ARC I, Summer 2015

Differentiated InstructionJune 18 & 19

Presented by Meg Porcella

Activating Prior KnowledgeResearch indicates that “….what students already know about the content is one of the strongest indicators of how well they will learn new information;” therefore, it is critical that teachers begin to spend more time with focused instruction to build background knowledge.

Marzano, R. (2004), Building Background Knowledge. Alexandria, VA: ASCD.

Background Knowledge?

Life experiences

Ability to process and store information

The quantity and variety of our academically enriching experiences

Direct Approach

• Enrich Academics: Providing a variety and depth of out-of-class experiences

• Relationships: Providing a mentoring environment with caring adults

Indirect approaches

• Virtual experiences (taps into our three types of memory: sensory, working and permanent)• Reading (silent sustained reading w/ interaction

about what they read; text rendering protocol)• Language interaction (talking/listening to

others)• Educational visual media

• Vocabulary knowledge

K-N-L (KWL)

K – What I already know (What I think I know)N – What I need to learn, research or investigate?L – What I learned

Variations:• Can add additional columns:

• H- How I want to learn it?• W-What more do I want (need) to learn?• U- How can I use (apply) new learning?

• Individual, pairs, groups

KNL Question

When criminal behavior can be explained by a medical condition, how should the criminal justice system respond?

KEL ChartProject CrISS Strategy

https://surry.haikulearning.com/scottj/crisstemplates/cms_page/view

Category What We KNOW What We EXPECT to Find Out

What We LEARNED

Religion

Politics/Government

Geography

Social Issues

Economy

Culture

Technology

Process Check!

• Discuss ways to adapt this strategy to your specific content or discipline.• How can you plan to meet the needs of all

students?• Be prepared to share your thoughts.

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Visual and Auditory Literacy

What’s in a Picture?

What does the sound remind you of?

Visual and Auditory LiteracyResponse Guide

Sound

• Briefly Describe the Sound

• What does it remind you of?

• Speculate what the sound is and how it is connected to the lesson.

Response Guide Image

• Briefly Describe the Image

• What does it remind you of?

• Speculate what the image is and how it is connected to the lesson.

Variations:

• Have students work in pairs, one looking at a picture, describing it to the other. The second student will make a list of what the picture may be.

• Use any sensory experience as a writing prompt e.g., have students touch objects in a bag and try to guess what they are.

• Use images of current events to ground the teaching and learning experience.

Process Check!

• Choose at least ONE of the previous methods of activating prior knowledge

• Generalize it into your own content• Discuss your idea with your table group• Plan for methods to adapt the activity for all

learners

• Be prepared to discuss

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Making ConnectionsInteracting with Language

• Helps students to encode information in their own words

• Helps students view things from different perspectives

• Allows for self-expression

• Allows for deeper understanding and increases the probability information will be retained (i.e., novelty, imagery)

Question of the Day• An open ended question designed to intrigue

students and activate prior knowledge.

How are Ballet and Geometry alike?

Question of the Day

Variations:

1. Have students either in pairs or in small groups generate the question of the day.

2. Use prior to viewing a film or video. Students respond after viewing the video or film.

3. Use analogies, metaphors, or similes.

ABC Brainstorm

Students think of a word or phrase associated with a new topic, matched to the letter of the alphabet.

Topic:

The ‘70s

Exclusion Brainstorm

• Alternative to pre-assessment of known words/vocabulary

• Allows students the opportunity to discuss words as they relate to a specific topic and identify words that might not belong

(Blachowicz,1986,Tompkins,2004,McBride,2005)

What words might not be included in an article about bullying?

School

Threats

Cyber Stalking

Diseases

Angry

Ignore

Mechanical

Teasing

Illegal

Harassment

Hurtful

Relational

Use of Linguistic and Nonlinguistic Representations

• Represent words using graphic representations, pictures and pictographs

• Use a graphic organizer with words of similar structure or content

• Identifying similarities and differences• Comparing• Classifying• creating metaphors• creating analogies

Compare and Contrast Metaphor

Love is a rose.

Synthesizing Statement

VOCAB

•Verify the terms

•Organize your post-its

•Communicate to a partner

•Assess your understanding

•Build on itKU-CRL.ORG

VOCAB

Terms

DifferentiatedInstruction

Multi-TieredInterventions

Rigor

Assessment for Learning

Equity Relevance

Continuum of Support

StrategicDecision-Making

Relationships

Frayer Model

(Frayer, Frederick, and Klausmeier, 1969; Buehl, 2001)

Vocabulary MapDefinition Synonym(s)

Sentence Picture

Project CrISS, 2007

Vocabulary Word

Process Check!

• Choose at least ONE of the previous methods of activating prior knowledge through interacting with language

• Generalize it into your own content• Discuss your idea with your table group• Plan for methods to adapt the activity for all

learners

• Be prepared to discuss

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GRPG INTRO TCHG LRNG RES EXT TIME

ProcessProductContent

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THE DECISION-MAKING PROCESSHow can I adjust one or more of the 10

curriculum components to address the ONEtargeted learning difference?

Goals AssessmentMethods/Materials

Why check for understanding?

• Confirm student understanding

• Identify and confront misconceptions

• Provide students with a model of good study skills.

• Approach formative assessment systematically

✔

What are your goals for assessment?

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Summative vs. Formative:

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When the cook tastes the soup that is formative; when the guest tastes the soup that is summative.

R. Stake

Activating Prior KnowledgeChecking for Understanding

Strategy APK CFU

KNL/KWL

KEL Chart

Response Guide: Audio and Visual

Question of the Day

ABC Brainstorm

Exclusion Brainstorm

Comparison/Contrast Metaphor

Frayer Model

Vocabulary Map

Discussion Protocols

VOCAB

What is a Performance Task?

“What happens in athletics should happen in schools, though often it does not. In classrooms we see overemphasis on tests and worksheets that are the equivalent of decontextualized sideline drills, with few if any opportunities for students to actually play the game or ‘do’ the subject in realistic ways.”

Wiggins and McTighe (2012)

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Characteristics of Exemplary Performance Tasks

Provides an authentic context with relevance for students

Gives specific expectations and success criteria for students

Emphasizes the application and use of knowledge and skills

Reveals student understanding and transfer

Rated with a rubric to measure different aspects of the task

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GRASPS Ideas

G Design, teach, explain, inform, create, persuade, defend, critique, improve

R Advertiser, illustrator, coach, candidate, eyewitness, newscaster, editor, news show host, politician

A Classmates, neighbors, pen pals, travel agent, jury, celebrity, historical figure, community, school board, government

S The context of the situation – Create a real life scenario

P Essay, letter, advertisement, script, debate, story, proposal, brochure, slide show, performance

S What success looks like: Scoring guide, rubric, and examples

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“GRASPS" Performance Task

G•GOAL Research the effects of the sale of junk food in

schools

R •ROLE You are a subcommittee of the student council

A •AUDIENCE The principal and his/her advisory board

S•SITUATION The school committee wants to ban junk

food in the schools

P•PRODUCT Write a letter proposing a policy on the sale

of junk food in schools

S •STANDARD Peer review using rubric39

Smarter-Balanced Performance Task—Grade 6

• Some students have suggested that a student gardening program should be started at your school. You are working on the school newsletter, and your assignment is to write an argumentative article for the newsletter on this topic. In your article, you will take a side about whether or not your school should start a student garden. Support your position with information from the sources you have examined. The audience for your article will be the teachers and students at your school.

• Scoring Criteria• Statement of purpose / focus and organization—How well did you clearly

state your claim on the topic and maintain your focus? How well did your ideas logically flow from the introduction to conclusion using effective transitions? How well did you stay on topic throughout the article?

• Elaboration of evidence—How well did you provide evidence from the sources to support your opinions? How well did you elaborate with specific information from the sources you reviewed? How well did you effectively express ideas using precise language that was appropriate for your audience and purpose?

• Conventions—How well did you follow the rules of usage, punctuation, capitalization, and spelling?

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G •GOAL

R •ROLE

A •AUDIENCE

S •SITUATION

P •PRODUCT

S •STANDARD

Standard (Rubric)

Evaluative Criteria Category: Impact, Content, Quality, Process

GRPG INTRO TCHG LRNG RES EXT TIME

ProcessProductContent

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Environment

THE DECISION-MAKING PROCESSHow can I adjust one or more of the 10

curriculum components to address the ONEtargeted learning difference?

Goals AssessmentMethods/Materials