Welcome to Session #3 PLN 13: Differentiated Instructional Strategies for the Block Schedule

WELCOME TO SESSION #3PLN 13: DIFFERENTIATED

INSTRUCTIONAL STRATEGIES FOR THE BLOCK SCHEDULE

Diane HubonaChris SinglerErie Strong VincentNovember 9, 2013

COMIC STRIP SORT

Find the three other pieces to your cartoon

Brainstorm with your group

What type of sorts have you done in your classroom content area?

What lenses of learning do sorting activities support?

QUINN’S SIX QUESTIONS FOR LESSON DESIGN

1. What am I teaching?

2. Why am I teaching it?

3. How am I teaching it?

4. Why am I teaching it that way?

5. How do I know my kids are getting it?

6. How do the kids know they are getting it?

RSQC2: DISCUSSION PROTOCOL FOR ALL CONTENT AREAS

Review the assigned reading from the Differentiated Instruction book to prepare for small-group discussions.

Complete the RSQC2 template as your notemaking device.

Discuss the assigned reading in your comic strip groups.

LITERACY IN THE SCIENCE CLASSROOM

BDA Lesson Before: Vocabulary Activity---I Know, I Think I Know, I’m Clueless! During: Text rendering with determining importance—V.I.P.’s After: Summarization Writing—Found Poetry

I-SEARCH: AUTHENTIC INQUIRY

FOR ALL CONTENT AREAS

PLEASE DO NOW! What comes to mind when you hear the following:

Research

Inquiry

Research Paper

I-SEARCH BEGINS WITH A PERSONAL CONNECTION

Think of what’s important in your life right now. Personally or professionally, what would you like to know more about, plan or do?

Share your ideas with some neighbors and choose one.

I-SEARCH NEEDS TO BE IMPORTANT TO YOU

Introduce your chosen topic and write a paragraph of at least five lines explaining why it’s important to you.

I-SEARCH IS ALWAYS CONNECTED TO PRIOR KNOWLEDGE Write a paragraph of at least five lines detailing what you know about your topic – some background or experience you’ve had.

I-SEARCH IS SOCIAL –RESEARCH IS NOT DONE IN ISOLATION Choose a research partner and share what you have written so far.

Feel free to elaborate on your written response and add to it.

As a partner, ask questions to help understand the topic completely. Feel free to offer information and advice to help.

I-SEARCH IS INQUIRY – ASKING QUESTIONS OF IMPORTANCE

Working with your partner, brainstorm a minimum of three questions important to your topic – what do you need to know?

1.

2.

3.

4.

5.

I-SEARCH IS REFLECTIVE – TIME TO THINK, PLAN, AND ACT Congratulations – you’ve developed a strategic plan! What do

you do next? First? Most important? Need to contact someone? Head to the library? Jump on a laptop? What are your timelines? Can you group your questions to save time in your search? List your steps here.

1.

2.

3.

I-SEARCH SHOULD BE CONTENT-CONNECTED

What do students want to know?

What do they choose to explore? In science?

In social studies?

In math?

In world language?

In health?

In vocational classes?

In any content?

I-SEARCH REQUIRES AND HELPS TO REFINE AN AUTHENTIC SKILL SET To be successful, students need to learn and practice important learning skills:

Formulating questions Identifying resources Reading informational text Organizing ideas Notemaking Attributing Summarizing Evaluating, Analyzing, Synthesizing Reflecting

WILL I-SEARCH IMPACT STUDENT LEARNING AND ACHIEVEMENT? The Research:

“Inquiry requires that we dig beneath the surface to explore a topic, dwell in it, wander about it, and find out information. This deeper understanding is directly related to long-term memory.” (Harvey ‘98)

“Research clearly makes the connection to improved engagement, motivation, and writing skills when students participate regularly in inquiry-based learning activities.” (Postman & Weingartner ‘06)

WILL I-SEARCH IMPACT STUDENT LEARNING AND ACHIEVEMENT? The Research (cont.):

At the HS level, inquiry and authentic research are required staples of the highest achieving nations in literacy, science and mathematics (New Zealand, Japan, etc.) and is identified as a contributing factor in successful reform efforts across the US (TIMMS, Int’l Literacy Assess., HSTW).

NAEP has identified research as both an academic and a life skill.

NCTE, NSF, NCTM, NCSS all identify a wide divide between research practices in classrooms vs. recommended practices.

WHAT ARE THE RECOMMENDED PRACTICES?* Instruction and assignments related to research should begin no later than

_____grade.

* Students should participate in approximately _________research

projects each year.

* Research should be a staple in ______________classrooms.

* Format or presentation should count for no more than _______% of a

student’s research grade.

* Frequency is more important than ________________in building

successful research practices.

I-SEARCH: A TIME TO REFLECT What do you see as most valuable?

With whom should you share this information?

What more would you like to know?

WHAT HELPS BUILD SUCCESSFUL I-SEARCH EXPERIENCES I-Search is best when it…

Builds on existing knowledge

Connects content with interest

Encourages choice

Encourages partnerships

Encourages a variety of resources

Explores multiple methods of reporting

Requires reflection on findings

Shares results with real-world audiences

LET’S DO THE MATH! Strategies That Support Math Literacy

Math BDA

ASSESSMENTS…WHAT TEACHERS NEED TO KNOW! Formative vs. Summative Assessment

FINAL PROJECT WORK

BDA Lesson Plan Constructive Playtime

NEXT STEPS??????

For December 7, 2013

Read Chapters 10, 11, 12 in Differentiated Instructional Strategies for the Block Schedule Final lessons for sharing out

See you in December

TICKET OUT THE DOOR

One Sentence, One Phrase, One Word