student want to do it?
Could every student do it?
Did the student do it willingly and with zeal?
Did the student use resources and
methodology?
Was it done for an audience other than or in
addition to the teacher?
YOUR TURN!
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After looking at some examples, begin thinking
about a possible upcoming lesson to tierbrainstorm some possibilities
Consider the steps to creating a tiered lesson
Review the tiered lesson template and begin
trying it out! You may work individually or in
partners
*** This will be a lesson you actually try out
before next class session*****
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Please share where you are in the process from
your work today.
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Let’s take a look together on where to find the
PAC blog, the article, and how to respond
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To provide an overview of differentiationspecific to gifted learners
To learn about tiered assignments
To review the new Bloom’s Taxonomy
To develop a tiered assignment.
To receive information and an article to enable
you to participate on a blog.
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Make sure you read the article supplied and
participate on the blog.
Create and try the tiered activity with your
students- be ready to share and reflect
Select a “big name” in gifted education to
research - Be prepared to discuss their area of
expertise at Session 2.
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Please address the following on your exit card.
In this session I learned……………….
I still need help with ………………………..
My biggest AHA in this session was…………….
Please remember to Plus/Delta this session on
you way out today. Thank you.
Teaching
and Learning
Strategies
Class 4 Session 2
WELCOME BACK TO COURSE 4
/SESSION 2!
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Please sign in !
Have your Tiered
lesson homework out
and ready to share
Look at the Blooms
Taxonomy apps on
your table
Get to know a
classmate you haven’t
met yet!
WHO IS WHO IN GIFTED EDUCATION
TODAY?
Share out with your table
group about what you
found out regarding the
name you selected to
research.
Record the names and
information about the
“Big Names” for future
reference.
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Tiered assignment you developed- leave the
copy on your table in front of your chair
Sticky note suggestions and celebrations
(remember the compliment sandwich!)
Whole group share out of examples- what
worked, didn’t work, etc
SESSION 2
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OBJECTIVES
Familiarize yourself with some of the BIG
names in gifted education
Review tiered lessons- share and peer edit
Discuss blog article “Bored to Tears”
Update on Revised Bloom and Digital Bloom
Investigate: Choice Menus, Contracts, Tic-TacThinks or RAFT’s
Select a “Bang for your Buck” learning strategy
“Teaching should
respond to
what we know
about the
learner(s).”
• Consistently finishes tasks early
• Work is usually well done and correct
• Seems to have some advanced familiarity with the
material
• Expresses interest in pursuing alternate or advanced
topics
• Consistent high performance or motivation
• Creates own puzzles, games, or other diversions in
class
“This is Boring!”
These words do not bring happiness to the hearts of teachers.
One way to respond to this statement is to ask the students to be
more specific in describing their boredom.
Ask students to differentiate between “Boring A” situations and
“Boring B” situations.
Boring A Situations
“I
already know that; could you give me
an opportunity to show you?”
Boring B Situations
“At the
present time I do not know enough about
the topic to be interested in it.”
SO……. WHAT CAN WE DO?????
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We can provide some choices of quality
activities which can be self guided,
focused, and geared specifically to their
learning objectives!
We can also make sure the activities are
matched to the higher levels of the revised
Bloom’s Taxonomy
APPS FOR BLOOMS TAXONOMY
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From Kathy Schrock- www.schrockguide.net
DIGITAL BLOOM’S TAXONOMY
ADAPTED FROM SAMANTHA PENNY
Choice Options!!!!
Review the info sheet and evaluation
checklist on what to include in your choice
option!
Keep this as a reference to check yourself!
Learning Menu
❖Main Course
❖Side Dish
❖Dessert
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A learning menu offers a main course which
all students are required to complete
entirely.
The learning menu offers side dishes which
students have to complete a certain number
of options.
Desserts are optional or enrichment
opportunities for students.
The learning menu can be a short duration or
a long duration.
Menu Planner
Use this template to help you plan a menu for your classroom.
See Figure 3.4 for a complete menu.
Menu:__________________________________
Due: All items in the main dish and the specified number of side dishes must be
complete by the due date. You may select among the side dishes and you may
decide to do something of the dessert items, as well.
Main Dish (Complete all)
1
2
3
4
Side Dish (select __________)
1
2
3
4
Dessert (Optional)
1
2
3
Menu for Grade 6 – The Westing Game
Main Course
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Answer the following questions in your own words. There is not always a right and wrong answer. Your judgment is important!
How does Turtle’s partner bring about change in her? Explain fully and illustrate your answer with examples.
Why does Madame Hoo feel guilty during the last meeting of the heirs?
What reason does James Hoo have for hating Samuel Westing? Explain why this is so.
What inaccuracies does Turtle deliberately include in her summary in Chapter 30? Explain why the inaccuracies are included.
Side Dishes
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Choose 2 from the choices below. You may go back for more once you’ve finished the main course!
How does the author use chess as a unifying agent in the story? Give several examples.
How does Westing overcome needs in the heirs’ lives by this insightful parings? Be specific.
How does the mistake in Sydelle’s identity prove beneficial to the other heirs? Again, be specific.
How does the author stress Westing’s appreciation for America? Give examples.
How does the setting serve as a microcosm for the heirs? Be specific, give examples. (micro = small, cosin [kosmos] = world/order)
Compose a personal letter from Samuel Westing to Crow in which you reveal the warm personal feelings he has for her. Discuss
Westing’s grief and frustration over the loss of their only child. Conclude with an attempt to make up for long years of separation.
Use Westing’s voice as you write.
Dessert
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Desert is optional! You may pass on dessert, or you may indulge in any that appeal to you! Enjoy!
Research the writing of a will. Why might you want a lawyer to help with the writing of a will? Find out what might invalidate a will.
Try to locate some interesting or humorous wills. Culminate this activity by writing your own will.
Cinquain a character from the novel. Please include an illustration of your character with the poem.
Write an obituary for one of the characters in the novel. Read some obituaries in the local newspaper for preparation. Include an
appropriate illustration with your obituary.
Research the history of the abacus. Locate an abacus and learn to use it. Compare the abacus and calculator discussing their
advantages and disadvantages. Share what you learned with the class.
DIFFERENTIATING WITH MENUS
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Think-Tac-Toe plays off
the familiar childhood
game. It is a simple way
to give students
alternative ways of
exploring and
expressing key ideas
and using key skills.
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Typically, the Think-TacToe grid has nine cells in
it like a Tic-Tac-Toe
game. The number of
rows and cells can be
adjusted.
Create a pair of collages that
compares you and a character in
the book. Compare and contrast
physical and personality traits.
Label your collages so viewers
understand your thinking.
Write a bio-poem about yourself
and another about a main
character in the book so your
readers see how you and the
character are alike and different.
Be sure to include the most
important traits in each poem.
Write a recipe or set of directions
for how you would solve a problem
and another for how a main
character in the book would solve
a problem. Your list should help
us know you and the character.
Draw/paint and write a greeting
card that invites us into the
scenery and mood of an important
part of the book. Be sure the
verse helps us understand what is
important in the scene and why.
Make a model or a map of a key Make 2 timelines. The first should
place in your life, and an important illustrate and describe a least 6-8
one in the novel. Find a way to
shifts in settings in the book. The
help viewers understand both what second should explain and
the places are like and why they illustrate how the mood changes
are important in your life and the with the change in setting.
characters’.
Using books of proverbs and/on Interview a key character from the Find several songs you think
quotations, find at least 6-8 that
book to find out what lessons
reflect an important message from
you feel reflect what’s important
he/she thinks we should learn from the book. Prepare an audio
about the novel’s theme. Find at events in the book. Use a Parade collage. Write an exhibit card that
least 6-8 that do the same for your magazine for material. Be sure thehelps your listener understand how
life. Display them and explain your interview is thorough.
you think these songs express the
choices.
book’s meaning.
Novel Title: ____________________ Author:_______________________
Activities Selected: _______, _____, _____
Student: ______________________
Remembering Understanding
Applying
summarize, describe,
list, define, tell, describe,
identify, show, label, collect, interpret, contrast, predict,
examine, quote, name, who, associate, distinguish,
when, where
estimate, discuss, extend
apply, demonstrate, calculate,
complete, illustrate, show, solve,
examine, modify, relate, change,
classify, experiment,
Analyzing
Creating
Evaluating
analyze, separate, order,
explain, connect, classify,
arrange, divide, compare,
select, explain, infer
combine, integrate, modify,
rearrange, substitute, plan,
create, design, invent, what
if?, compose, formulate,
prepare, generalize, rewrite
assess, decide, rank, grade,
test, measure, recommend,
convince, select, judge,
explain, discriminate, support,
conclude, compare
Analyzing or
Creating
Applying or
Evaluating
Technology
RAFT’S
ROLE, AUDIENCE, FORMAT AND TOPIC!
The RAFT strategy is an engaging, high level strategy that
encourages writing across the curriculum.It also offers
a way to encourage students to…
✕ –…assume a role
✕ –…consider their audience,
✕ –…examine a topic from a relevant perspective or
alternative point of view
✕ –…write in a particular format
•All of the above can serve as motivators by giving
students choice, appealing to their interests and
learning profiles, and adapting to student readiness
levels.
RAFTs can…
✕ • Be differentiated in a variety of ways:
readiness level, learning profile, and/or
student interest
✕ • Be created by the students or Incorporate a
blank row for that option
✕ • Be used as introductory “hooks” into a unit
of study
✕ • Keep one column consistent while varying
the other columns in the RAFT grid
RAFT Assignments
Topic or Text:
Objectives:
Role
Audience
Format
Topic
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http://daretodifferentiate.wikispaces.com/
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Other choice options:
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Baseball menus
Checklists
Contracts
Think dots
2/5/8
Questivities
QUALITY MATTERS!!!!!!!!!
Strive to make every choice a quality
option!
How could you make the sample choice boards better?
Please follow your curriculum and design/create a
choice menu or Think-Tac-Toe or RAFT,
incorporating Bloom’s Taxonomy as a guide.
Consider adding a technology piece,21st Century
learning or add a global component as one of the
choices.
Menu Goals:
1.
Students should know:
2.
Students should understand:
3.
Students should be able to:
Analyze, draw conclusions and support conclusions.
STRATEGIES WHERE YOU CAN GET THE
MOST
BANG FOR YOUR BUCK!!!!
Select one of the strategies to learn and try!
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Complete all assignments+
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Article blog
Choice Menu/TIC TAC TOE/or RAFT
Select a topic or standard, create your own, and try it
out!
Be ready to share out/peer edit about your choice option
you created next session
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Select one of the “Bang for your Buck”
activities to try this month!
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Please address the following on your green exit
index card.
The Good ☺
The Bad ☹
The Might be OK :-
Please remember to Plus/Delta this session as
well as the course as a whole on your way out
today. Thank you!
Teaching
and Learning
Strategies
Class 4 Session 3
Tech Tools for Differentiation
By: Kathy Beck -Technology Specialist
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To learn about Current Technology Tools
Create a technology integration plan
To share experiences with Student Choice
Options
To review what we know about differentiation
To continue to read and respond to the articles
on the PAC blog
TECHNOLOGY INTEGRATION PLAN
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Read the final article on creativity. Highlight important
thoughts and connections about the article. Bring in 5
random items which would fit in a small ziploc baggie.
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Complete all assignments (tiered lesson, student
choice option, blog posts)
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Create and implement your Technology plan- be ready
to share and peer edit
Complete the class information sheet provided
Plus/Delta this session on your way out!
Teaching
and Learning
Strategies
Class 4 Session 4
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To learn about tiered assignments, Think-Tac-Toe and menus as
strategies for differentiation
To teach/utilize a tiered assignment and share out results
To teach/utilize a menu assignment and share out results
To read three articles that are provided and respond on the AIG
blog
To integrate a technology tool learned during session 3
To share strategies which promote critical and creative thiking
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Menus/Choice Boards/Extension Menus-Sessions 3
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Tiered Activities-Sessions 1, 2 & 4
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Compacting- Session 2
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Think Tac Toe-Session 3
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Technology integration-Session 2-3
-To explain in teams your “Bang for your Buck”
Activity
-To share Think-Tac-Toe lessons used with
students and peer edit
-Learn about Creativity and Innovation strategies
which promote divergent thinking, CPS and PBL
-To become acquainted with additional games
and strategies for critical thinking
WELCOME BACK TO PAC-4
SESSION 3!
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Please sign in, get your homework folder, and
check the spreadsheet to see if you have any
assignment missing.
*** If I do not have you checked off and you
know you did a blog or assignment, just leave
me a sticky note (with your name and the
assignment or post you completed) and I will
check***
PAC CLASSES FOR FALL 2013!
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Please fill out the index card on your
table!!!!!
Name:
School:
Graduating this spring? Yes or no
PAC Classes you still need: 1,2, or 3 (you are
taking 4 now! ☺)
TAKE TURNS EXPLAINING THE “BANG FOR
YOUR BUCK”
YOU EXPLORED AT YOUR TABLE. REFLECT
ON WHAT WORKED OR DIDN’T WORK. WE
WILL ALSO SHARE OUT TO THE WHOLE
GROUP.
TECHNOLOGY PLAN SHARING!
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Leave the choice option you created on your
table.
Provide feedback to your session-mates
through your “lens” on sticky notes (at least 5)
Consider how you could modify that tool for
your content or grade?
CREATIVITY
Why does it matter ?
CREATIVITY: A WORKING DEFINITION
Creativity is typically defined as the ability
to produce work that is novel (i.e., original,
unexpected), is high in quality, and has value.
WHAT IS THE RELATIONSHIP
BETWEEN GIFTEDNESS AND
CREATIVITY?
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Definitions include creativity as:
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An expression or type of giftedness (federal)
A dimension of intelligence that supplements IQ; a
part of giftedness (Sternberg)
A condition for the identification of giftedness
(Renzulli)
Extension of giftedness
WHY DOES IT NEED TO HAPPEN, AND
WHAT CAN WE DO TO MAKE IT
HAPPEN?
At your team table, work as a group to list
barriers or inhibitors to creativity and things
which foster and facilitate creativity in our
children.
IMPORTANT POINTS TO REMEMBER
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Creativity is implied in the Common Core rather
than explicitly stated.
The Common Core expresses expected
OUTCOMES rather than detailing HOW students
should develop competencies (like creativity).
Creativity and innovation are specifically stated
as critical 21st Century learning skills.
NCSCOS, COMMON CORE ELA
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Creative writing and expression are included in the Common Core
ELA standards to some degree, most obviously in the items that
refer to creative writing.
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P21 encourages all states and districts to strengthen the Common
Core by emphasizing the grade-level indicators that call for
creative expression in ELA, including creative writing and creating
and delivering presentations.
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Creativity can also be incorporated as an element of almost any
performance task related to ELA, and educators should consider
how creativity will appear in curricula and performance-based
measurements.
Partnership for 21st Century Skills
WHAT’S A “FUZZY” PROBLEM?
Check out www.byrdseed.com for some neat
ideas on creativity and other strategies
appropriate for challenging and increasing rigor
with your students!
THE TEAM CREATIVITY CHALLENGE…
ACCEPT IT!
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You and your teammates have 11 minutes to create a
invention/device/thingy which will transport the Magic Sphere
along a journey which will cause at least 3 events to happen
during the trip. Magic Sphere needs to end up safe and sound in
his bed.
You may only use the materials I provide and one thing from
everyone at the table they have available. Ready, set, go!
THOUGHTS?????
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What does it show about teamwork, individual
student strengths, working under a time limit,
perseverance etc?
What was difficult? What was easy? Was it too
fuzzy?
In what ways could it work or not work in a class
setting?
CREATIVE PROBLEM SOLVING
MITCHELL AND KOWALIK 1999\BASED ON OSBORNE AND PARNES
PROBLEM SOLVING MODEL
Creative-an idea that has an element of newness
or uniqueness which has value and relevancy
Problem-any situation presenting a challenge,
opportunity, or is a concern
Solving-devising ways to answer, meet or resolve
problems
THE CPS PROCESS
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1. Mess Finding
2. Data Finding
3. Problem Finding
4. Idea Finding
5. Solution Finding
6. Acceptance Finding
PROBLEM BASED LEARNING
THE PBL PROCESS
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1. Explore the issues:
Your teacher introduces an "ill-structured" problem to
you.
Discuss the problem and list its significant parts.
You will gather information and learn new concepts,
principles, or skills as you engage in the problemsolving process.
2. List "What do we know?"
What do you know to solve the problem?
This includes both what you actually know and what
strengths and capabilities each team member has.
Consider or note everyone's input, no matter how
strange it may appear: it could hold a possibility!
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3. Develop, and write out, the problem statement in
your own words:
A problem statement should come from your/the
group's analysis of what you know, and what you will
need to know to solve it.
Note: The problem statement is often revisited and
edited as new information is discovered, or "old"
information is discarded.
4. List out possible solutions
List them all, then order them from strongest to
weakest
Choose the best one based on your research
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5. List "What do we need to know?"
and list actions on a timeline
Research the knowledge and data that will support your
solution
Discuss possible resources
Experts, books, web sites, etc.
Assign and schedule research tasks, especially deadlines
What do we have to know and do to solve the problem?
How do we rank these possibilities?
How do these relate to our list of solutions?
6. Write up your solution with its supporting documentation,
present findings
THE PBL AND PERFORMANCE TASK
CONNECTION
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A performance task is a complex scenario that
provides students an opportunity to
demonstrate what they know and are able to do
concerning a given concept/content.
A teacher is asking students to show that they
can use the knowledge and skills they learned
in an authentic real life situation.
A PERFORMANCE TASK…
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Is realistic
Requires judgment and innovation
Asks a student to “do” the subject.
Replicates or simulates a real-world, authentic task
Assesses a student’s ability to efficiently and effectively
apply/use a repertoire of knowledge and skills to negotiate
complex tasks
Allows appropriate opportunities to rehearse, practice, and
consult resources; obtain feedback on performances; and
refine performances and products.
Wiggins and McTighe. Understanding by Design
SCENARIO #1
The state has announced the establishment of a Hall of Recognition to
honor the contributions of local citizens to their community, the state, or the
nation. Because you are learning about famous individuals from North
Carolina, you have been selected to nominate a candidate you believe would
be worthy of admission to the Hall.
Your task is to select and research the life of your chosen individual. Submit
a nomination letter to the Hall’s selection committee explaining the reasons
your candidate should be included in the Hall of Recognition. Be sure to
describe your candidate’s accomplishments and the contributions your
candidate has made.
Wiggins and McTighe. Understanding by Design
SCENARIO #2
(At several specified times during the school day,
students observe and count, for a set length of time, the
number of cars and other vehicles going through an
intersection near the school.)
The police department is considering a traffic light
or a crossing guard at the intersection near your
school. Your help is needed to make graphs that
show how many vehicles go through that
intersection at certain times of the day. Excellent
graphs will be sent to the Chief of Police for review.
SCENARIO 3
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You have been asked to serve on a community
improvement team as a student representative to help
clean up the local pond and natural area in town. You
need to convince your local government to fund the
clean up by presenting at the next council meeting.
Work as a team to create a presentation outlining the
current situation, the stakeholders, environmental
impact, and an action plan/proposal on how you can
improve the situation.
USE THE GRASP DOCUMENT TO WORK
AS A TEAM TO CREATE YOUR OWN
PERFORMANCE TASK!
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Tiered assignments - When teachers want to
ensure that students with different learning
needs work with the same essential ideas and
use the same key skills, tiered assignments are
used.
By using tiered assignments, students can take
different paths to reach common goals.
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Teachers can create tiered assignments based
on student readiness and prior knowledge.
The levels of complexity of the tasks may vary,
but the overarching understandings and core
skills are the same.
Teachers might envision a ladder with
assignments requiring a higher level of
complexity at the top, they can then
differentiate assignments moving down the
ladder.
WHAT WORKS FOR AIG:
LESSONS LEARNED NCDPI– AIG
PROJECT
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Work with following strategies/techniques:
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Concept-based teaching
Concept development
Socratic seminars
Problem-based Learning
Tiered assignments
Curriculum Compacting
Independent Projects
ADDITIONAL CHALLENGE ACTIVITIES FOR
DIFFERENTIATION
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Jacob’s Ladder Comprehension
RAFT assignments (Role Audience Format Topic)
Socratic Seminar
Divergent Thinking
Creative Problem Solving- Problem Based Learning
Debate and “structured controversies”
World Issues Integration (DEP’s?)
Academic Vocabulary- 100 classic words
Latin roots and Greek Stems
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LAST CLASS MEETING IS
WEDNESDAY,
TH
APRIL 10 !!!
Homework:
Read the Creativity article and respond via email ( I will
send a link to the article electronically too!)
Create a performance task as we did in class
focusing on an upcoming topic or lesson
( I will forward a helpful link on performance tasks as
well for guidance)
Finish any incomplete work! ☺
TECHNOLOGY FIELD TRIP!
We will start our last class in the room, then
we’ll head south, down the stairs to meet in the
tech lab. There we will discover some new tools
you can use for differentiating for your
students!
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To review tiered assignment components
To share Menus used with students
To peer edit Technology integration plan
To check available resources fro the AIG
Resource room
Explore additional differentiation
strategies/topics
Reflections on Course 4
AT A GLANCE…….
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Review creativity article
Scenario sharing/PBL set ups
Technology supporting differentiation
Graduation Celebration!
All unfinished work in by April 30th
Course Evaluation
Resource room visit or work completion time
1.
2.
3.
Please complete the course evaluation form
What activities, strategies or information were
,most valuable to you over the course?
What specific topics/strategies would you like
to be included in future classes?
In what ways would you improve the class?
Thanks for your thoughtful input!
THANK YOU FOR A GREAT CLASS!