The TLC Model: Teacher Learning Choices for Differentiating Instruction with Sanity and Success! Dr. Rita Brodnax ritabrodn@aol.com brodnaxsbetterbrains@gmail.com www.brodnaxsbetterbrains.com (812) 564-0966 TLC Model Teacher Learning Choices Dr. Rita Brodnax Brodnax’s Better© Brains Taken from the book, The Amazing Brain Humans are Complex Experience Expectant (M. Diamond and W. Greenough) and Require CEX: Complex Experiences Brodnax’s Better© Brains Learning Teams = A or B = 1, 2, 3 Brodnax’s Better© Brains Think-Pair-Share 1. Success is 99% attitude and 1% aptitude. 2. 3. Success is achieved by developing our strengths, not by eliminating weaknesses. Success is how high you bounce when you hit bottom. George Patton M. V. Savant 4. Success is never final. Failure is seldom fatal. It is courage that counts. Select a quote that appeals to you and share with your partner. Winston Churchill You decide who goes first. 6. Success means having the courage, the determination, & the will to become the person you believe you were meant to be. George Sheehan 8. 9. is too short, Success is 10% Rule your mind or so kiss slowly, inspiration & it will rule you. laugh insanely, 90% perspiration. love truly and Horace Thomas Edison forgive quickly. 7. Life Choices within Boundaries Topic: Differentiated Instruction 1. 2. 4. 7. Student Signature & Date: 3. 6. 8. Tic-Tac-Toe Choices: 9. Teacher Signature: 1, 2, 3, 4, 6, 7, 8, 9 Brodnax’s Better© Brains st 21 Century Skill ____ and Capacities ______ ___ Inventive _______ Literacy Seven Capabilities & Capacities 1. Knowledge & ___________ 2. Rigor & _______________ 3. Innovation and New _________ 4. Inquiry & Problem ___________ 5. Learning & Learning How to_______ 6.______________& Connections 7. _______________ & Resiliency Effective Communication and _________ High ___________ Brodnax's Better Brains © 11 21st Century Skill Sets and Capabilities Digital-Age Literacy Inventive Thinking Scientific, Economic and Technological Literacy Visual and Information Literacy Creativity, Curiosity, Risk-Taking Higher- Order Thinking & Balanced Thinking Knowledge of Interdependent Systems Multicultural Literacy and Global Awareness Managing Complexity, Adaptability and Self-Direction “Interdependence” of World & Literacies Looking at Issues From Various View Points Capabilities Application of Knowledge Rigor and Relevance Innovation and Generation of New Knowledge Inquiry & Problem Solving Learning & Learning How to Learn Relationships, Connections, Wellness Perseverance, Perspective & Resiliency Communication & Collaboration High Productivity Teaming, Collaboration & Interpersonal Skills Prioritizing, Planning & Managing for Results Interactive Communication Effective & Efficient Use of Real-World Tools Listening, Responding, Synthesizing Personal, Social & Civic Responsibility Ability to Produce Relevant, High-Quality Work Ability to Produce in a Timely Manner Brodnax's Better Brains © Business Classes UNIT Brodnax's Better Brains © TITLES 13 Same Same Same Different Extended Different Extended Different Extended Content • Knowledge • Applied Skills • Life Skills Student Interactive Activities • Rehearsal, Application, Percolation • Collaborative, Solitary • Projects, Products Assessments for Grades •Performance Projects, Products • Quizzes, Tests Student Interests Learning Styles Student Readiness Readiness Level Level Brodnax’s Better© Brains How about you! • Interests • Learning Styles Readiness Level Brodnax’s Better© Brains Student Interest Brodnax’s Better© Brains 16 Choices within Boundaries Topic Or Lesson_______________ 1. 2. Music 3. Environment 4. Family and Friends 6. Justice, Fairness 7. by Student Interests 8. Politics Student Signature & Date: Sports 9. Fashion Technology Tic-Tac-Toe Choices: Teacher Signature: 1, 2, 3, 4, 6, 7, 8, 9 Brodnax’s Better© Brains Multiple Intelligences Learning Styles Verbal Linguistic Debate Tell Keep Learn Read Explain Compare Make Share Discuss Give a Create Write Teach Bodily Kinesthetic Act Out Learn Use Build Put Together Logical Mathematical Identify Synthesize Evaluate Predict Analyze Brainstorm Write Contrast Sequence Design Make Take Visualize Build Apply Classify Discover Symbolize Solve Go to Visit Use Capture Care for Compose Play Learn Change Teach Observe List Classify Grow Collect Take Record Plan Categorize Interpersonal Draw Paint Use Chart Imagine Musical Rhythmic Copy Write Evaluate Use Rhyme Depict Play Dissect Do Teach Naturalist VISUAL Spatial Create Illustrate Practice Mind Map Play Choreograph Perform Assemble Create Touch/Feel Create Sing Listen Interpret Pattern Discuss Establish Paraphrase Role Play Practice Plan Interview Motivate Tutor/Teach Solve Do Make Process Collaborate Mediate Intrapersonal Think About Set Goals Observe Reflect Choose Make Describe Read Take Weigh Prioritize Relate Record Express Critique Brodnax’s Better© Brains 1. Find out about the role of worms in the process of composting. Create the lyrics to a song that shows at least 6 things worms can do in soil. 2. Research the 5 different types of soil and their purpose. Think about and describe what your life would be like without these “soils.” 3. Find out about different cultures that make sand paintings. Make your own sand painting and write a paragraph about this art form. (Musical-Rhythmic) (Intrapersonal, Naturalists) (Bodily Kinesthetic, Intrapersonal) 5. Content by Multiple Intelligences 6. Write a poem or story about the different types of soil and their characteristics. 4. Interview Mr. Clark about how adobe brick is made. Make a mural showing the process Indians used to make adobe brick and how they built their houses. Soil (Interpersonal, Visual Spatial) 7. Study the 5 different types of soil and their characteristics, look for patterns and create a chart or graph to explain to the class. (Visual Spatial, Interpersonal, Logical Mathematical) (Verbal Linguistic) 8. Find out about different cultures that are known for their clay pottery. Find pictures of the pottery and make your own pottery out of clay. (Visual Spatial, Intrapersonal, Bodily Kinesthetic) 9. Research COMPOSTING and RECYCLING. Compare and contrast them using the graphic organizer, Venn Diagram. (Visual Spatial, Verbal Linguistic) Pieces of Learning 1. Choose 2 2. Write a different 3. Draw at least 5 characters from your book. With another person, role play 2 key scenes from the book featuring these two characters. Prepare a power point to share your rationale for scene selection. ending to your story. This should change what happened in the last chapter of the book. Be prepared to explain why the different ending “makes sense.” comic strips that highlight 5 important events in your book. Make sure the dialogue is realistic for the characters. (Bodily-Kinesthetic, Verbal-Linguistic) (Verbal-Linguistic, Intrapersonal) 4. Design a poster advertising your book. Include interesting details about the book that would make others want to read it. (Visual- Spatial, Verbal Linguistic) 5. Interactive Activities by Multiple Intelligences Reading Comprehension Book Report (Visual- Spatial, Verbal Linguistic) 6. Create song lyrics and music to tell about your book. Use the book title as the song title. Perform for your class or record your song on audio tape. (Musical-Rhythmic) 7. Write a letter to 8. Make an 9. Make a timeline the author telling why you liked the book or why you didn’t like it. Give specific reasons for your opinion. information cube about your book with the following on the 6 different sides of the cube: title, characters, setting, plot, favorite part, illustration of scenes. with illustrations sequencing 7 important events that happened in the book. (Intrapersonal, Verbal-Linguistic) (Verbal-Linguistic, Bodily-Kinesthetic) (Logical-Mathematical) Pieces of Learning Choices within Boundaries Topic Or Lesson_______________ 1. 2. 3. Vary Complexity Level of Content Covered Vary Complexity Level of Thinking Skills Vary Complexity Level of Resourced Used 4. 6. by Readiness ”Complexity” Level Vary Structure Provided for Task 7. 8. Vary Content Student Signature & Date: Vary Complexity Level of Task 9. Vary Complexity Level of Content Covered Tic-Tac-Toe Choices: Vary Complexity Level of Student Products Teacher Signature: 1, 2, 3, 4, 6, 7, 8, 9 Brodnax’s Better© Brains 1. Draw some type 2. Write a short 3. Compare and of visual that relates the 2 forms of cell division. essay explaining the problems and benefits that may result from genetic engineering. contrast animals with genetic disorders. Identify the patterns that emerge using a graphic organizer. (Knowledge & Comprehension) (Analysis) 4. Choose 1 disease 5. Assessment by Thinking Skills or condition that is caused by genetics or heredity. Write a newspaper article highlighting the most important things the general public needs to know about it. (Analysis) Genetics Exam (Evaluation) 6. Illustrate a time- line of genetically coned animals. Start with the first known clone and continue to the present. (Knowledge & Comprehension) 7. Create a position 8. Draw a visual that statement about when it is or not permitted to practice cloning. Be sure to include rationale. (Evaluation, Creativity) illustrates how different treatments genes and for infertility. Include chromosomes work. statistics and the pros and cons of each. (Knowledge & Comprehension) 9. Explain the 3 (Analysis) Pieces of Learning Best Guess … 1. WHAT ! As a teacher … What three (3) major professional curricular areas do you make decisions about daily? 2. What do those areas have to do with Differentiated Instruction? 3. HOW ! What is it about students that is included in Differentiated Instruction? 4. What does the concept of VARIETY have to do with DI? 5. FORMAT! What do the concepts of SAME, EXTENDED and DIFFERENT have to do with Differentiated Instruction? 6. What does the practice of CHOICES-WITHIN- BOUNDARIES have to do with DI? Thank You Brodnax’s Better© Brains K-12 Differentiated Instruction with Sanity & Success TLC: Teacher Learning Choices © S D S S E C • Knowledge • Applied Skills • Life Skills Variety within the _____, or a Variety of ______ D D E Student I E A A • Rehearsal, Application, Percolation • Collaborative, Solitary • Projects, Products Variety within the ______, or a Variety of _______ •Performance Projects, Products • Quizzes, Tests Variety within the _____, or a Variety of _______ Brodnax’s Better© Brains K-12 Differentiated Instruction with Sanity & Success! TLC: Teacher Learning Choices © Same Different Extende d Brodnax’s Better© Brains K-12 Differentiated Instruction with Sanity & Success! TLC: Teacher Learning Choices © Variety-within-an-Activity Variety of … within an Activity Student Readiness Levels Student Learning Styles Student Interests Brodnax’s Better© Brains K-12 Differentiated Instruction with Sanity & Success! TLC: Teacher Learning Choices © Variety-of-Activities with Choices-within-Boundaries Student Learning Styles Student Readiness Levels Variety of Activities by . . . Student Interests (Choices within Boundaries) Brodnax’s Better© Brains Brodnax’s Better Brains K-12 Differentiated Instruction with Sanity & Success TLC: Teacher Learning Choices Same Same Same Different Extended Different Extended Different Extended Content • Knowledge • Applied Skills • Life Skills Student Interactive Activities • Rehearsal, Application, Percolation • Collaborative, Solitary • Projects, Products Assessments for Grades •Performance Projects, Products • Quizzes, Tests Variety within the Activity, or a Variety of Activities Variety within the Activity, or a Variety of Activities Student Interest Student Interest Student Interest Student Student Student Readiness Readiness Readiness Level Level Level Variety within the Activity, or a Variety of Activities Brodnax’s Better© Brains The TLC: Teacher Learning Choices Model of Differentiated Instruction with Sanity and Success Tic-Tac-Toe Templates Choices-withinBoundaries Brodnax’s Better© Brains Choices-within-Boundaries “X” and “O” with Tic-Tac-Toe 1. 2. 3. 4. 5. 6. 7. 8. 9. Student Signature _______________________________________________ I choose activities ___, ___, and ___. Date _______Due Date ________ Additional Comments: ___________________________________________ Teacher Signature and Comments: __________________________________ ______________________________________________________________ Brodnax’s Better© Brains Organizers for Differentiating Content, Practice Activities, Assessments Choices within Boundaries “X” and “O” with Tic-Tac-Toe 1. 2. 3. Tic-Tac-Toe Check: ___ Content ___SPA ___Assessment Student Selection Chart Date__________ TTT #______ 4. 5. 6. 7. 8. 9. Name 1 2 3 4 5 6 7 8 9 Decide what you are differentiating. Are you choosing to use this Tic-Tac-Toe to differentiate Content, Practice Activities or Assessment? Include activities that address the standards in your unit. Choose how you want to differentiate: by Learning Style: Multiple Intelligences; Auditory, Visual, Kinesthetic by Student Interests, and/or by Student Readiness Levels Insert activities that match the “how” you selected in Step . Include activities with a variety of difficulty levels. Choose how many activities you want to include, (and if appropriate, clarify how they will be assessed and graded.) Decide if this will be given to all students, or used as an alternate activity when students finish their other work, or for review and practice for slower students, or as an alternate student activity instead of doing the grade level work. Brodnax’s Better© Brains Choices within Boundaries Topic Or Lesson_______________ 1. 2. 3. 4. 6. by 7. Student Signature & Date: 8. Tic-Tac-Toe Choices: 9. Teacher Signature: 1, 2, 3, 4, 6, 7, 8, 9 Brodnax’s Better© Brains Choices within Boundaries Topic Or Lesson_______________ 1. 2. Verbal Linguistic 3. Musical Rhythmic 4. Visual Spatial 6. Naturalist 7. by Learning Styles 8. Interpersonal Student Signature & Date: Intrapersonal 9. Logical Mathematical Bodily Kinesthetic Tic-Tac-Toe Choices: Teacher Signature: 1, 2, 3, 4, 6, 7, 8, 9 Brodnax’s Better© Brains Choices within Boundaries Topic Or Lesson_______________ 1. 3. 2. Verbal Linguistic: Debate, Tell, Learn, Read, Explain, Compare, Share, Discuss, Create, Write, Teach Musical Rhythmic: Copy, Use, Compose, Play, Change, Teach, Create, Sing, Listen, Interpret, ID Pattern 4. Visual Spatial: Create, Illustrate, Practice, Mind Map, Play, Design, Visualize, Draw, Chart, Imagine, Make, Symbolize 6. Intrapersonal: Naturalist: Go to, Visit, Use, Capture, Care for, Observe, List, Classify, Grow, Collect, Record, Plan Categorize, ID Connections 7. by Learning Styles 8. Interpersonal: Discuss, Establish, Paraphrase, Role Play, Practice, Interview, Motivate, Tutor/Teach, Solve, Process, Collaborate Think About, Reflect on, Observe, Choose, Make, Describe, Weigh, Prioritize, Relate, Express, Critique, Synthesize, Record 9. Logical Mathematical: Bodily Kinesthetic: Identify, Synthesize, Evaluate, Predict, Analyze, Brainstorm, Contrast, Sequence, Apply, Classify, Discover, Symbolize, Solve Act Out, Learn, Use, Build, Put Together, Choreograph, Perform, Assemble, Create, Touch/Feel, Play, Do, Teach Brodnax’s Better© Brains Choices within Boundaries Topic Or Lesson_______________ 1. 2. Music 3. Environment 4. Family and Friends 6. Justice, Fairness 7. by Student Interests 8. Politics Student Signature & Date: Sports 9. Fashion Technology Tic-Tac-Toe Choices: Teacher Signature: 1, 2, 3, 4, 6, 7, 8, 9 Brodnax’s Better© Brains Choices within Boundaries Topic Or Lesson_______________ 1. 2. 3. Vary Complexity Level of Content Covered Vary Complexity Level of Thinking Skills Vary Complexity Level of Resourced Used 4. 6. by Readiness ”Complexity” Level Vary Structure Provided for Task 7. 8. Vary Content Student Signature & Date: Vary Complexity Level of Task 9. Vary Complexity Level of Content Covered Tic-Tac-Toe Choices: Vary Complexity Level of Student Products Teacher Signature: 1, 2, 3, 4, 6, 7, 8, 9 Brodnax’s Better© Brains Choices within Boundaries Topic Or Lesson_______________ 1. 2. Application 3. Synthesis 4. Knowledge & Comprehension 6. Evaluation 7. by Levels of Critical Thinking 8. Creativity Student Signature & Date: Synthesis 9. Application Analysis Tic-Tac-Toe Choices: Teacher Signature: 1, 2, 3, 4, 6, 7, 8, 9 Brodnax’s Better© Brains Choices within Boundaries Topic Or Lesson_______________ 1. 2. 3. Application: Apply, Use, Translate, Practice, Interpret, Illustrate, Demonstrate, Construct, Solve, Organize Synthesis: Compose, Construct, Formulate, Design, Create, Assemble, Collect, Propose, Produce, Predict, Rearrange Knowledge & Comprehension: Define, Repeat, Name, Label, Recall, List, Describe, Review, Report, Identify, Summarize 4. Evaluation: Compare, Judge, Appraise, Predict, Evaluate, Estimate, Assess, Select, Score, Rank, Choose, Critique, Rate, Defend, Recommend 6. by Levels of Critical Thinking Synthesis: Compose, Construct, Formulate, Design, Create, Assemble, Collect, Propose, Produce, Predict, Rearrange 7. 8. 9. Creativity: Create, Originate, Imagine, Invent, Envision, Brain Storm, Develop Application: Apply, Use, Translate, Practice, Interpret, Illustrate, Demonstrate, Construct, Solve, Organize Analysis: Compare, Test, Analyze, Critique, Solve, Examine, Question, Relate, Calculate, Differentiate, Categorize, Classify, Simplify Brodnax’s Better© Brains Choices within Boundaries Topic Or Lesson_______________ 1. 2. Patterns 3. Cycles 4. Change 6. Structure 7. by “Conceptual” Organizers 8. Cause & Effect Student Signature & Date: Conflict 9. Interdependence Interconnectedness Tic-Tac-Toe Choices: Teacher Signature: 1, 2, 3, 4, 6, 7, 8, 9 Brodnax’s Better© Brains Choices within Boundaries Topic Or Lesson_______________ 1. 2. Digital-Age Literacy Inventive Thinking Scientific, Economic & Technological Literacy; Visual & Information Literacy; Multicultural Literacy and Global Literacy; Interdependence of World & Literacies Creativity, Curiosity, RiskTaking; Higher-Order Thinking & Inclusive Thinking; Knowledge of Interdependent Systems; Managing Complexity, Adaptability & Self-Direction; Looking at Issues from Various Viewpoints 3. by 21st Century Skill Sets Communication & Collaboration High Productivity Prioritizing, Planning & Managing for Results; Effective & Efficient Use of Real-World Tools; Ability to Produce Relevant, High-Quality Work; Ability to Produce in a Timely Manner Teaming, Collaboration & Interpersonal Skills; Interactive Communication; Listening, Responding, Synthesizing; Personal, Social & Civic Responsibility Student Signature & Date: 4. Tic-Tac-Toe Choices: Teacher Signature: 1, 2, 3, 4, 6, 7, 8, 9 Brodnax’s Better© Brains Choices within Boundaries Topic Or Lesson_______________ 1. 2. Application of Knowledge 3. Rigor and Relevance 4. Innovation, Generation of New Knowledge 6. Inquiry & Problem Solving 7. Relationships, Connections, Wellness Student Signature & Date: by 21st Century Capabilities 8. Learning & Learning How to Learn 9. Perseverance & Resiliency Curiosity Tic-Tac-Toe Choices: Teacher Signature: 1, 2, 3, 4, 6, 7, 8, 9 Brodnax’s Better© Brains Choices within Boundaries Topic Or Lesson_______________ 1. 2. Compare & Contrast 3. Cause & Effect 4. General to Specific 6. by Critical Thinking Strands Specific to General 7. Justify an Assertion 8. Find Patterns Student Signature & Date: 9. Find Structure Find Interdependence Tic-Tac-Toe Choices: Teacher Signature: 1, 2, 3, 4, 6, 7, 8, 9 Brodnax’s Better© Brains Choices within Boundaries Topic Or Lesson_______________ 1. 2. 3. 4. 6. by … 7. Student Signature & Date: 8. Tic-Tac-Toe Choices: 9. Teacher Signature: 1, 2, 3, 4, 6, 7, 8, 9 Brodnax’s Better© Brains Choices-within-Boundaries “X” and “O” with Tic-Tac-Toe 1. 2. 3. 4. 5. 6. 7. 8. 9. Student Signature _______________________________________________ I choose activities ___, ___, and ___. Date _______Due Date ________ Additional Comments: ___________________________________________ Teacher Signature and Comments: __________________________________ ______________________________________________________________ Brodnax’s Better© Brains Choices within Boundaries Topic Or Lesson______________________________ 1. 2. 4. 7. Student Signature & Date: 3. 6. 8. Tic-Tac-Toe Choices: 9. Teacher Signature: 1, 2, 3, 4, 6, 7, 8, 9 Brodnax’s Better© Brains Suggested Products and Performances (Pieces of Learning) Make a model of … Draw a map showing … Create a brochure about . . . Develop a picture dictionary on the topic of . . . Write a journal from the point of view of . . . Make a flow chart showing . . . Interview ___, creating at least 5 interview questions . . . Search the internet for information about Do an oral report using visuals about Create Jeopardy questions about . . . Make a Venn Diagram comparing & contrasting . . . Make picture postcards showing . . . Write a poem about . . . Write an editorial expressing your opinion about . . . Do a written report Tape a radio report telling about . . . Make a collage of . . . Explain ___ in paragraph form Design a symbol of . . . Write a short story about . . . Design a T-shirt showing . . . Make a word search about . . . Make an illustrated booklet of . . . Write a myth or legend explaining . . . Make a diorama showing . . . Produce a video news report about . . . Create a PowerPoint about . . . Write an epilogue to . . . Role play . . . Write a letter describing . . . Design a study guide for . . . Generate a graph to show . . . Use a graphic organizer to . . . Conduct an email interview with . . . Make a mobile showing . . . Do a slide show on the computer about Use a digital camera to . . . Create son lyrics and music to tell about . . . Draw a comic strip about . . . Develop or find web quests about . . . Make a time line showing . . . Construct an information cube with this information Make a poster showing . . . Make a scrapbook of . . . Design a bookmark about . . . Create a mural showing . . . Write a shape story about . . . Make a speech about . . . Construct puppets & put on a puppet show about . . . Write a diary entry dated . . . Develop a pro and con chart about . . . Design a game to teach about . . . Evaluate the effect of . . . Do a concept map or web showing . . . Make a chart to show . . . Do a song or rap to . . . Create a mosaic depicting . . . Lead a class discussion on . . . Write and direct a one-act play about Read a book about All Learning Involves Thinking Skills The-Skills-to-Think for Resiliency, Persistence and Perseverance Levels of Critical Thinking with Verb Stems Knowledge & Comprehension Define Repeat Name Label Record Review Recall List Report Explain Describe Identify Application Apply Translate Interpret Use Practice Illustrate Demonstrate Analysis Compare Critique Test Solve Analyze Examine Differentiate Question Relate Calculate Synthesis Compose Construct Formulate Design Collect Create Propose Assemble Plan Evaluation Compare Judge Appraise Rank Predict Assess Evaluate Select Estimate Score Choose Creativity Create Imagine Originate Envision Invent © Brodnax’s Better© Brains Brodnax’s Better Brains K-12 Differentiated Instruction with Sanity & Success TLC: Teacher Learning Choices Same Same Same Different Extended Different Extended Different Extended Content • Knowledge • Applied Skills • Life Skills Student Interactive Activities • Rehearsal, Application, Percolation • Collaborative, Solitary • Projects, Products Assessments for Grades •Performance Projects, Products • Quizzes, Tests Variety within the Activity, or a Variety of Activities Variety within the Activity, or a Variety of Activities Student Interest Student Interest Student Interest Student Student Student Readiness Readiness Readiness Level Level Level Variety within the Activity, or a Variety of Activities Brodnax’s Better© Brains Creates perspective & deeper meaning. Integrates smaller parts with bigger picture. Connects with real life. Acts as a bridge to current learnings. Grows the complex, neural networks needed for learning and sustainable memory. Ageless and Universal ~ Patterns ~ Cycles ~ Change ~ Structure ~ Conflict ~ Cause & Effect ~ Dependence, Independence & Interdependence ~ Interconnectedness Brodnax’s Better© Brains THANK YOU!