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Begin with the End in Mind-2010 DI

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Information about Begin with the End in Mind-2010 DI
Education

Published on July 28, 2010

Author: cheryl_dick

Source: authorstream.com

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Slide 1: Begin with the End in Mind That’s Me! : That’s Me! What is Differentiated Instruction? : What is Differentiated Instruction? It’s consistently and proactively creating different pathways to help all your students to be successful. ~Betty Hollas Slide 5: Differentiating Instruction is doing what’s fair for students. It’s a collection of best practices strategically employed to maximize students’ learning at every turn, including giving them the tools to handle anything that is undifferentiated. It requires us to do different things for different students some, or a lot of the time. It’s whatever works to advance the student. It’s highly effective teaching! Wormeli, R., 2005 MOST Important Words Response to Intervention : Response to Intervention Slide 10: Daily Minutes: Math: 60 Language Arts: 150 Science: 30 Social Studies: 30 Total: 270 minutes Scope and Sequence4th Grade Math : Scope and Sequence4th Grade Math N1A: read, write, compare whole numbers up to 100,000 N1C: recognize equivalent representations for the same number and generate them by composing and decomposing numbers N1D: Classify and describe numbers by their characteristics, including odd, even, multiples and factors N2A: Represent and recognize multiplication and related division using various models, including equal intervals on the number line, equal size groups, distributive property Expanding the Morning Message : Expanding the Morning Message Monday: Messy Monday (editing) Tuesday: Tangled Tuesday (spelling) Wednesday: Wacky Wednesday (editing) Thursday: Thinking Thursday (problem solving) Friday: Fabulous Friday (week at a glance) EXAMPLE: LANGUAGE ARTSElementary : EXAMPLE: LANGUAGE ARTSElementary Just Right: Think about the setting in the story you have read. Using words and pictures, create a poster that shows how the setting affects the characters and their actions in the story. Less Complex Task (Loosened): Think about the setting in the story you have read. Using words and pictures, create a poster that shows the setting of your story. CONCEPT: Story Elements (Setting) EXAMPLE: SOCIAL STUDIESMiddle/High School : EXAMPLE: SOCIAL STUDIESMiddle/High School More Complex Task (Tightened): As a group, brainstorm some of the problems we face with information overload and management. Divide your list among the members of your team. Each one must come up with at least one way the problem could be solved. As a group, create a poster with your results. Just Right: As a group, develop an illustrated flow chart showing the results of our shift to the information age. Create a poster of your results. CONCEPT: Impact of Internet on Information Access Slide 21: Lecture Reading Audio-Visual Demonstration Discussion Group Practice by Doing Teach Others/Using Your Learning 5% 10% 20% 30% 50% 75% 90% Average Retentions LEARNING PYRAMID Let’s Make an Appointment! : Let’s Make an Appointment! 8:00______________ 9:00______________ 10:00_____________ 11:00_____________ 12:00_____________ Hollas, B. (2005) Random Random Random 7:00 Peer Tutor 9:00 Peer Tutor 11:00 Similar Ability 1:00 Similar Ability Memory Pathways : Memory Pathways Semantic Procedural Memory Episodic Emotional Jensen. E. (2007) Slide 27: Missouri Iowa Illinois Kentucky Tennessee Arkansas Oklahoma Kansas Nebraska ROY G BIV : ROY G BIV Repetition Oxygen Yearning for Meaning Glucose Bias Attention Intense Emotion Variety of Word Tools Did You Know? : Did You Know? 46% of people are visual learners 19% of people are auditory learners 35% of people are kinesthetic learners VAK Storytelling : Storytelling Stories provide a script for us to tie information to our memory. (Markowitz & Jensen, 1999) Storytelling is a wonderful way to access more than one memory lane. Putting semantic information into a story format allows a student to see not only the whole idea but the details as well since the brain processes both wholes and parts at the same time. (Caine & Caine, 1997) Marcia Tate (2003) Mineral Hardness Scale : Allen, R. (2008) Mineral Hardness Scale Talc Gypsum Calcite Fluorite Opalite Feldspar Quartz Topaz Corundum Diamonds Mineral Scale StoryWritten by: Greg Hopkins, Dana Meinders, Paula Seal at Robinson Elementary in Aurora, Missouri : Mineral Scale StoryWritten by: Greg Hopkins, Dana Meinders, Paula Seal at Robinson Elementary in Aurora, Missouri There once was a hillbilly named Min --- Earl Scale. Earl talced funny. He had a girlfriend who dressed like a gypsum. Every night they checked the cattle at the cal-cite. Then they would come sit on the flurite next to the dog, Opalite. Their favorite sport was to go out to the fields and spar (feldspar). The winner would get a Quartz of moonshine. Topaz the rest of the time, they corundumed up the mountain and back down again. After five trips up and down the mountain, they would die in mounds (diamonds). The Weighty Word Book : The Weighty Word Book Slide 34: Jensen, E. (2008) Rituals Good class rituals are thoughtful, short, prearranged events. 100% Dependable Simple Engage EVERYONE End in a positive state Solve a recurring problem Examples of Rituals: Clap, clap, whoosh! Come to the carpet song Visitor: Time to stretch Good job, good job, clap, clap Turn to your partner and say, “Let’s have a great day!” Notes:______________________________________________________________________________________________________________________________________________ Slide 35: Jensen, E. (2003) Peripherals Matter! Put new peripherals on the wall 2-3 weeks before you begin teaching a new concept. Giving Directions : Giving Directions “In ten seconds …” “When I say go …” “Move the chairs to the outside edges of the room …” “Go!” Remember: Set up Time Trigger word Directions, one at a time Check for readiness Say trigger word Differentiated Wait Time : Differentiated Wait Time Thinking takes time. Give students 5-10 seconds to respond to a question. Make sure they KNOW that they’re expected to use that time to think about their answers. Pair/Share answers Then, call on students to respond. Don’t call on students until at LEAST half of them have raised their hands. Betty Hollas (2005) Encourage Higher Level Thinking : Encourage Higher Level Thinking Describe (knowledge) Explain (comprehension) Develop (application) Classify (analysis) Create a new (synthesis) In your opinion (evaluation) Betty Hollas (2005) I’m done . . .What do I do now?? : I’m done . . .What do I do now?? What are anchor activities? specified ongoing activities on which students work independently ongoing assignments that students can work on throughout a unit Why use anchor activities? provide a strategy for teachers to deal with “ragged time” when students complete work at different times they allow the teacher to work with individual students or groups provides ongoing activities that relate to the content of the unit allow the teacher to develop independent group work strategies in order to incorporate a mini lab of computers in classroom Betty Hollas (2005) 4-6-8 : 4-6-8 Characters Setting Events_______ Britney Spears Mall Losing $ Martha Stewart Beach Dancing Brad Pitt Jail Class Reunion Paris Hilton Movies Running Bases Park Shopping Baseball Game Gambling Teaching Boating R.A.F.T.Page 70 : R.A.F.T.Page 70 Role Fraction Teacher Reporter Songwriter Audience Decimal Students Public Singer Format Love letter Friendly letter Business letter Rap Topic Explain Relationship Book Talk Causes/effects of the current economic situation Economics Slide 47: Pre-assess Instruction/ Formative Assessment Summative Assessment Data Analysis Remediation/ Enrichment The Teaching Wheel Assessment : Hollas, B. (2005) Assessment Pre-assessment: Determine students’ prior understanding and readiness for the content. Formative Assessment: Tracking students’ progress throughout the learning process as well as giving them the opportunity to track their own growth. Summative Assessment: Making sure they’ve reached the goals that have been set. Slide 49: Fisher, D., Frey, N.(2007) Checking for Understanding: Formative Assessment Techniques for Your Classroom. Alexandria, VA. ASCD Think About This . . . : Adapted from Marzano, R. Think About This . . . There are twenty problems on a test. The student misses four of them. What’s his/her score? Do You Need More Information? : Do You Need More Information? The first 10 are multiple choice, simple recall questions. The student gets them all right. Numbers 11-15 are constructed response, complex questions that were explicitly taught. The student gets them all right. Numbers 16-20 are also constructed response, but they’re application questions that go beyond what was taught. The student misses four of them. Scoring Guide : Scoring Guide 4 – In addition to the 3 score, student demonstrates in-depth understanding and applications that go beyond what was taught. 3 – No major errors or omissions regarding the information. 2 – No major errors or omissions regarding the simpler details and processes but major errors or omissions regarding the more complex ideas and processes. 1 – With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes. 0 – Even with help, no understanding or skill demonstrated. Modified from: Marzano, R. (2006). Classroom and Assessment and Grading that Work. ASCD. Alexandria, VA Slide 53: 10 = 4 = ADVANCED 8.5 = 3 = PROFICIENT 6.5 = 2 = BASIC 5 = 1 = BELOW BASIC

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