While we are waiting to start do the following: Teacher Strategy Profile- page 2 a. Check three you already do. b. Check one you want to do.
Nov 21, 2014
While we are waiting to start do
the following:
While we are waiting to start do
the following:
Teacher Strategy Profile-page 2
a. Check three you already do.
b. Check one you want to do.
Differentiated Instruction to Support and Challenge our 21st Century Learners
Differentiated Instruction to Support and Challenge our 21st Century Learners
Toni TheisenLoveland High SchoolThompson School DistrictLoveland, CO [email protected]
[email protected] http://tonitheisen.wikispaces.com
http://lhsfrenchclasses.wikispaces.com
Toni TheisenLoveland High SchoolThompson School DistrictLoveland, CO [email protected]
[email protected] http://tonitheisen.wikispaces.com
http://lhsfrenchclasses.wikispaces.com
Goal:Goal: Students who can
function in real-world situations that are
authentic, predictable, unpredictable and
vital.
Students who can function in real-world
situations that are authentic, predictable,
unpredictable and vital.
Visual AgendaVisual Agenda
QuickTime™ and a decompressor
are needed to see this picture.
“Do not confine your children to
your own learning, for
they were born in another
time.” -Hebrew Proverb
“Do not confine your children to
your own learning, for
they were born in another
time.” -Hebrew Proverb
A Thought…A Thought…
“The teacher, if indeed wise, does
not bid you to enter the house of her/his wisdom, but leads
you to the threshold of you own mind.”
Kahlil Gibran-Lebanese poet,
(1883-1931)
“The teacher, if indeed wise, does
not bid you to enter the house of her/his wisdom, but leads
you to the threshold of you own mind.”
Kahlil Gibran-Lebanese poet,
(1883-1931)
Another Thought…Another
Thought…
Essential Question:Essential Question:
How do teachers vary instruction and
assessment in order to be responsive to
the needs of all students?
How do teachers vary instruction and
assessment in order to be responsive to
the needs of all students?
Comparing •Traditional (T)•Differentiated
(D)
Classrooms
What patterns did you notice?
Why Differentiate?
Why Differentiate?
To provide access, equity and support for all students.
To provide access, equity and support for all students.
Content Process Product
According to Students’
Readiness
How Can Teachers Differentiate?
Adapted from The Differentiated Classroom: Responding to the Needs of All Learners (Tomlinson, 1999)
InterestLearning
Profile
The Many Layers of Learning
The many layers of a student
Our learners challenge us…..Our learners challenge us…..
Running with the squirrels ad:http://www.youtube.com/watch?v=2Z2_kKAe9y0
In order to teach the squirrels, you must
think like the squirrels!
Feeling confused?
Feeling confused?
Guiding PrinciplesGuiding
Principles There is a balance
between whole class learning and differentiation.
Essential questions guide instruction.
Instruction aligns with standards and curriculum.
There is a balance between whole class learning and differentiation.
Essential questions guide instruction.
Instruction aligns with standards and curriculum.
Characteristics of a differentiated classroom..
Characteristics of a differentiated classroom..
High Expectations for all Respectful tasks Flexible grouping Ongoing assessment Positive and safe learning
environment Choice Collaboration
High Expectations for all Respectful tasks Flexible grouping Ongoing assessment Positive and safe learning
environment Choice Collaboration
What is Differentiation?
What is Differentiation?
A teacher’s response to learner needs
The recognition of students’ varying background knowledge and learning styles
Instruction that honors students’ differences
A philosophy of teaching and not just a set of strategies
A teacher’s response to learner needs
The recognition of students’ varying background knowledge and learning styles
Instruction that honors students’ differences
A philosophy of teaching and not just a set of strategies
What does content mean?
What does content mean?
What a student knows, understands and is able to do as
a result of the instruction:
the “input”
What a student knows, understands and is able to do as
a result of the instruction:
the “input”
What does process mean?What does process mean?The process helps the student “make
sense of”, make meaning from, or
“own” the content.
The process helps the student “make
sense of”, make meaning from, or
“own” the content.
What does product mean?What does product mean?
How the student demonstrates what
s/he knows, understands, and is
able to do: the “output”.
How the student demonstrates what
s/he knows, understands, and is
able to do: the “output”.
Aspects of teaching for engaging all
learners
Aspects of teaching for engaging all
learners
Content Process Product
According to Students’
Readiness
How Can Teachers Differentiate?
Adapted from The Differentiated Classroom: Responding to the Needs of All Learners (Tomlinson, 1999)
InterestLearning
Profile
Some basic strategies
Some basic strategies
Menu choice boardTiered lessonR.A.F.T.Learning Centers
Menu choice boardTiered lessonR.A.F.T.Learning Centers
Choice Board Menu
T i e r e dlesson for Readiness
T i e r e dlesson for Readiness
How to tier for readiness..How to tier for readiness..ConcreteConcrete/AbstractAbstract
ConcreteConcrete/AbstractAbstract
R.A.F.T.writing(provides purpose for
writing)
R.A.F.T.writing(provides purpose for
writing)
R-role of the writerA-audienceF-formatT-topic (+strong verb)
R.A.F.T. AssignmentFrench 2--Traveling in
France
R.A.F.T. AssignmentFrench 2--Traveling in
France
Learning Centers
Flexible Grouping Practices
Flexible Grouping Practices
Help create a safe and honoring learning environment
Content Process Product
According to Students’
Readiness
How Can Teachers Differentiate?
Adapted from The Differentiated Classroom: Responding to the Needs of All Learners (Tomlinson, 1999)
InterestLearning
Profile
Student
EngagementContent
Process
Product
Greater Student
AchievementContent
Process
Product
ActivitiesActivities
Circumlocution Exercise
Circumlocution Exercise
Partner A looks at overhead and tries to explain the word without using it. (No hand movements)
Partner B doesn’t look at overhead, listens and tries to guess the word.
Second round reverse roles.
Partner A looks at overhead and tries to explain the word without using it. (No hand movements)
Partner B doesn’t look at overhead, listens and tries to guess the word.
Second round reverse roles.
Circumlocution Exercise
Circumlocution Exercise
First round- 3 different words-remember--
NO HAND MOVEMENTS!!!!!!!
1. whale 2. boundary 3. irony
First round- 3 different words-remember--
NO HAND MOVEMENTS!!!!!!!
1. whale 2. boundary 3. irony
Circumlocution Exercise
Circumlocution Exercise
Second round- 3 different words-remember--
NO HAND MOVEMENTS!!!!!!!
1. technology 2. awesome 3. scroll
Second round- 3 different words-remember--
NO HAND MOVEMENTS!!!!!!!
1. technology 2. awesome 3. scroll
Create Categories
Create Categories
melon artichoke corn peach coffee mango-guava chocolate tomato yams cherry garcia café au lait onions butter pecan zucchini chamomile
melon artichoke corn peach coffee mango-guava chocolate tomato yams cherry garcia café au lait onions butter pecan zucchini chamomile
rocky road fava peas latté bubble gum tea squash expresso avocado mocha steamer vanilla strawberry swirl beets cabbage double expresso latté
rocky road fava peas latté bubble gum tea squash expresso avocado mocha steamer vanilla strawberry swirl beets cabbage double expresso latté
ART STARTART START
“Gut” guessers
“Gut” guessers
ActivitiesActivitiesFind a person with
the answer gameVocabulary Team
Brainstorming Activity
Find a person with the answer game
Vocabulary Team Brainstorming
Activity
Grocery ShoppingGrocery Shopping
MathMath
The Tree of LifeThe Tree of Life
Critical and Creative Thinking
Critical and Creative Thinking
Higher-level thinking skills
Bloom’s TaxonomyBloom’s Taxonomy
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
Higher
Lower
ActivitiesActivitiesWhat type of question is it?
Apply questioning techniques to content topic.
What type of question is it?
Apply questioning techniques to content topic.
Student generated
questions and answers
Student generated
questions and answers
Create questions in the chart below. Answer your own questions.Create questions in the chart below. Answer your own questions.
Question word Question Response
Who?
What?
When?
Where?
Why?
How?
What if? ? (If?)
Types of WritingTypes of WritingDescriptiveExpositoryNarrative Argumentative or Persuasive
DescriptiveExpositoryNarrative Argumentative or Persuasive
R.A.F.T.writing(provides purpose for
writing)
R.A.F.T.writing(provides purpose for
writing)
R-role of the writerA-audienceF-formatT-topic (+strong verb)
R.A.F.T. AssignmentFrench 2--Traveling in FranceR.A.F.T. AssignmentFrench 2--Traveling in France
R.A.F.T.R.A.F.T.Role Audience Format Topic
(+ strong verb)
Role Audience Format Topic (+ strong verb)
KNOWLEDGE
A P P L I C A T I O N
AA BB
DDCCRigor/Relevance FrameworkRigor/Relevance Framework
Knowledge Taxonomy-Knowledge Taxonomy-(Bloom’s)(Bloom’s)
1. Knowledge1. Knowledge
2. 2. Comprehension Comprehension
3. 3. ApplicationApplication
4. 4. Analysis Analysis
5. 5. Synthesis Synthesis
6. 6. Evaluation Evaluation
Application ModelApplication Model
1 1 Knowledge of one disciplineKnowledge of one discipline
2 Application within discipline2 Application within discipline
3 Application across 3 Application across disciplinesdisciplines
4 Application to real-world 4 Application to real-world predictable situations predictable situations
5 Application to real-world 5 Application to real-world unpredictable situationsunpredictable situations
KNOWLEDGE
A P P L I C A T I O N
AA BB
DDCC
Rigor/Relevance FrameworkRigor/Relevance Framework
Evaluation 6Evaluation 6
Synthesis 5Synthesis 5
Analysis 4Analysis 4
Application 3Application 3
Comprehension 2Comprehension 2
Awareness 1Awareness 1
11Knowledge Knowledge
in in one one disciplinediscipline
22Apply Apply
knowledge in knowledge in one one
disciplinediscipline
55Apply Apply
knowledge to knowledge to real-world real-world
unpredictableunpredictable situationssituations
44Apply Apply
knowledge to knowledge to real-world real-world predictable predictable situationssituations
33Apply Apply
knowledge knowledge across across
disciplinesdisciplines
1
2
3
4
5
6
1 2 3 4 5
A B
DC
Rigor/Relevance FrameworkRigor/Relevance Framework
• Memorize the countries in the European Community.
• Answer the multiple choice vocabulary quiz.
• Calculate volume of simple three- dimensional shapes.
• Analyze both sides of the reasons for the start of the Civil War.
• Design a storyboard for the African legend,
• Identify coordinates for ordered pairs that satisfy an algebraic relation or function.
• Obtain historical data about weather in a certain city to predict the chance of snow, rain, or sun during year.
• Plan a large school event and calculate resources (food, decorations, etc.) you need to organize and hold this event.
• Design a PowerPoint movie as a entry to a “solve a world” problem contest.
• Calculate percentages of advertising in a Spanish newspaper.
• Tour the school building and identify examples of parallel and perpendicular lines, planes, and angles.
• Organize and display collected data from the food preference survey, using appropriate tables, charts, or graphs.
1
2
3
4
5
6
1 2 3 4 5
A B
DC
Rigor/Relevance FrameworkRigor/Relevance Framework• Analyze the graphs of the
perimeters and areas of squares having different-length sides.
• Determine the largest rectangular area for a fixed perimeter.
• Identify coordinates for ordered pairs that satisfy an algebraic relation or function.
• Determine and justify the similarity or congruence for two geometric shapes.
• Obtain historical data about local weather to predict the chance of snow, rain, or sun during year.
• Test consumer products and illustrate the data graphically.
• Plan a large school event and calculate resources (food, decorations, etc.) you need to organize and hold this event.
• Make a scale drawing of the classroom on grid paper, each group using a different scale.
• Calculate percentages of advertising in a newspaper.
• Tour the school building and identify examples of parallel and perpendicular lines, planes, and angles.
• Determine the median and mode of real data displayed in a histogram
• Organize and display collected data, using appropriate tables, charts, or graphs.
•Memorize the countries in the European Community.
•Answer the multiple choice vocabulary quiz.
•Calculate volume of simple three- dimensional shapes.
1
2
3
4
5
6
1 2 3 4 5
A B
DC
Rigor/Relevance FrameworkRigor/Relevance Framework
• Express probabilities as fractions, percents, or decimals.
• Classify triangles according to angle size and/or length of sides.
• Calculate volume of simple three- dimensional shapes.
• Given the coordinates of a quadrilateral, plot the quadrilateral on a grid.
• Analyze the graphs of the perimeters and areas of squares having different-length sides.
• Determine the largest rectangular area for a fixed perimeter.
• Identify coordinates for ordered pairs that satisfy an algebraic relation or function.
• Determine and justify the similarity or congruence for two geometric shapes.
• Obtain historical data about local weather to predict the chance of snow, rain, or sun during year.
• Test consumer products and illustrate the data graphically.
• Plan a large school event and calculate resources (food, decorations, etc.) you need to organize and hold this event.
• Make a scale drawing of the classroom on grid paper, each group using a different scale.
• Calculate percentages of advertising in a Spanish newspaper.
• Tour the school building and identify examples of parallel and perpendicular lines, planes, and angles.
• Organize and display collected data from the food preference survey, using appropriate tables, charts, or graphs.
1
2
3
4
5
6
1 2 3 4 5
A B
DC
Rigor/Relevance FrameworkRigor/Relevance Framework
• Express probabilities as fractions, percents, or decimals.
• Classify triangles according to angle size and/or length of sides.
• Calculate volume of simple three- dimensional shapes.
• Given the coordinates of a quadrilateral, plot the quadrilateral on a grid.
• Obtain historical data about local weather to predict the chance of snow, rain, or sun during year.
• Test consumer products and illustrate the data graphically.
• Plan a large school event and calculate resources (food, decorations, etc.) you need to organize and hold this event.
• Make a scale drawing of the classroom on grid paper, each group using a different scale.
• Calculate percentages of advertising in a newspaper.
• Tour the school building and identify examples of parallel and perpendicular lines, planes, and angles.
• Determine the median and mode of real data displayed in a histogram
• Organize and display collected data, using appropriate tables, charts, or graphs.
• Analyze both sides of the reasons for the start of the Civil War.
• Design a storyboard for the African legend,
• Identify coordinates for ordered pairs that satisfy an algebraic relation or function.
1
2
3
4
5
6
1 2 3 4 5
A B
DC
Rigor/Relevance FrameworkRigor/Relevance Framework
• Express probabilities as fractions, percents, or decimals.
• Classify triangles according to angle size and/or length of sides.
• Calculate volume of simple three- dimensional shapes.
• Given the coordinates of a quadrilateral, plot the quadrilateral on a grid.
• Analyze the graphs of the perimeters and areas of squares having different-length sides.
• Determine the largest rectangular area for a fixed perimeter.
• Identify coordinates for ordered pairs that satisfy an algebraic relation or function.
• Determine and justify the similarity or congruence for two geometric shapes.
• Calculate percentages of advertising in a newspaper.
• Tour the school building and identify examples of parallel and perpendicular lines, planes, and angles.
• Determine the median and mode of real data displayed in a histogram
• Organize and display collected data, using appropriate tables, charts, or graphs.
• Obtain historical data about weather in a certain city to predict the chance of snow, rain, or sun during year.
• Plan a large school event and calculate resources (food, decorations, etc.) you need to organize and hold this event.
• Design a PowerPoint movie as a entry to a “solve a world” problem contest.
KNOWLEDGE
A P P L I C A T I O N
AA BB
DDCC
Rigor/Relevance Framework
TeacherWork
Teacher/Student Roles
StudentThink
StudentThink & Work
StudentWork
Quadrant A
Read a paragraph from a tourist brochure and plot the 10 most popular cities in France to visit on the map.
Quadrant B
Choose six cities that you like and plan and design a two week trip. Include details of things to visit, hotels and restaurants and plot your trip on a map.
Quadrant C
Do research on cities and regions of France according to types of activities and weather you prefer. Create a 10 slide PowerPoint to share your trip.
Quadrant D There is a group of 15
people of various ages and preferences. Plan the best two-week trip for this group considering and negotiating these preferences. Create a marketing brochure to inform and persuade them.
KNOWLEDGE
A P P L I C A T I O N
AA BB
DDCC
Rigor/Relevance FrameworkRigor/Relevance Framework
Evaluation 6Evaluation 6
Synthesis 5Synthesis 5
Analysis 4Analysis 4
Application 3Application 3
Comprehension 2Comprehension 2
Awareness 1Awareness 1
11Knowledge Knowledge
in in one one disciplinediscipline
22Apply Apply
knowledge in knowledge in one one
disciplinediscipline
55Apply Apply
knowledge to knowledge to real-world real-world
unpredictableunpredictable situationssituations
44Apply Apply
knowledge to knowledge to real-world real-world predictable predictable situationssituations
33Apply Apply
knowledge knowledge across across
disciplinesdisciplines
KNOWLEDGE
A P P L I C A T I O N
AA BB
DDCCRigor/Relevance FrameworkRigor/Relevance Framework
A Final ThoughtA Final
Thought"No one has yet realized the wealth of sympathy, the kindness and generosity hidden in the soul of a child. The effort of every true education should be to unlock that treasure." -Emma Goldman
"No one has yet realized the wealth of sympathy, the kindness and generosity hidden in the soul of a child. The effort of every true education should be to unlock that treasure." -Emma Goldman
Toni TheisenLoveland High School
Thompson School DistrictLoveland, CO
ACTFL Teacher of the Year 2009970.412.0256
Toni TheisenLoveland High School
Thompson School DistrictLoveland, CO
ACTFL Teacher of the Year 2009970.412.0256