Connie Rogers
STAR3 Facilitator
WSFCS
Name Tags
Hold paper landscape and fold it horizontally. (Hot dog style!)
• Before writing your name read the questions:
o What is your position in the family?
• Oldest – write your name in red
• Youngest – write your name in green
• Middle – write your name in black
• Only Child – write your name in blue
o Are you married?
• Yes – write in cursive
• No - write in manuscript
o Draw the number of children that you have before your name
labeling them so that we know their names.
• Draw the following symbol on your name tag to indicate the
month in which you were born:
• January – snowman
July – sailboat
• February – heart
August – sun
• March – kite
September – apple
• April – umbrella
October – pumpkin
• May – flower
November – turkey
• June – school
December – holly leaf
• Think about both of these before putting the border on your
name tag:
• On which day of the month were you born? – Put that many
dots in the border of your name tag
• How many siblings do you have? – Color a line around the edge
of your border as follows:
• 0 – green 1 - blue 2 – purple 3 – yellow 4+ - red
• Agenda
• Housekeeping
• Setting Professional Norms
Find your Co-Stars!!!
Questions to Ponder….Hummmmm
1. What do you think measured intelligence has to do
with success?
2. To what degree do you believe the brain is malleable?
3. What do you believe about the role of effort in
success?
4. Do you buy the idea that with hard work & good
support, almost any student can accomplish what he/she
needs to accomplish in school?
5. What do you do to reinforce or challenge your beliefs
in these areas in your classroom?
http://www.online-stopwatch.com/dynamite-timer/full-screen/
•Success comes from being smart
•Genetics, environment determine
what we can do
•Some kids are smart—some aren’t
•Teachers can’t override students’
profiles
•Success comes from effort
•With hard work, most students
can do most things
•Teachers can override students’
profiles
•A key role of the teacher is to set
high goals, provide high support,
ensure student focus—to find the
thing that makes school work for a
student
Mindset???
https://www.teachingchannel.org/videos/chall
enging-students?fd=1
Headline Summary
Write a newspaper headline on
your sentence strip that
summarizes what you have
learned so far. Tape to the wall on
your way to break.
Teaching students to summarize improves their memory for what is
read. Summarization strategies can be used in almost every content
area.
Back in 10 Minutes!
Is She Only Knew Me
by Jeff Gray
HOW????????
Talk at the door
Give interest surveys
 Use formative assessments
 Use small group instruction
 Use dialogue journals
 Have student conferences
 Host open room days
 Ask for student input
 Take notes while kids work
 Use Sticky Notes
Use notebooks
Listen
 Seek varied perspectives
 Start or stop class with kid talk
 Go to student events
 Watch before & after school, & at
lunch
Keep student data cards
 Take notes during class
 Attend extracurricular activities
 Ask parents
Ask students what’s working for
them (& what’s not)
Ways to get to know your students :
https://www.teachingchannel.org/videos/teac
her-student-relationship?fd=1#
Responsive Teaching…
Who we teach
What we teach
Where we teach
How we teach
IT TAKES ALL THE PARTS
Differentiation is not a set
of strategies, but rather a
way of thinking about
teaching & learning.
Content
Teachers must ensure that ALL students have
meaningful access to the content.
Therefore, teachers do not vary from what they
teach as to how students encounter the
information.
•
•
•
•
•
•
Different graphic organizers
Manipulatives
Role playing
Taped passages of text
Leveled texts
Native language texts
Process
How a student makes sense of, or comes to
understand the information, the ideas, and skills
that are at the heart of a lesson.
Class activity
Homework assignment
Learning center
Research
What the students DO
Product
Assessments or demonstrations of what
students have come to know, understand, and
be able to do as a result of the learning.
It is the child’s opportunity to show what they
have learned. (major assessment)
• APT
• Projects
• Authentic assessments
• Problem based inquiries
• Exhibitions
• Portfolios
Learning Environment
Both the operation and the tone of a classroom.
It is the “weather” that affects virtually
everything that transpires in a classroom.
• Rules
• Procedures
• Balances seriousness about learning with
celebration of success
• Mutual respect
Differentiation
Differentiation is NOT
Differentiation IS
Chaotic
Proactive, qualitative and rooted
in assessment
Another way to provide
homogeneous grouping
Multiple approaches to content,
processes and products
Just “tailoring the same suit of
clothes”
Student centered
The individualized instruction of
the 1970s
Blend of whole-class, group, and
individual instruction
With your table group, read each card,
decide if it reflects differentiation by
content, process, product or learning
environment.
https://www.teachingchannel.org/videos/prob
lem-solving-math
Back in an hour!
How are you feeling???
Essential Question
How do you differentiate a classroom with
diverse learners to achieve academic
success?
The Role of Pre-Assessment in
Differentiation
Pre-assessment is especially critical to be able to
determine the student's level of readiness to
proceed with the new unit of study.
These three questions should guide every lesson:
Planning: What do I want students to know and/or to
be able to do?
Pre-assessment: Who already knows the information
and/or can do it?
Differentiation: What can I do for them so they can
make continuous progress and extend their learning?
Pre-Assessment
(Finding out)
Pre-test
Graphing for Greatness
Inventory KWL
Checklist
Observation
Self-evaluation
Questioning
Graphic organizers
Assessments That Support Readiness
Differentiation
Pre-assessment Tool: Journals
As it relates to a curriculum objective, ask students to:
•describe processes
•give examples
•provide reflections
Take the
opportunity for
a one-to-one
interchange
with the student
Tell me what
you know
about
fractions.
What is the
purpose of a
hero in a
story?
9
Burns and Purcell, 2002
Preassessment Tool:
Lists and Surveys
• “Tell me all the words
that come to mind when I
say “oceanography;”
• List the attributes of
French Impressionistic
paintings;
• Name several types of
land masses;
• Give examples of foods
that contain high fats and
sugars.
Burns and Purcell, 2002
14
Burns and Purcell, 2002
15
Pre-assessment Tool:
Products
• Create a bar graph using data from the
sports section of the newspaper
• Make a landscape drawing with a
horizon
• Show me your latest science lab report
Burns and Purcell, 2002
16
Pre-assessment Tool:
Performances or Conferences
•
•
•
•
Explain how you found this answer
Import a graphic for the newspaper
Create a magic square
Use a calculator to solve an
equation
• Read to me
Burns and Purcell, 2002
17
Pre-assessment Tool:
Concept Map
-Used when teaching concepts and principles
-Graphic representation of students’ understandings
-Uses a word bank, web, and links
day
see in
sun
is a
Star
Burns and Purcell, 2002
space
has
see at
night
is in
makes a
constellation
heat
Word Bank
Sun
Hot gas
Space
Heat
Night
Constellation
Day
makes
hot gas
18
Telling Time
• Make a list of the 1st grade children
and what you think the data tells you
about their knowledge of telling time
and clocks.
• Think about the children whose
clocks you reviewed. Who needs what?
• How will you plan for their
instruction?
Time to Plan the Learning Event
All tasks must attend to the same
learning goals
All tasks must be equally engaging
Provide enough challenge to stretch
all students
Differentiation is seldom about different
outcomes for different kids. It’s about different
ways to get kids where they need to go.
Small group
instruction and
or flexible
grouping can be
a powerful way
to differentiate!
NO MORE
Buzzards
Blue Jays
Wombats
Group 1
• Meet with teacher
• Brainstorm for hot topics
• Web ideas for possible
inclusion
• Develop a word bank
• Storyboard a sequence of
ideas
• Make support ladders
• Begin writing
Group 2
• Alone or in pairs, develop a
topic
• Make a bank of power ideas
• Web or storyboard the
sequence and support
• Meet with teacher to
“ratchet”
• Begin writing
• Paired revision
• Paired editing
Graphic Organizers – by readiness
The class does the same activity, but
more guidance is given for those who
may need it.
Character Map-1
How the character looks:
____________
____________
____________
____________
____________
____________
How the character thinks or acts:
____________
____________
____________
____________
____________
Most important thing to know about the
character _______________________
________________________________
________________________________
Character Map-2
What the character says
or does ____________
__________________
__________________
__________________
__________________
__________________
What the character really MEANS
to say or do ____________
__________________
__________________
__________________
__________________
The author’s bottom line about this character
________________________________
________________________________
________________________________
Character Map-3
Clues the author gives us
about the character
____________
____________
____________
____________
____________
____________
Why the author gives THESE clues :
____________
____________
____________
____________
____________
The author’s bottom line about this character
_______________________
________________________________
________________________________
Rock Log
•Sort your samples.
•Draw each sample in the correct column.
•Write a description that tells color, texture
and other characteristics about the rock.
Sedimentary
Metamorphic
Igneous
Sedimentary
You may see
small particles of
rock and other
materials. The
particles may
look rounded.
You may see
layers in some
rocks.
Metamorphic
These rocks may
have crystals or
layers. They are
formed from other
rocks that have
been changed by
heat and pressure
Igneous
You may see
large crystals
in some of
these rocks.
Others will
not have
crystals, but
you will see
air holes.
Some may
look like
glass. There
are no layers.
Highlighted Text
About 15% of a chapter—e.g.
•Introduction
•Conclusion
•Critical passages
•Key graphics
Intended for English language learners
•Also helpful for students:
•with ADHD
•with learning disabilities
• who have difficulty making meaning
•who are weak readers
COMMENTS FOR THOUGHTFUL READERS
Try using one of these sentence starters when writing about what you have read.
(Try to use a different one than you used last time.)
I like the way . . .
I was surprised . . .
It reminds me of . . .
I’m excited I noticed . . .
I didn’t expect . . .
I’m curious about . . .
I’m not sure about . . .
It makes me think . . .
If I were . . .
It seems like . . .
I wonder . . .
I can’t wait to . . .
I enjoy . . .
It makes me . . .
I don’t understand . . .
COMMENTS FOR THOUGHTFUL READERS
(Use one of the sentence starters when writing about what you read,
Be sure you tell why you feel as you do.)
Three ways this story is better than____are…
A place the author really grabbed my imagination was . . .
I wondered what the author was thinking when . . .
Something in the story that sounds like my life is . . .
Something in the story that’s absolutely not like my life is . . .
The most creative thing in the story is . . .
If I could change . . .
I understand how a character felt when . . .
I had trouble understanding a character when . . .
An object that most reminds me of this story is . . .
An idea I had whole reading the story is . . .
The most important things to remember about this story are . . .
I think the author . . .
If I could talk to . . . . . in the story, I’d ask….
Choices in Writing Prompts
Learning Goals:
Know – details from Viorst’s Alexander and the Terrible, Horrible,
No Good, Very Bad Day
Do – Write; refer to textual details in this writing
Understand – The descriptions and events in a story help a
reader know more about the feelings and choices of a character .
Choose one of the following and write your response. Use details
from the story that we read.
o Compare Alexander’s Terrible, Horrible Day to one of yours.
How are they similar and different?
o Create a different ending to the Terrible, Horrible Day by
changing some of the details of the story.
o Pretend you could talk to Alexander the day BEFORE his
Terrible, Horrible Day. What advice would you give him to help
him make it better?
Speaking of Choices…..Consider
Think Tac Toe Activities.
Think Tac Toe
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.
• As with related strategies, it is important that no matter
which choices students make, they must grapple with the
key ideas and use the keys skills central to the topic or area
of study.
• In other words, whichever choices the student makes,
he/she should be addressing the same KUDs as the others
Knowledge
Comprehension
Application
list, define, tell, describe,
identify, show, label, collect,
examine, quote, name,
who, when, where
summarize, describe,
interpret, contrast, predict,
associate, distinguish,
apply, demonstrate, calculate,
complete, illustrate, show, solve,
examine, modify, relate, change,
classify, experiment,
Analysis
Synthesis
Evaluation
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
estimate, discuss, extend
Comprehension or Application or
Evaluation
Evaluation
Knowledge or
Analysis
Underground Railroad - The Drinking Gourd and Barefoot - Grade 3
Choose your own assignments! You must choose at least three
activities in a tic-tac toe design. Color in each box as you complete
each assignment. Have fun!
Build a
constellation with
min-marshmallows.
Compare/contrast
Underground
vs.
“Real” railroad
Use a Venn diagram and
then write 3 paragraphs.
Technology Geometry
KidPix Project Design a quilt.
Drama & Sounds
• Act out Barefoot’s
story and interject
sounds being heard.
• Video the
performances
Journaling List of things runaway
will need for safe
passage, advice about
signals and possible
route.
Research stations
that existed in RI.
Mapping •Select route
between two
designated points.
•Calculate distance
runaway traveled
each day.
Music a. analyze symbolism in
song
b. create your own verse
Debate/TrialDifferent roles unlawful
unethical
?consequences
How to change law
Let’s look a
little closer
at a couple of
strategies
Have these students ever been in your class?
“I’m not finished
Freddy”…
It takes him an
hour-and-a-half
to watch 60 Minutes.”
The Purpose of an Anchor
Activity is to:
•Provide meaningful work for students when they
finish an assignment or project, when they first
enter the class or when they are “stumped”.
•Provide ongoing tasks that tie to the content
and instruction.
•Free up the classroom teacher to work with
other groups of students or individuals.
• Tasks that students move to automatically after
completing assigned work.
• Essential to student learning - not just time fillers
• Linked to curricular K-U-Ds
• Options offered from teacher and/or student
generated lists
• May be generic or specifically linked to a topic of
study
• Provide opportunities for all students to use anchor
activities
• Seldom graded
used in any subject
whole class assignments
small group or individual assignments
tiered to meet the needs of different
readiness levels
Interdisciplinary for use across content
areas or teams
When to use Anchor Activities
to begin the day
when students complete an
assignment
when students are stuck and waiting
for help
Types of Anchor activities
DEAR Time - Silent Reading
Journal Writing or Learning Logs
Vocabulary Work
Math “Problem of the Day”
Learning Centre
Spelling Practice
Portfolio Management
Choice Boards (for different content areas)
Using Anchor Activities to
Create Groups
Teach the whole class to work independently and
quietly on the anchor activity.
Half the class works
on anchor activity.
1/3 works on
anchor activity.
Flip-Flop
1/3 works on a
different activity
Other half works on
a different activity.
1/3 works with
teacher---direct
instruction.
Beginning Anchor Activities…
• Teach one key anchor activity to the whole class very carefully.
Later, it can serve as a point of departure for other anchors.
• Explain the rationale. Let students know you intend the
activities to be helpful and/or interesting to them.
Help them understand why it’s important for them to work
productively.
• Make sure directions are clear and accessible, materials readily
available, and working conditions support success.
• Think about starting with one or two anchor options and
expanding the options as students become proficient with the
first ones.
• Monitor student effectiveness with anchors and analyze the
way they are working with your students.
• Encourage your students to propose anchor options.
• Remember that anchor activities need to stem from and be
part of building a positive community of learners.
… an engaging, high level strategy that
encourages writing across the curriculum
… a way to encourage students to…
–assume a role
–consider their audience,
–write in a particular format
–examine a topic from a relevant
perspective
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
Our Community RAFT
(Primary grade)
Know: responsibility, role, respect, behavior
Understand: Our classroom community
depends on us working together
Do: Discuss, reflect, respond
Role
Audience
Format
Topic
Me
Myself
Talk inside
my head
My top 5 ideas about
being a good friend
Classroom
gerbil
Mouse
Conversation Let me tell you what I
outside the after school saw today that makes
me happy about the
window
boys and girls who take
care of me.
Raffi
1st graders
Rhyme or
song
“Here’s How to Be a
Friend”
Bunny
Other
bunnies
His Bear
children
Story or
cartoon
Chart or list
What we should do to
help each other
Our class
Jigsaw puzzle Together, we make the
Papa
Berenstain Bear
Our class
vocabulary
words this week
Best Bear Behavior in
School
big picture of a
respectful community.
Know: sequence, pace
Understand: Seeing events in a logical order
Do: Place items in order of occurrence;
write with accuracy & completeness
Role
Audience
Format
Topic
Tortoise
Hare
6-panel
storyboard
How I Won the
Race
You
Teacher
Bulleted list
Things I do in the
morning to get
ready for school
Sports star
Reporter
News item
Here’s how I got
hurt … and what
I’ll do next
Cousin
You
Set of directions
Help me learn to
play checkers
Hermione
Granger
Harry Potter
Conversation or
dialogue
What happened to
make you so
suspicious?
Marble
Kid
“Marble Raceway” Watch me roll!
model with exhibit
card describing
each tumble or
turning point
Possible Ideas for a RAFT
Choose ideas that advance the learning goals.
Characters
from a story
Public service Key terms
job
Scientists or
politicians
Historical
figures
Musical
instruments
Diseases
Geographic
formations
Vocabulary
words
Cartoon
characters
Types of
fabric
Composers or
artists
Instruments
or tools
Shapes or
colors
Authors or
inventers
Business or
industry person
Minerals or
chemical
elements
Cities,
countries or
continents
Brand
name or
object
Technical terms
Possible RAFT Formats to Differentiate by
Learning Modality
Written
Visual
Oral
Kinesthetic
Diary entry
Bulleted list
Obituary
Invitation
Recipe
Movie critic
FAQs
Editorial
Gossip
column
Comic
Crossword
puzzle
Map
Graphic
organizer
Print ad
Photograph
Fashion
design
Song
Monologue
Radiocast
Museum
guide
Interview
Puppet show
Political
speech
Story teller
Model
Cheer
Mime
Demonstration
Sales pitch
with demos
Sew, cook,
build
Wax museum
How you might assign RAFTs
• Cut the “strips” apart and hand out to students; or
• Give only two choices per student, and make both choices
have formats fit with that student’s learning modality
• Give only two choices per student, and make both choices
fit skill/knowledge level of the student’s readiness; or
• Allow students to choose from a menu of possible roles,
or possible formats
Your turn!! –
Move to a grade level group. Identify a
concept you will be teaching in the fall.
Together design a R.A.F.T. that you can use
in your classroom that will allow students
of all readiness levels to meet with some
success in reaching identified learning
goals.
You will have 20 minutes to complete the
R.A.F.T. lesson
What is Cubing?
Cubing is an instructional strategy designed to
help students think about a topic or idea from many
different angles. A cube includes 6 commands, one on
each of its six faces, followed by a prompt that
describes the task the students should do related to
the command. Cubing can help students think at
different levels of Bloom’s Taxonomy.
How are cubes used?
·
Step 1: Identify the concept or targeted skill that will be the
focus of the activity.
·
Step 2: Create commands for the cubes that align with the key
concept. The commands on each cube should be differentiated to
meet the needs of the learners
·
Step 3: Make sure that students understand the commands and
the directions of the tasks.
·
Step 4: Group students according to readiness, interest, or
learning profile. Cubes or task cards can be different colors in order to
align with the needs of the different groups.
·
Step 5: Students in each group take turns rolling the die. To
provide choice, allow the student to roll again if he/she did not want
to do the first command. Each student rolls the die and completes
their given task. The group members should all be doing different
tasks.
What are the advantages to using Cubing?
Incorporates higher level thinking skills.
It is a simple way to differentiate, while still instructing each
student on the same topic or skill. Each cube may contain
the same commands, but the tasks on the cubes will be
different according to the needs of the various groups.
Rolling the die adds excitement and anticipation. It takes
what may be a “boring” assignment and makes it fun and
engaging.
Cubing is an excellent strategy for the tactile/kinesthetic
learners.
Things to Remember:
Cubes are differentiated by readiness, interest, and
learning profile.
Each side of a cube must have a command
followed by a prompting question or statement.
Cubing doesn’t have to only be used in small
groups. It can also be used independently or with
pairs of students.
All of the cubes should cover the same types of
questions and skills, just at various levels.
Example of how a command and task can be related to the same topic,
but differentiated in order to meet the needs of lower ability and
higher ability students:
1. Lower Question- Describe the desert using
as much information as you can, and involve
your five senses in the description.
2. Higher Question- Describe how your life
would change if you moved to the desert. Use
your senses and explain why changes would
occur.
Side One: Locate It
In two minutes, make a list
of all of the places in
which we find fractions in
every day life. Have your
partner time you.
Side Two: Define It
What is a fraction? How
would you explain what
a fraction is to a first
grader?
Side Three: Solve It
Complete fraction problems
1-10 on page 65. Have
your partner check your
work.
Side Four: Analyze It
What are the parts of a
fraction? Define each
part and describe their
relationships to one
another.
Side Five: Think About It
When dividing fractions,
why do we have to “invert
and multiply”? Show your
thinking on paper.
Side Six: Illustrate It
Create a children’s
picture book
about fractions. Use “Give
Me Half!” as an example.
A
Bloom’s
Cube
KNOWLEDGE
• Who is the main
character?
• State two things that
happened in the story.
COMPREHENSION
• Write a summary
of the story.
• List 2 words that
describe the main
character.
APPLICATION
• Create a time line of the
events in the story.
• Illustrate the climax or
turning point in the
story.
ANALYSIS
• Compare yourself with
the main character.
• Compare this story with
another one by the same
author.
SYNTHESIS
• Create a reader’s theater
from the text.
• Create an award for this
story and explain its
significance.
EVALUATION
• Write a review of this
story for the newspaper.
• Persuade the media
specialist to buy or not
buy this book.
ThinkDots:
􀂙􀂙 Students begin ThinkDots by sitting with other students
using activity cards of the same color.
􀂙􀂙 Students roll the die and complete the activity on the
card that corresponds to the dots thrown on the die.
􀂙􀂙 If the first roll is an activity that the student does not want
to do a second roll is allowed.
􀂙􀂙 Teachers can create an Activity Sheet to correspond to
the lesson for easy recording and management.
Make an acrostic poem using
one of the main parts of a
plant. Use the letters in the
word to begin your poem. Draw
a picture to illustrate your
poem.
Read the book The Little Seed.
Choose a plant and draw the life
cycle, beginning with the seed.
Write a creative story about a
Go to the enchanted learning
plant and what it needs to
website and choose the Little
survive. Illustrate your story
Explorers English picture
and then read your story to a
dictionary. Choose five words to
friend.
research. Write the words and the
definition on index cards.
Make a flip book about plants.
Label each page with a
different plant part (soil, seed,
root, stem, leaf, and flower).
Include a sentence and a
picture on each page.
Draw a plant and label each
part. Be sure to include the
soil, seed, roots, stem, leaves
and flower. Draw two things
the plant needs to survive in
the background.
Role
Yourself
Audience
Yourself
Format
Letter
Topic
Summarize what
you are taking
away from today’s
workshop.
What will you do
with the new
knowledge?
What is your
classroom going
to look like by the
end of first
quarter?
What do you
promise yourself
that you will do
with your
students now?
Pick just 2 things
to commit to
doing
Closing Analogy
"Teaching school is like teaching swimming lessons. You
have a couple of students that you can send off to the
deep end and they will probably be okay by themselves.
There are a bunch of kids in the middle who you can teach
something new to and then they can go off and practice.
But there are a few kids who if you take your eye off of for
even a minute, they will drown.” (5th grader)