Teaching With Models

Specialized Instruction

Differentiation

•Precocity•Complexity•Intensity•Creative•Conceptual•Perfectionistic

Joyce Van Tassel-Baska 2009

Learner Char. and Corresponding Emphasis in the Curriculum

The Learner

Precocity

Intensity

Complexity

The Curriculum

Advanced Content

Process/product depth

Issues/concepts/ themes/ideas

Creativity Dimension

• Design/construct a model based on principles or criteria

• Provide alternatives for tasks, products

• Direct oral and written communication to a real-world audience

Quest Model for Creative Writing The Hero

(Create a character with heroic qualities)

Encounters a problem or challenge(Define the challenge)

Goes on a journey to seek answers to the problem/challenge(Define the journey in respect to type, duration and purpose)Has exploits

that tests his/her commitment to the quest(Define adventures/people/ situations encountered)

Returns home with the solution, answers, and/or wisdom (Define the outcomes of the quest – new understandings, insights, and tangible rewards for the hero)

Freytags Plot Line

Katie Carson’s Classroom

1.Once upon a time…2.And every day…3. Until one day…4. And then…5. And then…6. Until finally…7. And ever since…

Tomlinson, Carol Ann and Doubet, Kristina; “Reach Them to Teach Them” Educational Leadership: Summer 05, Vol. 62, # 10.

Hamburger Model for Persuasive Writing

Polygon

Definition: A closed plane bound by 3 or more line segments

Characteristics: more line segments, multiple angles

Examples: square, triangle, rectangle, quadrangle

Non-examples: circle, arc

Word

Vocabulary Map

Definition

A synonym

Use in sentence

Part of speech

An antonym

What will the

group do this

evening?

Point of View

Implications/ Consequence

sEvidence/ Data

Concepts/Ideas

Assumptions

Inferences

Purpose/ Goal

1. Identify your issue or problem2. Read about your issue and identify points of

view or arguments through information sources

3. Form a set of questions that can be answered by a specific set of data

4. Gather evidence through research techniques such as surveys, interviews, or analysis of primary and secondary source documents

5. Manipulate and transform data so that they can be interpreted.

6. Draw conclusions and make inferences7. Determine implications and consequences8. Communicate your findings

Reasoning about a Situation or Event

What is the situation?

Who are the stakeholders?

What is the pointof view for each

stakeholder?

What are theassumptions of

each group?

What are theimplications ofthese views?

Different Types

sand

clay silt

Rock and gravelincluding

Consists of

By

r

y

y

g

??

Rules from Tom Kelley’s book, The Ten Faces of Innovation:

1.Go for Quantity. Good ideas emerge from lots of ideas. Set a numerical goal – say, a total of one hundred ideas.2.Encourage Wild Ideas – Extremism is a virtue. The right idea often flows from what initially seems outlandish.3.Be Visual – Pictures unlock creativity.4.Defer Judgment – There’s no such thing as a bad idea, so banish the naysayers. Think creatively first and critically later.5.One Conversation at a Time – Listen, be polite, and build on others’ suggestions.

Curriculum Compacting

1) What’s important? 2) What can be skipped or eliminated?3) What do students already know or are able to do?4) What will they grasp easily?5) What can be accomplished quickly?

The goal is to modify or “streamline” curriculum to allow students to move at a quicker pace and then have time to pursue an alternate topic or go into greater depth in an area of study.

Basic Skills CompactingSpelling, Math Computation,Language Arts Basic Skills

Pretesting is easily used todocument proficiency.

Content Compacting

Social Studies, Science, Literature, Math Applications, and Problem-Solving

Students may already know some material or may be able to read advanced material or master objectives more quickly.

1. The teacher previews the student task and selects the most difficult examples.

2. The examples are marked (*) and students are given the opportunity to do these items first as a means of demonstrating mastery or understanding.

3. If students are able to demonstrate mastery, then they are provided alternate activities for that period of time.

Content Area Documenting Mastery Alternate Activities

Student’s Name: ________________________________

Content Area Documenting Mastery Alternate Activities

Math ---Decimal Fractions Score of 85 percent or

higher on the pretestWill work with class on days they learn concepts she has not mastered

Will work on alternate math enrichment activities on other days

Content Area Documenting Mastery Alternate Activities

Social Studies---Colonial Living Unit

High Interest Strong Readers---- Will read and pick up concepts quickly

Students will read chapters 5 & 6 in text at own pace

Do chapter exercises 3, 7, & 9

Take unit test when ready

Students will select a topic of interest from a list of alternate activities related to an aspect of colonial living for an independent study

4 3 2 1 Score

Fluency I can think of many ideas.

I can think of some ideas

If I get some help, I can think of ideas

I have a hard time thinking of ideas

Flexibility I notice what is surprising and unusual

I notice unusual things around me

When someone reminds me, notice

I hardly ever notice unusual things

Evaluation I know several ways of deciding

I can tell which ideas are worth working on

With help, I can tell which ideas worthwhile

I cannot tell which ideas are worthwhile

Risk-taking

I like to try new ideas

I try new ideas

Sometimes I try new ideas

I do not try new ideas

Seeking Challenges

Goal setting (etc.)

Goal setting

Goal setting (etc.)

I do not set goals

Elaboration

When I have good idea, I add details to make great

I can usually add details to make better

Sometimes, I can think of way to make better

I do not know how to make better

Criteria Exemplary (4-5)

Good(2-3)

Needs Improvement(0-1)

Initial Questions

Questions are probing and help clarify facts

All questions may not be relevant

Few or no questions formulated

Understanding the problem

Clearly defines the problem

Statement has some vagueness or missing information

Problem defined incorrectly

Seeking information

Identifies several sources of information

Relies on few sources

Not clear as to what is needed

Risk-taking I try new ideas Sometimes I try new ideas

I do not try new ideas

Integration of knowledge

Effectively applies previous knowledge

Applies limited amount of prior knowledge

Unable to connect previous knowledge

Is this fair?

1.Asking the same as other students; to stretch a bit, learn new skills2.Promoting success at new level; not failure at new level3.Acknowledging skills; to not do so would be malpractice4.Perfect time to do this

“Challenging the Gifted Child in the Classroom. The Challenge Magazine of The Center for Gifted Studies. Western Kentucky University. No. 20 Winter 2008

Renzulli, Joseph, Reis, Sally, Swicord, Curriculum Differentiation for Gifted and Talented Students – Webinar – Slideshare

Tomlinson, Carol Ann (1995). How to Differentiate Instruction in Mixed-Ability Classrooms. Alexandria, VA: Association for Supervision and Curriculum Development.

Tomlinson, Carol Ann & Doubet, Kristina (2006). SMART in the Middle Grades – Classroom That Work for Bright Middle Schoolers. Westerville, OH: National Middle School Association.

Tomlinson, Carol Ann (1995). How to Differentiate Instruction in Mixed-Ability Classrooms. Alexandria, VA: Association for Supervision and Curriculum Development.

Tomlinson, Carol Ann & Doubet, Kristina (2006). SMART in the Middle Grades – Classroom That Work for Bright Middle Schoolers. Westerville, OH: National Middle School Association.

Van Tassel-Baska, Joyce (2003). Content-Based Curriculum. Waco, TX: Prufrock Press, Inc. p. 16