DIFFERENTIATED INSTRUCTION, CSCOPE, AND RIGOR. Objectives for Today Content Objective: We will Gain...
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DIFFERENTIATED INSTRUCTION, CSCOPE, AND RIGOR. Objectives for Today Content Objective: We will Gain a clearer understanding of differentiating instruction
Objectives for Today Content Objective: We will Gain a clearer
understanding of differentiating instruction using CSCOPE and best
practices Use CSCOPE documents to analyze and create rigorous
questioning Create lessons for upcoming units Language Objective:
We will describe differentiation, rigor, and CSCOPE pacing verbally
with a partner and with the group.
Slide 3
Agenda Review of Differentiated Instruction Learning Styles
CSCOPE Lesson Examples Rigor and DOK Review CSCOPE and Leveling
Questions Creating Lessons Wrap Up!
Slide 4
What Is Differentiated Instruction? Circle Map
Slide 5
DI Brainstorm: Activate your prior knowledge. Frame of
Reference Who/What influenced your knowledge?
Slide 6
What is Differentiated Instruction? o Instruction that
MAXIMIZES learning for ALL students. o Best teaching
practices.
Slide 7
Differentiate through: Content (what is taught) Process (how it
is taught) Product (what they produce) Differentiate because:
Readiness Learning styles Interests How Do We Differentiate?
Slide 8
Sort Activity
Slide 9
Learning Styles Inventory
Slide 10
Slide 11
Sort Activity Sharing Out What were the correct responses for
each category?
Slide 12
Ways to help ELL students Modeling Hands-on activities
Manipulatives Realia Pictures Smartboard Demonstrations Multimedia
Timelines Graphic organizers Bulletin boards Maps
Slide 13
CSCOPE Lesson Format EngageExploreExplainElaborateEvaluate
Content Content/ Process Process Product Video Clip Thinking Map
Song Hands-on Activity Scavenger Hunt Flipchart Foldable Journal
Notes Discussion Games I Have Who Has? Models Projects Performance
Indicator
Slide 14
CSCOPE Lesson Example Grade 4 Mathematics Unit 8: Possible
Lesson 03 (5 days) TEKS: 4.9A (not STAAR tested), 4.9B, 4.9C
Process TEKS 4.14A, 4.15A, 4.15B, 4.16A, 4.16B Topic: Congruent
Figures ( to 1 day) Topic: Transformations (3 days TOTAL) Topic:
Translations (1 day) Topic: Rotations (1 day) Topic: Reflections (1
day) Topic: Symmetry and Transformations (1 day)
Slide 15
Have they seen these concepts before? Congruent
FiguresTransformations 3 rd Grade Introduced to Congruency
(Supporting) 4 th Grade Unit 7: Measurement 4 th Grade Introduced
to Transformations Translations Rotations Reflections 5 th Grade
Transformations moved to the coordinate plane (Quadrant I only) 7
th Grade Graphed transformations, including translations and
reflections (All Quadrants) 8 th Grade Graph transformations,
including translations, reflections, and dilations (All Quadrants)
3 rd Grade Introduced to Symmetry using concrete models
(Supporting) 4 th Grade Use reflections to verify symmetry of a
shape 5 th Grade Not Taught Symmetry
Slide 16
Will the students see this again this year? TEKS Verification
Chart 4.8A 4.8B 4.8C
Slide 17
Topic: Congruent Figures Review (1/2 to 1 Day)
Slide 18
Topic: Transformations
Slide 19
Engage
Slide 20
Explore/Explain
Slide 21
EXPLAIN: FLIPCHART
Slide 22
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Explore/Explain
Slide 26
Exit Slip/Entrance Ticket 1)Write a reflection on the days
activities. 2)Create a cartoon of the days activities. 3)Relate the
days activities to an outdoor event or function. 4)Write a song or
sing a song about the days activities. 5)Create a graphic organizer
to explain the days activities. 6)Create or perform a skit about
todays activities. 7)Create a game to review the days activities.
Intrapersonal or Verbal/Linguistic Visual/Spatial Naturalist
Musical Logical/Mathematical or Visual/Spatial Verbal/Linguistic or
Interpersonal or Bodily/Kinesthetic Could be all depending on the
activity
Slide 27
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Slide 29
Elaborate
Slide 30
Explain
Slide 31
Explain/Elaborate
Slide 32
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Homework
Slide 34
Optional (Tutoring/Intervention)
Slide 35
Slide 36
Topic: Transformations (3 days) CSCOPE ActivitiesActivities
Added Geometric Cutouts and Grid Paper (Explore/Explain 1,2,3)
Translation, Rotation, Reflection Practice (Finish for Homework)
(Explore/Explain 1,2,3) Moving with Transformations (Elaborate)
(Optional) Symmetry Design Cards with Recording Sheets (Explain)
Transformation Cards, Symmetry Cards and Recording Sheets
(Explain/Elaborate) Transformations Graphic Organizer Symmetry
Practice Alphabet Symmetry (Optional) Dinosaur Video Clip (Engage)
Flipchart to Introduce Translations, Rotations, and Reflections
(Explain) Exit Ticket/Entrance Slip (Evaluate) Thinking Map or
Foldable (Explain) Transformers Game (Elaborate) 30 min 15 min 10
min 15 min 30 min Not used Homework Tutoring 10 min 15 min 10 min
30 min
Slide 37
Evaluate Unit Assessment & Performance Indicator Create a
booklet of transformations and symmetrical figures. Model and
record the following: (1) three pages for transformations that
include one page for each type of transformation: translation,
rotation, and reflection; (2) three pages of figures that include
one page for each type of symmetry: no lines of symmetry, one line
of symmetry, and more than one line of symmetry. Select and use the
following figures for your booklet. For each of the first three
transformation pages, record the following: (1) the title of each
page with the transformation name; (2) the transformation
definition; and (3) a written justification, which includes the
term congruency, describing how the transformation was determined.
For each of the three pages modeling lines of symmetry, record the
following: (1) the title of each page based on the lines of
symmetry in the figure; (2) the lines of symmetry that can be drawn
on the given figure; and (3) a written justification describing how
the lines of symmetry were determined. (TEKS: 4.9A, 4.9B, 4.9C;
4.14A; 4.15A, 4.15B; 4.16A, 4.16B) (ELPS: 1E; 5B)
Slide 38
RIGOR and DEPTH OF KNOWLEDGE (DOK)
Slide 39
Remember: DOK. is descriptive. focuses on how deeply a student
has to know the content in order to respond. is NOT the same as
difficulty. is NOT the same as Blooms Taxonomy. Simpson County
Schools
Slide 40
Recall and Reproduction: Level 1 DOK 1 requires recall of
information, such as a fact, definition, term, or performance of a
simple process or procedure. Answering a Level 1 item can involve
following a simple, well- known procedure or formula. Simple skills
and abilities or recall characterize DOK 1. Simpson County
Schools
Slide 41
Recall and Reproduction: DOK 1 Examples List animals that
survive by eating other animals Locate or recall facts explicitly
found in text Describe physical features of places Determine the
perimeter or area of rectangles given a drawing or labels Identify
elements of music using musical terminology Identify basic rules
for participating in simple games and activities Simpson County
Schools
Slide 42
Skills/Concepts: Level 2 DOK 2 includes the engagement of some
mental processing beyond recalling or reproducing a response. Items
require students to make some decisions as to how to approach the
question or problem. These actions imply more than one mental or
cognitive process/step. Simpson County Schools
Slide 43
Skills/Concepts: DOK 2 Examples Compare desert and tropical
environments Identify and summarize the major events, problem,
solution, conflicts in literary text Explain the cause-effect of
historical events Predict a logical outcome based on information in
a reading selection Explain how good work habits are important at
home, school, and on the job Classify plane and three dimensional
figures Describe various styles of music Simpson County
Schools
Slide 44
Strategic Thinking: Level 3 DOK 3 requires deep understanding
as exhibited through planning, using evidence, and more demanding
cognitive reasoning. The cognitive demands at Level 3 are complex
and abstract. An assessment item that has more than one possible
answer and requires students to justify the response they give
would most likely be a Level 3. Simpson County Schools
Slide 45
Strategic Thinking DOK 3 Examples Compare consumer actions and
analyze how these actions impact the environment Analyze or
evaluate the effectiveness of literary elements (e.g.,
characterization, setting, point of view, conflict and resolution,
plot structures) Solve a multiple-step problem and provide support
with a mathematical explanation that justifies the answer Simpson
County Schools
Slide 46
DOK Level 3 Examples Develop a scientific model for a complex
idea Propose and evaluate solutions for an economic problem
Explain, generalize or connect ideas, using supporting evidence
from a text or source Create a dance that represents the
characteristics of a culture Simpson County Schools
Slide 47
Extended Thinking: Level 4 DOK 4 requires high cognitive demand
and is very complex. Students are expected to make
connectionsrelate ideas within the content or among content
areasand have to select or devise one approach among many
alternatives on how the situation can be solved. Due to the
complexity of cognitive demand, DOK 4 often requires an extended
period of time. Simpson County Schools
Slide 48
However, extended time alone is not the distinguishing factor.
TaskThinking Collecting data samples over several months Recall
Organizing the data in a chartSkills/ concepts Using this chart to
make and justify predictions Strategic Thinking Developing a
generalized model from this data and applying it to a new situation
Extending Thinking Simpson County Schools
Slide 49
Extended Thinking: DOK 4 Examples Gather, analyze, organize,
and interpret information from multiple (print and non print)
sources to draft a reasoned report Analyzing authors craft (e.g.,
style, bias, literary techniques, point of view) Create an exercise
plan applying the FITT (Frequency, Intensity, Time, Type) Principle
Simpson County Schools
Slide 50
Extended Thinking: DOK 4 Examples Analyze and explain multiple
perspectives or issues within or across time periods, events, or
cultures Specify a problem, identify solution paths, solve the
problem, and report the results Write and produce an original play
Simpson County Schools
Slide 51
The Depth of Knowledge is NOT determined by the verb, but by
the context in which the verb is used and the depth of thinking
required. Simpson County Schools
Slide 52
DOK 3- Describe a model that you might use to represent the
relationships that exist within the rock cycle. (requires deep
understanding of rock cycle and a determination of how best to
represent it) DOK 2- Describe the difference between metamorphic
and igneous rocks. (requires cognitive processing to determine the
differences in the two rock types) DOK 1- Describe three
characteristics of metamorphic rocks. (simple recall) Same
verbthree DOK levels
Slide 53
CSCOPE and Leveling Questions
Slide 54
Next Steps for Creating Lessons
Slide 55
EngageExploreExplain Elaborate Evaluate
Slide 56
EngageExploreExplain Elaborate Evaluate PowerPoint or Flip
Chart/Take notes/Class Discussion Geometry Match- Up Cards and
Questions / Group or Individual Organization Chart with Name,
Definition, Type of 3-D Figure, and Drawing of Net in Interactive
Student Notebook (ISN) Vocabulary foldable in ISN Problem-Solving I
Have. Who Has? Vocabulary review Student Reflections 3-D Challenge
Tic-Tac-Know Written Assessment/Proble m-solving activity Project
Student Choice Activities: Geometry Exit Slip/Journal Video clip
Song or Rap Brainstorm / Create a Thinking Map about Geometric
Figures (Use real-life examples) Scavenger Hunt Create 3-D models
Interactive lesson on Volume and Surface Area 3 Dimensional Bliss
Activity Review Game (Jeopardy, Bingo, Are You Smarter Than a 5 th
Grader?)
Slide 57
Bodily/ Kinesthetic Foldable Moving with Transformations
Transformation Card Activity Exit Ticket/Entrance Slip
Interpersonal Group Work Class Discussion Group/Partner Work Exit
Ticket/Entrance Slip Intrapersonal Thinking Map/Foldable Personal
Reflection Working Individually Exit Ticket/Entrance Slip Logical/
Mathematical Organizational Chart Exit Ticket/Entrance Slip All
Activities were Mathematical! Musical Video Clip Exit
Ticket/Entrance Slip Moving with Transformations Natural Dinosaur
Video Exit Ticket/Entrance Slip Verbal/ Linguistic Foldable
Notes/Written Explanations Discussion Exit Ticket/Entrance Slip
Visual/ Spatial Thinking Map/Foldable Flipchart Organizational
Chart Exit Ticket/Entrance Slip
Slide 58
I learned I wonder I feel I think Outcome Sentence
Activity
Slide 59
Foldable Nature Video Ticket Out the Door Graphic Organizer
Puzzle Educational Song Journal Reflection Group Activity
Manipulative Activities
Slide 60
Thinking Map Outside Activity Pictures Math Mystery
GamesProject Demonstrati on Multimedia Interactive White Board
(IWB)
Slide 61
SPATIAL Picture Smart MUSICAL Music Smart NATURALIST Nature
Smart BODILY- KINESTHETIC Body Smart
Slide 62
INTRAPERSONAL Self Smart LINGUISTIC Word Smart LOGICAL-
MATHEMATICAL Logic Smart INTERPERSONAL People Smart