Copyright 2012 Carol Tomlinson 1

Copyright 2012 Carol Tomlinson 1

1. To help you build a framework for thinking about

“defensible differentiation”—with an emphasis on the

curriculum-assessment-differentiation connection.

2. To provide some examples of differentiation—in print

and in action—to see how key principles of differentiation

play out.

3. To give you a chance to share ideas

and ask questions that are

important for your thinking and

practice.

4. To provide a framework for the other

BPI sessions.

•A key goal of the day is to help establish a common set of principles

& practices from which you can work as a group.

•Principle-based presentation:

Allows explorers to establish a framework of understanding for

DI enables practitioners to think at a more advanced/abstract level

about their work

•Examples:

From varied grade-levels

From many subjects/disciplines

Simpler and more complex examples

•Learning & Expression of Learning

Hear, See, Read, Share

Differentiated Discussion Prompts

•“Escape Hatch” Options

What’s your

current

understanding

of differentiated

instruction?

Select one of

these prompts to

help you

formalize your

thinking.


SHHHH/SHARE…

Write a

definition of

differentiation

you feel clarifies its

key intent, elements,

and principles—in

other words, a

definition that could

clarify thinking in

your school or district.

Explain to a new

teacher what

differentiation is

in terms of what he/she

would be doing in

the classroom—and

why. The definition

should help the new

teacher develop an

image of differentiation

in action.

Develop a metaphor,

analogy, or

visual symbol

that you think

represents and

clarifies what’s

important to

understand about

differentiation.

1. Pick a column

2. Write or think silently

3. Be ready to share when time is called

Sternberg’s Three

Intelligences

Analytical Practical

Creative


At its most basic level,

differentiating instruction

means “shaking up” what

goes on in the classroom

so that students have

multiple options for

taking in information,

making sense of ideas,

and expressing

what they learn.


“It means teachers proactively plan varied approaches to what

students need to learn, how they will learn it, and/or how they will show what they have learned in order to increase the likelihood

that each student will learn as much as he or she can, as

efficiently as possible.”

“When I think of differentiation, I think of an

Apple iPhone—no matter what you’re

trying to accomplish, ‘There’s an app for

that.’

I think of DI from the perspective of finding

appropriate resources to meet a learner’s

needs. No matter where they are

developmentally , there are resources,

strategies and best practices to get them

what they need.

That’s what the iPhone commercials remind me

of—and I love them for their resourcefulness!”

Amy Sherwin

A teacher in Michigan

There’s an App

for that!

Differentiation is

a sequence of common sense decisions

made by teachers

with a student-first orientation

Adam Hoppe, 2010


Crafting an environment that actively supports each student in the hard work of learning. Having absolute clarity about the learning destination. Persistently knowing where students are in relation to the destination all along the way. Adjusting teaching & learning to make sure each student arrives at the destination (and, when possible, moves beyond it). Leading students and managing a flexible classroom.

If that’s all differentiation is, then why doesn’t everyone do it?

I guess what I’m

asking is which of these parts do

teachers think are unimportant?

Differentiation

Mindset

Environment

Curriculum

Assessment

Instruction

Leadership &

Management

Key Elements of Differentiated Instruction


THE HALLMARK OF EFFECTIVE TEACHING

Environment, Curriculum, Assessment, Instruction & Leadership/Management Working Together

Think about it……..

•How do these definitions

mesh with yours?

•What else would

you add to these

definitions? To yours?

Work with a fence partner or two on this discussion.


Mindset Connections Community

Differentiation is

a sequence of common sense decisions

made by teachers

with a student-first orientation

Adam Hoppe, 2010



MINDSET CONNECTIONS COMMUNITY

THESE CHILDREN TAUGHT ME A VERY SIMPLE

BUT OFTEN OVERLOOKED PRINCIPLE.

BELIEVE IN A CHILD’S POWER TO SUCCEED

AND THEY WILL SUCCEED

The Quotable Teacher. Edited by Randy Howe, The Lyon’s Press, p.70

Maggie Keyser – 1999 Disney “TEACHER OF THE YEAR’ from Lafayette Elementary School


Note key attributes of Captain

Sullenberger’s thinking during the

time he was making decisions about

the problem he encountered and

was acting on those decisions.

What do you find to be the most

compelling thing he has to say?

Why does it strike you as the most

important?

How would you characterize him as

a pilot based on this interview

segment?

What does any of this have to do

with teaching?


Host: We entered all of the flight data into a computer (speed, location, landing distance, etc.) Sir, the computer said you couldn’t land the plane successfully. Captain Sullenberger: Then I’m glad a computer wasn’t flying the plane.

•Teacher’s belief that success

comes from effort, not from

“endowment”

•High personal expectations

•High expectations and high

support for every student to

enlist effort and accelerate

growth


Mindset

Who

Where

What

How Coverage vs.

Whatever it

Takes

Shapes

Student Self-

Perception

Builds or

Erodes

Group Trust

I teach what I

believe you

can learn

“After forty years of intensive research on school learning in the United States as well as abroad, my major conclusion is: What any person in the world can learn, almost all persons can learn, if provided with the appropriate prior and current conditions of learning.”

Bloom, B. (1985). Developing talent in young people. New York: Ballentine.

It’s not just Dweck!!

BLUEBIRDS BUZZARDS WOMBATS

http://images.google.com/imgres?imgurl=my.execpc.com/~mcphoto/images/big/35.jpg&imgrefurl=http://my.execpc.com/~mcphoto/lggal/35.html&h=480&w=320&sz=17&tbnid=rmMlXEt2q6gJ:&tbnh=125&tbnw=84&start=5&prev=/images?q=blue+jay&hl=en&lr=&ie=UTF-8

http://images.google.com/imgres?imgurl=www.whitehouse-design.edu.au/images/galsyd/wombat.jpg&imgrefurl=http://63.247.131.180/~lilith33/timblair/&h=333&w=372&sz=26&tbnid=vsbJrhAvWNwJ:&tbnh=105&tbnw=117&start=1&prev=/images?q=wombat&hl=en&lr=&ie=UTF-8


To Believe in You

Is all that I need

To make believing

More than making believe.

Sister Corita

How Does Teacher Mindset Look or Sound in the Classroom?

Fixed Mindset Growth Mindset

Crafting a classroom environment

Designing student tasks

When a student is “stuck” with a task

When homework isn’t done

When giving feedback on student work

Tomlinson, 2010

How Does Teacher Mindset Look or Sound in the Classroom?

Fixed Mindset Growth Mindset

When a student gets a answer wrong (or can’t answer) in class.

In communicating with parents about their students

In setting, presenting, and implementing standards of quality work

When a student misbehaves

In designing group work

Tomlinson, 2010


Question: What are ways in which your

school and classroom

reflect a fixed mindset position/

What are ways in which your school

or classroom reflect a growth

mindset position?

What proportion of students do you

believe work from a growth mindset?

Teachers? Administrative leaders?

What’s your evidence? Talk with elbow partners.


How do teachers learn to

care about students?

How do students know

teachers care?


Caring Teachers…

…can help disengaged, passive, confused, or discouraged students become connected to school and to learning. By making their commitments to students and subjects regularly visible, some teacher emerge as stimulating personalities who breathe life into learning. They get respect as role models or mentors. Students develop lasting interests through teachers’ enthusiastic representations of subjects, or they develop interest in subjects because teacher show enthusiasm for the students. A few become actual apprentices. Positive relationships with their instructors can motivate students when other incentives fail. Personalization should not be confused with social work; it is directly linked to the promotion of academic learning.

Lessons from Privilege by Arthur G. Powell

Name________________ Date________ Pd._________ Best Thing about the Week ___________________________________________

Lord of the Flies Anticipation Guide

Warm-up Activity: Read the statements below and write an “A” next to any with which you agree, a “D” by any with which you disagree, and “NS” if you’re not sure how you feel. Explain BRIEFLY why you feel as you do. 1. _____________ Children are capable of horrific behavior. _________________________________________________________________ Explain: _________________________________________________________________ 2. Some alternatives: Action State (wishing I were skateboarding); How you’re feeling about

the novel; favorite movie; do you like hot dogs; worried about; etc.

A Simple Idea for Connecting with Kids

Mark Myles

Teachers discover that they need to develop and maintain personal relationships with the students they teach -- because for most students, meaningful interaction with a teacher is a precursor to academic learning.

Huberman, 1983 in

The New Meaning of Educational Change

(3rd Edition) by Michael Fullan

2001, New York: The Teachers College Press, p. 33


• I’d like to be able to say that our job is just to get the kids to learn new things, think better, and be “smarter.”

• But in the bigger picture, learning is about what we at The Met call “the three R’s”-- relationships, relevance, and rigor.

• You cannot have a relationship with or make things relevant for or expect rigor from a kid you don’t know.

The BIG Picture by Dennis Littky, ASCD, p. 39

Teacher-Student Connections

allow us to access what

matters about learners

“An average student with a teacher whose teacher-

student interactions scored 1 standard deviation

below the mean in Emotional Support would, on average,

place in the 41st

percentile in end-of-year tests.

The same student with a teacher whose interactions

scored 1 standard deviation above the mean in

emotional Support would, on average, place in the

59th

percentile in end-of-year tests.”

Allen, J., Gregory, A., Mikami, J, Hamre, B., & Pianta, R. Predicting Adolescent Achievement with the CLASS-S Observation Tool. A CASTL Research Brief. University of Virginia, Curry School of Education

Research Findings

Teacher-Student Connections Bridge the Risk of Learning


Assessment Strategies For Self-Directed Learning by Arthur L. Costa & Bena Kallick

Experts in Assessment Series • Corwin Press, Thousand Oaks, Calif., p.169

To care for

another person,

in the

most significant sense,

is to help him grow

and

actualize himself.

1. Share a time when “connections” in school made

a positive difference to you or someone you care

about.

2. Share a time when as an educator you missed

the opportunity to connect” and regretted it.

3. Explain or show how you think “connections”

in school works and how it leads to community.

4. Provide a specific list of ways in which teachers

can make connections and build community.

THINK-PAIR-SHARE



Listening

Responding

Working Problem Solving

Celebrating

How Community Evolves over Time

Building Community

Math Jeers

Building Community in a High School Class


•Establishes the framework for a responsive classroom Each student’s need for a “next step” Responsibility for own growth “We’ve got your back” mentality Competition against self (vs. others) Fair as each student getting what he/she needs to succeed Working like colleagues •Begins with teacher mindset •Extends to student belief in one another •Supports the belief that we win or lose together •Ensures security/safety necessary for academic growth •Enables students to work as a team •Provides the teacher with “teammates” too

Because my teacher treats me with respect,

I feel a sense of dignity in this place.

Because my teacher treats every one of us with respect,

We are respectful of one another.

Because my teacher sees our possibilities,

I am beginning to see them too.

Because my teacher says sweat makes winners,

We’re learning to sweat.

Because my teacher works hard for me,

I want to work hard for her.

Because my teacher won’t settle for less than our best,

We aim high more often.

Because my teacher says we are responsible for one another,

We help one another succeed.

Because my teacher helps us see ourselves through her eyes,

We see hope in ourselves.

Because my teacher is a great coach,

We are a great team.

How We Came to Be…Us

Movie Time

In this High School Class:

What is the teacher’s mindset? Why do you say so?

To what degree do you think this teacher connects with her

students? On what evidence do you base your conclusion?

How do you think mindset and decisions about connections

Interact?

What role do you believe connecting with students plays in

this classroom? What’s your evidence for your conclusion?

What do you think would change in this class if your answer

were the opposite of what you said? Why do you think so?


A friend is someone who loves you

as you are, and pays you the

compliment of expecting more.

~Sister Corita

There is no textbook or

pacing guide or

set of instructional strategies

that can substitute for a

teacher’s belief in

and connection with

students…

But high quality curriculum

does play a key role in mindset,

connections, and community!



THINK ABOUT IT….

What do/should teachers/curriculum developers

do to make sure

curriculum is sound?

That it feeds young brains appropriately?

Some insights about medical school teaching

• Despite dramatic changes in the world, the practice of medical education hasn’t

changed in a century.

• It makes little sense to teach massive amounts of facts in depth. Medical

knowledge doubles every 15 years.

• About half of knowledge becomes obsolete every five years.

• Students have traditionally sat and tried to absorb information for two years,

being told it would begin to have some meaning once they began clinical

work at the end of the two years.

• The assumption was that students had to learn

at lower levels of Bloom’s taxonomy before

could work at upper levels.

• The approach was excessively long, inflexible,

and not learner-centered—one-size-fits-all.

• There is little to support any of those attributes.


for Education IN OUT

Applying Knowledge

Problem Solving

Dialogue

Facilitating

Critical Thinking

Simulation

Teams

Hands On

Individualized Learning

Self-Directed Learning

Regurgitating Facts

Rote Learning

Lecture

Telling

Memorizing

Observation

Sole Practitioners

Passive Listening

One Size Fits All

Top Down Learning

“Adjusting the Prescription: The Medical School Overhauls its Century Old Educational Approach,” The University of Virginia Magazine, Spring, 2011 by Maura Singleton, p. 39.

Important Distinction

Standards are not a curriculum.

A textbook is not a curriculum.

A pacing guide is not a curriculum.

Those things are part of ingredients

for creating a curriculum.

This is NOT a meal…

It’s ingredients for a meal!

You would not take people you care about into the kitchen,

point to the ingredients on the counter, and say, “Here’s

dinner. Eat it.”


To make dinner,

you mix the Ingredients in an

appetizing and healthful way…

…ensuring the right balance

of ingredients

In Fact - with the same ingredients, you can

make a base

that you can then use to make

many different dishes

Depending on the tastes and diet needs of your

diners.

In other words…

Standards are mandated ingredients…

Important…

But not a meal.

Planning, preparing and serving the meal requires

teachers who are thoughtful and creative.

Curriculum based on common core standards also

requires student complexity of thought—as does

all good curriculum!


QUALITY CURRICULUM:

THE SHORT VERSION

Engagement + Understanding = Success

Planet MI Task

V/L

Write a story

about your

planet

L/M

Make a

chart that

compares

your planet

to Earth

M/R

Make up a

song about

your planet

B/K

Make up or

adapt a

game about

your planet

(Saturn ring-

toss, etc.)

Beware of Twinky DI


However we conceive it, every lesson plan should be, at its plan at its

heart, motivational plan. Young learners are motivated and engaged by a

variety of conditions. Among those are:

novelty

cultural significance

personal relevance or passion

emotional connection

product focus

choice

the potential to make a contribution or

link with something greater than self

Tomlinson • 2003 • Fulfilling The Promise...

Movie Time….

What’s Important in this Clip? 1) In the way the teacher thinks about designing curriculum? 2) About the teacher herself?

3) About what’s going on for the students?

18:26-20:01


Teachers Must Distinguish

Between:

Enduring

Understandings

Important to Know and Do

Worth Being Familiar With

Establishing Curricular Priorities

‘big ideas’

and core tasks

enduring

understandings

important to know & do

foundational concepts & skills

worth being

familiar with

”nice to know”

Meaning comes from

“big ideas”

& leads to:

durability & usefulness

of knowledge:

understanding,

transfer,

as well as fostering

alignment between

content goals,

assessment,

instruction,

& differentiation


Movie Time….

In this Classroom, Look For: Degree of engagement Why do you think students do/don’t find the curriculum engaging? Degree of student understanding of the content? Why do you think they do/don’t understand? Why does it matter? What’s the difference in differentiating from this starting point vs. differentiating a worksheet? Could these kids likely pass a standards test? Your own questions


Planning a Focused Curriculum

Means –At the Very Least—Clarity

About What Students Should …

KNOW

– Facts

– Vocabulary

– Definitions • UNDERSTAND – Principles/

generalizations

– Big ideas of the discipline

• BE ABLE TO DO –Processes

–Skills

Alignment between the KUDs , assessments, and instruction is imperative!!!!

Translation: We have to know at the outset where students should end up and what they should be able to do with what they’ve learned when they get there. We have to know at any moment where students are relative to the KUDs so we can plan instruction effectively. We need to teach with the KUDs as our center of gravity.

KNOW

Facts, names, dates, places, information

• There are 50 states in the US

• Thomas Jefferson

• 1492

• Names & descriptions of the body

systems

• The multiplication tables

• Names & examples of the food

groups


UNDERSTAND

Essential truths that give meaning to the topic

Stated as a full sentence

Begin with, “I want students to understand THAT…” (not HOW… or WHY… or WHAT)

– Multiplication is another way to do addition.

– People migrate to meet basic needs.

– All cultures contain the same elements.

– Entropy and enthalpy are competing forces in

the natural world.

– Voice reflects the author.

BE ABLE TO DO

Skills (basic skills, skills of the discipline, skills of independence, social skills, skills of production)

Verbs or phrases (not the whole activity)

– Analyze

– Solve a problem to find perimeter

– Write a well supported argument

– Evaluate work according to specific criteria

– Contribute to the success of a group or team

– Use graphics to represent data appropriately

KUDs

UbD

Concept Based Instr.

• Knowledge, Understanding, & Skill (Do)

• Essential Knowledge & Skill

• Essential Understandings

• Knowledge, Skills

• Concepts, Principles


Are These Knows, Understands, or Dos? (Based on NC’s EOG’s)

ENGLISH

•An audience’s response to a work is colored by his/her prior experiences.

•Types of literary genres include fiction, non-fiction, drama, and poetry.

•Project the student’s voice into his/her work through reflective interpretation of prior events

MATH

•Apply geometric properties and relationships, including the Pythagorean theorem.

•Irrational numbers in decimal form are non-terminating and non-repeating.

•The dimensions of a figure exist in an interdependent relationship with the figure’s perimeter, area, and volume.

Are These Knows, Understands, or Dos? Based on NC’s EOG’s

ENGLISH

•An audience’s response to a work is colored by his/her prior experiences. (UNDERSTAND)

•Types of literary genres include fiction, non-fiction, drama, and poetry. (KNOW)

•Project the student’s voice into his/her work through reflective interpretation of prior events. (DO)

MATH

•Apply geometric properties and relationships, including the Pythagorean theorem. (DO)

•Irrational numbers in decimal form are non-terminating and non-repeating. (KNOW)

•The dimensions of a figure exist in an interdependent relationship with the figure’s perimeter, area, and volume. (UNDERSTAND)

Are These Knows, Understands, or Dos? Based on Virginia’s SOLs

SCIENCE

•Design an experiment in which one variable is manipulated over many trials.

•An experiment is a structured test of a hypothesis.

•Accurate observations and evidence are necessary to draw realistic and plausible conclusions.

HISTORY

•Formulate historical questions and defend findings based on inquiry and interpretation.

•Exploration and colonization results in the redistribution of population.

•The Middle Atlantic region was settled chiefly by English, Dutch, and German-speaking immigrants seeking religious freedom and economic opportunity.


Are These Knows, Understands, or Dos? Based on Virginia’s SOLs

SCIENCE

•Design an experiment in which one variable is manipulated over many trials. (DO)

•An experiment is a structured test of a hypothesis. (KNOW)

•Accurate observations and evidence are necessary to draw realistic and plausible conclusions. (UNDERSTAND)

HISTORY

•Formulate historical questions and defend findings based on inquiry and interpretation. (DO)

•Exploration and colonization results in the redistribution of population. (UNDERSTAND)

•The Middle Atlantic region was settled chiefly by English, Dutch, and German-speaking immigrants seeking religious freedom and economic opportunity. (KNOW)

Intent of the Common Core Standards

• Fewer

• Clearer

• Higher

From Standards to KUDs

From C. Strickland Exploring Differentiated Instruction, ASCD


From C. Strickland Exploring Differentiated Instruction, ASCD

Quality Differentiation

“Teaches Up” and ensures “Respectful Tasks”

(based on essential understandings, equally

engaging, requiring high level thought for

all students).

TASKS:

Clear KUDs

Require careful thought

Focus on understanding

Problems to solve/Issues to address

Use key knowledge & skills to explore,

or extend understandings

Authentic

Require support, explanation, application,

evaluation, transfer

Criteria at or above “meets expectations”

Require metacognition, reflection, planning,

evaluation


Defensible Differentiation:

• Teaches Up Always

• Waters down Never

Our goal should always be to create the richest, highest quality

curriculum we know how to create…

Then, differentiate to enable the largest possible number of

students to succeed with it.

Differentiation should always be about lifting up---never about

watering down!!

“Teaching up” is strongly

connected to both teacher

& student “mindset…”

How does that work?


“Come to the edge,” he said.

“We are afraid,” they replied.

“Come to the edge,” he said.

AND THEY DID,

And he pushed them,

And they flew Apolonaire

Creating common learning goals

We have to know where we want all students to end up before we can think intelligently about how we want them to get there!

Differentiation is seldom about different outcomes for different kids. It’s about different ways to get kids where they need to go.

The teacher may vary the KNOWS & DOs

with caution and based on evidence

that a student needs to learn backwards

as well as forward to catch up—or that a

student needs to move ahead in order

to keep learning.

The UNDERSTANDS are the constant fulcrum

on which effective differentiation pivots

for all students.


They create clear learning goals

Allow us to align goals, assessments, teaching,

and learning tasks

They allow us to incorporate standards AND make

meaning for students

They give us a basis for differentiation.

Who needs which K’s & D’s

How do we ensure that every student gets

meaningful access to the U’s

They tell us what strugglers should invest in

They give us a platform for extending for advanced

students

Concepts

Principles

Essential Questions

Lens on Life

Topics

Facts

Incidents

Dates

Vocab.

Skills

Curriculum As A Mobile In Balance

Abstract

Concrete

Meaning

Tools

Exemplars

Tomlinson ‘98

A Powerful Activity

is one in which

Students make or do something

Using essential knowledge and essential skills

In order to arrive at or explore an essential understanding.

The knowledge and skills are in service

of understanding,

NOT ends in themselves!


With a colleague who works at your general grade

level, develop a sketch of an activity in which students

Make or do something

Using essential knowledge and essential skills

To arrive at, extend, or apply an essential understanding.

KUDs are the foundation for making

decisions about curriculum & instruction in DI

Readiness-based DI supports students in achieving

the KUDs (& moving beyond them) at appropriate

“degrees of difficulty.”

Interest-based differentiation connects the KUDs to

things kids care about.

Learning Profile differentiation allows students to

learn the KUDs in ways that work

best for them.

CHECK OUT THE LESSON BASED ON THESE NON-NEGOTIABLES FOR QUALITY CURRICULUM IN DIFFERENTIATION

1. Does the lesson have clear KUDs? 2. Is it likely that any student who does any version of the lesson will focus squarely on the KUDS? 3. Is understanding central in the lesson? 4. Is it likely that the lesson will engage students? 5. Are all versions of the lesson “respectful”?


New World Explorers

KNOW • Names of New World Explorers • Key events of contribution UNDERSTAND

• Exploration involves – risk – costs and benefits – success and failure

Do • Use resource materials to illustrate & support ideas

New World Explorers

Using a teacher-provided list of resources and list of product options, show how 2 key explorers took chances, experienced success and failure, and brought about both positive and negative change. Provide proof/evidence.

Using reliable and defensible research, develop a way to show how New World Explorers were paradoxes. Include and go beyond the unit principles

Invitational Learning Invitational learning requires a transparent commitment to promote learning for all, consideration for a student’s prior learning & of what each student brings to the lesson. It

requires a sense of fairness and openness to allow students to learn, to make errors & to collaborate in the success of the learning. It allows for a dialogue among teacher and students related to understanding the concepts in

the lesson. Further, invitational learning requires the teacher to be proficient in establishing & maintaining such an environment & observably demonstrating high expectations for all students…

Learning is invitational when the teacher demonstrates: 1) Respect—treating all students with the belief that

they are able, valuable, & responsible. 2) Trust—The lesson led to collaborative engagement in learning, indicating that the process of learning is as important as the product.

3) Optimism—The students get the clear message from the teacher that they possess untapped potential to learn what is being taught.

4) Intentionality—Each step in the lesson was specifically designed to invite every student to learn.

Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning. New York: Routledge, pp. 139-140.


Personally & Academically


Studying your Students

Talk at the door

Give interest surveys

Use formative assessments

Use small group instruction

Use dialogue journals

Have student conferences

Use preassessments

Ask for student input

Take notes while kids work

Use Sticky Note 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

Host open room days

Ask parents


On-going Assessment:

A Diagnostic Continuum

Pre-assessment

(Finding Out)

Formative Assessment

(Keeping Track & Checking-Up)

Summative Assessment

(Making sure)

Feedback and Goal Setting

Pre-test

Graphing for Greatness

Inventory KWL

Checklist

Observation Self-evaluation

Questioning

Small group check Exit Cards

Peer evaluation Portfolio Check

3-minute pause Quiz Observation Journal Entry

Talk-around Self-evaluation

Questioning Windshield Check

Unit Test

Performance Task

Product/Exhibit Demonstration

Portfolio Review

Remember to check for prerequisite skills

Three Functions of Assessment:

(Why we Assess)

Assessment OF Learning

(Summative)

Assessment FOR Learning

(Pre- & Formative)

Assessment AS Learning (Pre-, Formative & Summative)

Talk with a colleague

about how these three

functions of assessment

can (and should) interface

with the three key student

attributes assessment can

inform (readiness, interest,

& learning profile).

WHAT CAN BE ASSESSED?

Skills

Concepts/Principles

READINESS INTEREST LEARNING

PROFILE

Content

Knowledge

• Current

Interests

• Potential

Interests

• Talents/Passions

• Areas of Strength

and Weakness

• Learning

Preferences

• Self Awareness

http://www.northernhighlands.org/712410815104049163/

http://macleodcartoons.blogspot.com/2009_10_01_archive.html

http://www.fountainpenclub.com/


• What’s the learning target (KUDs)?

• What prerequisite skills am I assuming students have?

• Where is everyone in relation to the KUDs (& prerequisite skills)?

• What am I going to do with the information I get to move everyone forward—in UNDERSTANDING as well as knowledge & skills? • How will I keep track of everyone’s progress? • How can I involve student in more fully understanding & investing in their growth? • How can assessment help students better understand how DI works and how they can best contribute to their own success?

Where should students be right

now? (KUDS)

Next Step?

What tools?

Pre-Assessment Formative Assessment

Instructional Sequence

Strategies/Mgmt small group instr.

contracts tiering varied homework varied resources

giving directions monitoring movement etc.

Who’s where?

The Curriculum-Assessment-Instruction Connection in Differentiation


What must students

KNOW

UNDERSTAND

BE ABLE TO DO

What prerequisite knowledge, understanding, & skill are you assuming students have?

Sense & Meaning Necessary for Learning. Critical for application, transfer, creation. Non-negotiable for Common Core Standards.

STEP 1—Clear KUDs


now? (KUDS)

Next Step?

What tools?

Pre-Assessment Formative Assessment





Who’s where?

The Curriculum-Assessment-Instruction Connection in Differentiation

How can I know what students know, understand, and are able to do right now?

KNOW

UNDERSTAND

BE ABLE TO DO

Be sure to assess for prerequisite knowledge, understanding, & skill you are assuming students have!

STEP 2—Develop Pre and Formative Assessments

Be sure to assess for Understanding and not just For Ks & Ds Good to use both formal and informal assessments. Be sure assessments align with KUDs.


the intent of the teachers who developed these pre-assessments…

High School Biology Interest Survey

Directions: I’ll be a better teacher for you if I understand some of your interests. In each

box below, place an interest of yours. Write briefly about how you are involved with that

interest. Note also any ways you can think of that the interest might connect with science.

Interest: Experience w/ it?: Connection w/ Science?

Interest: Experience w/ it? Connection w/ Science?

Interest:

Experience w/ it?

Connection w/ Science?

Interest:

Experience w/ it?

Connection w/ science?

Example of a brief secondary interest pre-assessment.


Learning Profile Pre-Assessment

Learning Profile Pre-Assessment 1. Favorite subjects in school =head color and body color • Math-purple

• Science-red

• Reading-blue

• Writing-orange

2. Least favorite subjects in school=hair color (you can design fun hair)

3. If you are a boy, use shorts. If you are a girl use the pants. Make the color pants with your favorite color.

From Mr. Wasserman’s 5th grade classroom, Henrico County Schools, VA

Learning Profile Pre-Assessment 4. Strongest multiple intelligence area=shirt color • intrapersonal-white

• Interpersonal-red

• Musical-blue

• Kinesthetic-black

• Logical mathematical-yellow

• Verbal/linguistic-purple

• Visual/spatial-orange

• Naturalist-green

5. Learning preference =shoe color • Visual-white

• Auditory-black

• Kinesthetic-brown

From Mr. Wasserman’s 5th grade classroom, Henrico County Schools, VA


Learning Profile Pre-Assessment 6.If you prefer to work alone on project , put on stripes. If you

prefer to work in groups, draw polka dots on your shirts. 7. If you like to be challenged and learn new and difficult

things, design a hat for your self.

From Mr. Wasserman’s 5th grade classroom Henrico County Schools, VA

Symmetry Pre-Assessment

• Teacher models

symmetry/asymmetry once with

whole-class using two shapes.

• Teacher conducts individual

assessments with a bag of shapes.

• Students tell teacher “yes” or “no” to

“Does this have symmetry?”

and explain why.

- Kindergarten Teacher, Evanston/Skokie District 65


Idea: Where people live affects how people live.

1) Unpack the idea. What does it mean to you.

2) Support the idea with examples or argue against it with specific examples. 3) How might the idea apply to you or your family? 3) Where do you think we might be going with this idea?

A Pre-assessment Focused on a “Big Idea” or Principle

Show (sketch an example) Tell (explain your example)

1.

1.

2.

2.

Please draw two examples of how living things depend on one another and their environment. Then explain how your example shows that idea.

Pre-assessment in Fourth Grade Science

1. Please explain anything you know about the words below.

Producer __________________________________________________________ Consumer _________________________________________________________ Decomposer _______________________________________________________ Ecosystem _________________________________________________________ Organism __________________________________________________________

2. Tell how these words relate to one another or how they go together.

____________________________________________________________________ ____________________________________________________________________

What do you think the

KUDs are for the lesson assessed

here?


Mesopotamia

Geography

Economy

Lifestyle Select 2 and explain how they are connected

What’s the understanding

reflected in this example?

Directions: Complete the chart to show what you know about fractions.

Write as much as you can.

Definition Information

Examples Non-

Examples

Irony

Useful for pre-assessment & formative assessment of readiness in many grades & subjects

English 9 • Concept: Conflict • Lesson Topic: Historical Fiction • STUDENTS WILL UNDERSTAND THAT…

– Conflicts are universal. – Conflicts in literature often reflect conflicts in history and in our lives. – Conflicts drive action. – Conflict brings about both progress and destruction.

• STUDENTS WILL KNOW – The definition and types of conflict – The elements of fictional stories – The Resolution of Conflict model – The importance of historical conflict in literature

• STUDENTS WILL BE ABLE TO – Identify the conflicts in literature historical and personal events – Apply the resolution of conflict model to literary, historical and personal

conflicts – Analyze and evaluate the actual and possible outcomes of literary historical

and personal conflicts – Hypothesize cause and effect relationships.


Middle Grades English Pre-Assessment

• What is conflict?

• Describe one conflict from a movie, TV show or story you’ve seen/heard recently. Why do you remember it?

• Describe and explain a conflict that’s occurred in your personal life. What happened and how did it resolve? What are its lingering effects?


now? (KUDS)

Next Step?

What tools?

Formative Assessment





Who’s where?

Assessment for Instructional Planning

How will the student work with the ideas?


Movie Time….

In this Example: 1) Do you think the “three finger assessment is an example of assessment of instruction, assessment for instruction, or assessment as instruction? Why do you say so? 2) How about the use of “clickers”—of, for, or as instruction? Why do you say so? 3) To what degree are they examples of “effective formative assessment”? 34:54-36:05

EXIT CARDS

On your exit card---

Explain the difference between simile and metaphor. Give some examples of each as part of your explanation.

Give an example of a conflict in a TV show or movie you have watched. Explain why it’s a conflict. Write about a conflict you have experienced in your own life. Explain whether or not it was resolved. Describe any lingering effects of the conflict.


1. List 3 key reasons (other than Pearl Harbor) that caused the U.S. to become involved in World War II. 2. Which of the three was most important in causing the U.S. to become involved in World War II. Be sure to explain why you feel it was the most important.

A Formative Assessment in Art

What is perspective? One of a variety of methods artists use to create depth and dimension

What techniques do artists use to create perspective in drawing?

Show an example of perspective?

Explain technique(s) you used to create perspective in your portfolio drawing and why you chose it/them.

Marta and Sam are opening a lemonade stand on their street. They have five one dollar bills. Lemonade costs 20 cents a cup. They need to make change and so they are going to ask their moms to give them change for $5.00. they have to figure out how many nickels, dimes, and quarters should they ask for so they can easily make change for customers.

1. What kind of change would you tell them they should they ask for?

2. Explain why you would give them this advice. Also show your thinking in pictures numbers, and words.

A Formative Assessment in Elementary Math

Standards: Formulate problems and solutions. Make pictures or diagrams of problems.


Exit Card

• Say It in a Sentence: What do you think Marley is trying to get Scrooge to see, understand, and/or do in the part of the play we read for today?

• How do you know? (Cite specific examples and textual evidence from this section.)

J.A. Hockett (2011)

Movie Time….

In this Example: 1) In what ways are the two approaches this teacher uses here for formative/ on-going assessment alike? 2) In what ways are the two approaches different? 3) What might the teacher lose if she used only

one of the two approaches?

39:54-42:40

Effective Formative Assessment:

Is a process, not an instrument. Is about feedback to the teacher and students. Has the purpose of helping teachers plan more effectively to reduce the gap between where a student is relative to important learning goals and where the student needs to be. Results in proactive rather than reactive teaching. Engages students in understanding their own proximity to key goals and in developing the skills and attitudes necessary to support their own learning success. Is an essential element in developing a growth or incremental mindset in both students and teachers.

Heritage, M. (2010). Formative assessment & next generation assessment systems: Are we losing an opportunity. A paper prepared for the Council of Chief State School Officers.


“Differentiation is making sure that the right students get the right

learning tasks at the right time. Once you have a sense of what each

student holds as ‘given’ or ‘known’ and what he or she needs in order to learn, differentiation is no longer an option; it is an obvious response.”

Assessment as Learning: Using Classroom Assessment to Maximize Student Learning

Lorna M. Earl

Corwin Press, Inc. – 2003 – pp. 86-87


now? (KUDS)

Next Step?

What tools?

Assessment


Strategies & Mgmt small group instr.


assigning student groups movement in the room handling noise

etc.

Who’s where?


Instructional planning using formative assessment information Involves two stages: 1) Determining what particular students need next in a learning sequence to keep growing 2) Deciding how to provide what’s

needed, (including student groupings and which instructional strategies to use)


Readiness Follow-up:

• What these students will need next

Sample answer: Correct Knowledge or Skill

Gives both correctly

• What these

students will need next

Sample answer: Partial Knowledge or Skill

Gives one or the other

correctly


Sample answer: Incorrect Knowledge or Skill

Gives neither or is

Incorrect about both

Knowledge or Skill Assessed: Explain the difference between simile and metaphor.

Readiness Follow-up:


Sample answer: Correct Knowledge or Skill

Gives both/all correctly

• What these

students will need next

Sample answer: Partial Knowledge or Skill

Gives one or the part

correctly


Sample answer: Incorrect Knowledge or Skill

Gives neither or is

Incorrect about both

Knowledge or Skill Assessed:



now? (KUDS)

Next Step?

What tools?

Assessment


Strategies & Mgmt small group instr.


assigning student groups movement in the room handling noise

etc.

Who’s where?


Beasley, 2012

Building a Persuasive Paragraph

KNOW: Parts that come together to create a persuasive paragraph

Purpose of a persuasive paragraph

Topic sentence, elaboration, concluding statement, persuasive

paragraph

UNDERSTAND: The structure of text influences meaning.

DO: Students will…

1. Organize an individual paragraph with topic sentence, relevant

elaboration, and a concluding sentence

2. Analyze a paragraph to identify key components of a persuasive

paragraph

3rd Grade

Pre-Assessment • Administered during previous week • Writing prompt • What do you think?

– Read the following prompt and let us know what you think about this issue. Write a paragraph that would help someone know what your point of view is about the decision.

– The school board met and decided that recess would no longer be needed in school. They felt that it would help students spend more time learning without being interrupted each day for recess. What do YOU think?

• Include a question about what interests them—in order to select topics that students are passionate about.

• Results: – Group A– Writing indicated that they were comfortable with the organization of

their argument – Group B – Writing indicated that they struggled with organizing their argument


Steps in Lesson

• Reintroduce the pre-assessment topic and have the students Think-Pair-Share about their own opinion of the topic. Ask pairs to read the two sample paragraphs (both with the same opinion, but one is organized well, and another is not) and talk about which one they felt was more persuasive.

• Introduce to the whole group the vocabulary of organizing a paragraph (topic sentence, supporting details, elaboration, concluding sentence). As a class, go through each definition while all students highlight the example in the example paragraph with markers (Green – topic sentence, Blue- supporting details, Orange- elaborations, Red- concluding sentence).

Beasley, 2012

Sample Paragraph

• There are many reasons why we shouldn’t have recess during the school day. First of all, if we didn’t have recess, we would have more time to work on projects in school without being interrupted. Sometimes I am in the middle of something really, really important and then all of a sudden, we have to stop and I have to leave it behind. By not having recess, fewer students would get hurt. It seems that every time we are out on the playground, someone trips or falls and needs to go to the nurse. Finally, by not having recess, we might do better on tests. Everyone would have longer to study and we could all get A’s. So you see, if we didn’t have recess, it would be good for our school.

Beasley, 2012

Groups

• Quarter Pounder Group – Grab your boxes and meet at the left side table

• Big Mac Group – Grab your boxes and meet at the right side table

Beasley, 2012


Quarter Pounder Group • Pick up the Quarter Pounder boxes. With a partner, work on the

jumbled paragraph inside your box. When you feel that it is organized, retrieve the answer key and check your work. Glue your corrected paragraph to your paper and turn in.

• Meet with teacher to talk about a model for persuasive paragraphs. Your teacher will give you a graphic organizer that will be used to organize your paragraph.

• Complete the following assignment

Using the graphic organizer, choose one of the following topics and tell us what you think about…

– Whether chewing gum should be allowed in class, whether students should be allowed to bring toys to school, whether dogs make better pets than cats.

Your task will be graded according to how well you demonstrate an understanding of the organization of a persuasive paragraph.

Beasley, 2012

Sample of graphic

organizer for Big Mac Group

Topic:_____________________

By_____________________

______

1. Elaboration:

2. Elaboration:

1. Elaboration:

2. Elaboration:

1. Elaboration:

2. Elaboration:

Topic Sentence:

Supporting Detail:

Supporting Detail:

Supporting Detail:

Concluding Statement:

Beasley, 2012

Big Mac Group • Pick up the Big Mac boxes. With a partner, work on the jumbled

paragraph inside your box. When you feel that it is organized, raise your hands to have your teacher check your answer. Glue your corrected paragraph to your paper and turn in.

• Meet with teacher to talk about a model for persuasive paragraphs. Your teacher will give you a graphic organizer that will be used to organize your paragraph.

• Complete the following assignment:

Using the graphic organizer, choose one of the following topics and tell us what you think about…

– Whether chewing gum should be allowed in class, whether students should be allowed to bring toys to school, whether dogs make better pets than cats.

– If you need a hint, go to retrieve an “extra topping” from our jars!

Your task will be graded according to how well you demonstrate an understanding of the organization of a persuasive paragraph.

Beasley, 2012


Sample of graphic

organizer for Big Mac Group

Topic:_____________________

By_____________________

______

1. Elaboration: What is an example of how I know the supporting detail

is true?

2. Elaboration: What is another example of how I know the supporting

detail is true?


is true?


detail is true?


is true?


detail is true?

Topic Sentence: What do I believe about this?

What is my overall opinion about this?

Supporting Detail: What is one reason that I believe what I said in my

topic sentence?

Concluding Statement: How can I let the reader know that

I’m finished with giving supporting details? (Hint: Start

with, “So…” or “Therefore…” or “In summary…”)

Supporting Detail: What is another reason that I believe what I said in

my topic sentence?

Supporting Detail: What is another reason that I believe what I said

in my topic sentence?

Beasley, 2012

“Extra Toppings” Example

Whether chewing gum should be allowed in class

Which would make a student happier?

How would this affect talking in class?

How would gum affect gym class?

Beasley, 2012

Future Steps in Lesson (cont’d) • Students present their writing; teacher assesses

products for student understanding of the organization of persuasive paragraphs

• Re-teach as necessary • Formative assessment of and instruction on making

a link between supportive details and opinion • Eventual summative assessment: Writing a

persuasive paragraph – Students will choose a side of an argument and build a

logical case for their opinion. – The paragraph will need to be

• clear, and logical • Have a strong, clear topic sentence staging the writer’s opinion • Have supporting details with elaborations • Includes a concluding sentence that restates the author’s point

of view


What’s the Point?

Readiness

Growth

Interest Learning Profile

Motivation Efficiency

Teachers at Work:

Responding to

Student

Readiness

Needs

Math Ticket Graphics Problem of the Day Computer

Tangram Ex (p.14#1) Complete the odd # problems Complete the

Tangram Ex (p.11,#9) from the POD board. blue task cards

Geoboard Pentagon

Geoboard Hexagon

Math Writing Math with Legs Teacher Feature

•Explain in clear step by step Develop a real problem When you are

way how you: someone might have which called

graphing might help them.

*Solved your problem of Explain and model how it

the day or solved your the problem & solution

Tangram/Geoboard challenge would work.

*Use pictures and words to

teach someone how to do one

of your five math tasks


Large

Tepid

Linda Eiler

DOUBLE ENTRY JOURNAL (Basic)

As You Read, Note:

• Key phrases • Important words • Main ideas • Puzzling passages • Summaries • Powerful passages • Key parts • Important graphics • Etc.

After You Read, Explain: • How to use ideas • Why an idea is important • Questions • Meaning of key words,

passages • Predictions • Reactions • Comments on style • Interpretation of graphics • Etc.

DOUBLE ENTRY JOURNAL (Advanced)

As You Read

• Key passages

• Key vocabulary

• Organizing concepts

• Key principles

• Key patterns

• Links between text & graphics

After You Read

• Teacher

• Author

• Expert in field

• Character

• Satirist

• Political cartoonist

• Etc.

As/After You Read

Why ideas are important

Author’s development of elements

How parts and whole relate

Assumptions of author

Key questions


Reading Homework Coupon

Name:

Date:

Please ask your child to tell you

the story in the book he or she brought

home today by looking at the pictures.


Name:

Date:

Please echo read the book your

child brought home. (Echo reading

means you read a line, then your child

reads or echoes the same line.)

Ask your child to show you some

words in the story he or she recognizes.


Name:

Date:

Ask your child to read with

expression as if he or she were reading

to entertain someone,

Ask your child to give you several

reasons why he or she likes (or dislikes)

the book.

Have your child tell you what

feelings the character in the book has.

Ask for evidence from the book.


Name:

Date:

Ask your child to read with a

different voice for each character

After the reading, ask how your

child decided on how his/her voice could

help you know the various characters

better.

Ask your child to tell you which

character would be most fun to spend

time with. Ask for reasons for his/her

choice.

Adapted from Managing A Diverse Classroom by Carol Cummings - by Tomlinson ‘02

2.42 meters

3.00 meters? 2.00 meters? 2.44 meters!


Teachers at Work:

Responding to

Student

Interests

Janet Allen (1999) Words, Words, Words, • Stenhouse • p. 146

Word Jars

Words that tickle my ears! Words that warm my heart!

Words I’ve heard someone say! Words that make me feel smart! Words that can calm my ears!

Words that make me wonder!

Spending A Million Dollars on My Dream: Tapping Interest in Math

45%

24%

10%

5%

4%

3%

2% 1%1%

Total Decimal

Land

(40 acres)

$240,000 240,000

1,000,000

24%

$450,000 450,000

1,000,000

0.45000 45%

8 Horses $40,000 40,000

1,000,000

0.040000 4%

Farm

Equipment

$100,000 100,000

1,000,000

0.100000 10%

Food

(initial setup)

$20,000 20,000

1,000,000

0.020000 2%

Horse

Supplies

$50,000 50,000

1,000,000

0.050000 5%

Farrier, Vet $16,000 16,000

1,000,000

0.016000 1.6%

2 Farm Hands $30,000

Trainer $40,000

Utilities $10,000

Insurance $4,000

Category Fraction Percent

0.240000

Building

Materials

I found out a million dollars is a lot of money. I was able to buy 8 horses instead of 4. This project taught me a lot about horse farms and about math.

5th grade math project by Clara Hockman in

Teaching Reading in Social Studies, Science,

& Math by Laura Robb, New York:

Scholastic, 2003, p. 174.


I WANT TO KNOW

My Question or Topic is: _________________________________________

To find out about it, I will:

Name: _____________________________

I will finish by: ________________________

How I will share what I learned is:

____________________________

____________________________

____________________________

I will

draw: I will

read:

I will

write:

I will

need:

I will look

at/ listen

to:

Teachers at Work:

Responding to

Student

Learning

Profile

Differentiation By Interest A Social Studies Sidebar Study

Mrs. Schlim and her students were studying the Civil War. During the unit, they did many things -- read and discussed the text, looked at many primary documents (including letters from soldiers, diaries of slaves), had guest speakers, visited a battlefield, etc.

As the unit began, Mrs. Schlim reminded her students

that they would be looking for examples and principles related to

culture, conflict change and interdependence.


Differentiation By Interest Social Studies (cont’d)

She asked her students to list topics they liked thinking and learning about in their own world. Among those listed were:

music reading food books sports/recreation transportation travel mysteries people heroes/ villains cartoons families medicine teenagers humor clothing

Differentiation By Interest

Social Studies (cont’d)

Students had as supports for their work:

- a planning calendar

- criteria for quality

- check-in dates

- options for expressing what they learned

- data gathering matrix (optional)

- class discussions on findings, progress, snags

-mini-lessons on research (optional)

Be wary of the reliability

& validity of survey instruments that claim to identify learning styles.

Know that the same person will

learn differently in different

contexts.

Concentrate on:

(1) Options/choices for

processing & demonstrating

essential content,

(2) Helping students know

themselves as learners so

they make wise decisions

about how to approach learning

tasks—as well as when &

how to approach their work.


Howard Miller

4th Grade Science

Kate’s diagram explaining how a cookie is digested

Emma writing a story about the digestion of broccoli


A group of students practicing their skit on

the digestion of a slice of pizza

Synthesis Groups Task Card

Please work with your synthesis group during today’s class to: 1) Review and agree on what you believe is the key understanding or principle that best reveals the meaning of (makes sense of, is the punch line for) the unit on the circulatory system. 2) Find at least four ways/modes to express that key understanding or principle in relation to the contents of the unit. 3) Be sure each mode of expression: • makes clear what the key understanding or principle is, • illustrates how to make sense of what we have been studying, • accurately shows how key knowledge and skills come together to form an understanding. 4) Be ready to present your own work in two minutes or under. 5) Be sure everyone in your group can interpret everyone else’s work effectively.

(Groups of 5 comprised of students with different expressive strengths.)

Biology – A Differentiated Lesson Using Sternberg’s Intelligences

Learning Goals: Know - Names of cell parts, functions of cell parts Understand - A cell is a system with interrelated parts Do – Analyze the interrelationships of cell parts/functions Present understandings in a clear, useful, interesting and fresh way.

After whole class study of a cell, students choose one of the following sense-making activities.

Analytical: Use a cause/effect chain or some other format you develop to show how each part of a cell affects other parts as well as the whole. Use labels, directional markers, and other symbols as appropriate to ensure that someone who is pretty clueless about how a cell works will be enlightened after they study your work.


Practical: Look around you in your world or the broader world for systems that could serve as analogies for the cell. Select your best analogy (“best” most clearly matched, most explanatory or enlightening). Devise a way to make the analogy clear and visible to an audience of peers, ensuring that they will develop clearer and richer insights about how a cell works by sharing in your work. Be sure to emphasize both the individual functions of cell parts and the interrelationships among the parts.

Sternberg/Biology (cont’d)

Creative: Use unlikely stuff to depict the structure and function of the cell, with emphasis on interrelationships among each of the parts. You should select your materials carefully to reveal something important about the cell, it’s parts, and their interrelationships your ahas should trigger ours.

or Tell a story that helps us understand a cell as a system with interdependent actors or characters, a plot to carry out, a setting, and even a potential conflict. Use your own imagination and narrative preferences to help us gain insights into this remarkable system. Students share their work in a 3 format – first triads of students who completed the same option, then triads with each of the 3 categories represented. This is then followed by a teacher-led, whole class discussion of cells as systems, then a “Teacher Challenge” in which the teacher asks students to make analogies or other sorts of comparisons between cells, cell parts, or interrelationships and objects, photos, or examples produced by the teacher.

Sternberg/Biology (cont’d)

Window Forecasting


Learning Profile Science Activity

Meteorologist: You are a meteorologist working for Channel 29

News. The show will “air” in 10 minutes with the

weekend’s forecast, but all the equipment is failing.

Look out your “windows” and use the clouds to

predict the weather forecast for the local community.

You can either write your script for the news show

explaining your prediction and your reasons for the

prediction, create a poster or prop for the news show

that shows the audience what you think the weather

will do and why, or role-play the part of the

meteorologist and verbally present your forecast

predictions to the audience. C. Strickland 07

•Has a vision for something good

•Has the capacity to share the vision

& enlist others in it

•Builds a team for achieving the

vision

•Renews commitment to the vision

•Celebrates successes

•ABOUT PEOPLE

•Plans schedules

•Handles details

•Prepares materials

•Arranges furniture

•Orchestrates movement

•Practices routines

•Troubleshoots

•ABOUT MECHANICS

First be a leader Then be a manager


Convenient for the teacher Distrustful

of students

Co Compliance Oriented Models a

world few would seek

Assumes students are “one”

Is respectful of student

capacity for self-direction

Models a world most would seek

A Learning- Through- Thinking

Orientation Effective for students

• Dysfunctional learning environments--characterized by constant

struggle to maintain order that overshadows attention to academic work. In

such environments, relatively little sustained academic work takes place.

• Adequate learning environments--characterized by a basic level

of control by the teacher, but with a continuing struggle over order.

Some academic work takes place, but distractions are frequent.

• Orderly learning environments--characterized by effective

management of academic work.

• Orderly, restrictive learning environment--found in smoothly

run, highly structured classrooms, with tightly managed routines

and a relatively narrow range of instructional strategies.

Kinds of Learning Environments

• Orderly, enabling environments--found smoothly run classrooms,

with an often looser (though not loose) structure, and a wider range of

routines and instructional strategies in evidence. These classrooms

were most likely to focus on meaning and understanding. Relevant Research for School Decisions • Academic Challenge for the children of Poverty

Educational Research Service, Arlington, VA. p. 11


RELATIONSHIP BETWEEN TWO ABILITIES

No. 1: Teachers’ ability to manage a set of complex

activities in the classroom

No. 2: Teachers’ ability to teach intellectually

challenging material

Because the novel tasks required for problem solving are more

difficult to manage than the routine tasks associated with rote

learning, lack of knowledge about how to manage an inquiry-

oriented classroom can lead teachers to turn to passive tactics

that dumb down the curriculum (Carter and Doyle, 1987).

Preparing Teachers for a Changing World What -- Teachers Should Learn and Be Able To Do

by Darling-Hammond & Bransford • Jossey-Bass • p.331 (1 of 2)

RELATIONSHIP BETWEEN TWO ABILITIES

No. 1: Teachers’ ability to manage a set of complex

activities in the classroom

No. 2: Teachers’ ability to teach intellectually

challenging material

In a recent study of four high schools, McNeil (2003) confirms

that intellectual expectations can be lowered when teachers

“teach defensively,” choosing methods of presentation and

evaluation that simplify content and reduce demands on students

in return for classroom order and minimal student compliance

on assignments.

Preparing Teachers for a Changing World What -- Teachers Should Learn and Be Able To Do

by Darling-Hammond & Bransford • Jossey-Bass • p.331 (2 of 2)

THE HALLMARK OF EFFECTIVE TEACHING

Environment, Curriculum, Assessment, Instruction & Leadership/Management Working Together


What’s worthwhile is rarely easy… And the cost is too great if any of us give up!

Start slowly.

Lead your students—make them your partners.

Plan the details carefully and at a pace that

works for you.

Rehearse and review.

Be reflective--celebrate successes and learn from

rough spots.

Remember what you want to accomplish

& why it matters!

Copyright 2012 Carol Tomlinson 1

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