Differentiated InstructionLevel II
1. Roles, Routines & Responsibilities2. Habit of Mind ~ Persistence
Jessica BarnumSeptember 2009R. Miles Children http://www.youtube.com/watch?v=Qv_jaeEbtvE
What is an orbital study?An orbital study is simply an independent course of study that participants design and complete based on criteria published by the instructor. Every orbital study should revolve around the units essential understandings. ~ Joyce Stone
The purpose of this Orbital is to share my research by demonstrating creative avenues for empowering students in a positive community environment. I present strategies, activities, assessments and templates for teachers and houses to select from and hone to their liking as they design their classroom structures and philosophies. I hope that my research and ideas (many of which I gathered from listening to and observing my CMS colleagues) offer a foundation upon which teachers and houses can continue to build upon and share with each other.
Remember, education is experientially experimental!
DI Enduring UnderstandingsKey Understanding Ingredient for this orbital study:
Brain research confirms that one-size-fits-all does not work for students, teachers, or schools.
What does Homers brain say?
Roles, Routines & ResponsibilitiesAn aspect of differentiated instruction is building community in the classroom. How do you craft a positive community when you have 25 unique individuals in one room?
Objective ~ As intricate spokes responsible for propelling the community wheel forward, each students talents and intelligences will be recognized and celebrated.
My orbital project will illustrate how the assignment and expectations of roles, routines and responsibilities for each student when performing daily classroom routines enhances social and academic success, boosts empowering self-confidence and builds a positive community.
Philosophy: Why do we build community? It is in our nature to contribute with kindness.
Simile: Our students have special talents and roles to contribute just like all the characters in Shreks Swamp Karaoke Party!
#1 Tip for Building Community1st Day of School: Students, this is your lucky day. We have been assigned to celebrate positive energy together. For the next 185 days, we get to persistently contribute our blossoming talents to create a spectacular community.2nd Day of School: Students, this is your lucky day. We have been assigned to celebrate positive energy together. For the next 184 days, we get to persistently contribute our blossoming talents to create a spectacular community.
185th Day of School: Students, this is your lucky day. We have been assigned to celebrate positive energy together. For today and for the rest of our lives, we get to persistently contribute our blossoming talents to create spectacular communities. No matter where we are in the world, we will stick to this.Teachers aim to foster and magnify kindness and the power of contribution in their students.
Habit of Mind ~ PersistencePersistence is * perseverance* determination* doggedness* diligence* stick-to-it-tiveness
We are like bamboo trees ~ http://www.youtube.com/watch?v=lJ3C9SP8xRE
When students understand the purpose of and perform their roles, routines and responsibilities, (like the bamboo tree knows to grow its roots first), persistence will drive their intention, focus and will be the foundation for their conviction brought to fruition as their limbs reach for the sun! The result? Successful implementation and achievement of their roles, routines and responsibilities as well as empowering self-confidence thats rooted in a positive community.
Implement Portals for Persistence ~ TIPS FOR TEACHERS: http://ltn.themlc.org/sites/bc54ff14-a7d2-4a25-b839-1a392b6d24e4/uploads/Dialogue_-_Building_Community.doc
The Research Says (Student empowerment + self confidence) x persistence = community
Even on certain days when students dont feel like following through with their roles, routines and responsibilities, there is a comfort in the predictability and familiarity of how a classroom is run. When students practice persistence, are empowered by being held accountable for their role in the community and encourage each other, the power of accomplishment speaks for itself and students grow the skills to stick to it, even when they feel unmotivated. One articulate and confident student from Dallas, TX eloquently says it all
2. Responsive Classroom & Developmental Designs
http://www.responsiveclassroom.org/about/aboutrc.html This website outlines the principles and guiding practices for creating a responsive classroom. Based on extensive research, the development of a responsive classroom highlights social, emotional, and academic growth in an empowering school community. The overall goal is to tap into each students greatest potential. (The various principles and practices are referenced in upcoming slides).
http://www.originsonline.org/dd_index.php Complimenting a responsive classroom approach as well as Colchesters district-wide initiative to implement differentiated instruction, Developmental Designs is founded on developing the social, emotional, physical, and intellectual needs of middle school students. Strategies offer empowering opportunities for optimal learning. The DDMS approach is based on our research-grounded belief that healthy, enjoyable relationships are the foundation for success in school. In order to establish and maintain those relationships, teachers must know their students; students must come to know and appreciate each other; clear parameters for acceptable behavior must be drawn and consistently maintained; and learning must be engaging, exploratory, relevant, and varied.
A Responsive Classroom!Social learning is as important to success as academic learning. We learn best by constructing our own understanding through exploration, discovery, application, and reflection The greatest cognitive growth occurs through social interactions within a supportive community. There is a set of personal/social skills that students need to learn and practice in order to be successful socially and academically: Cooperation, Assertion, Responsibility, Empathy, and Self-control. Knowing the physical, emotional, social, and intellectual needs of the students is as important as knowing the content we teach. Trust among adults is a fundamental necessity for academic and social success in a learning community.Middle school students appreciate PREDICTABILITY and STRUCTURE peppered with opportunity for their input.
Four Developmental Needs of the Middle School Species
Relationship: I want to connect with others.Autonomy: I want to be independent. Competence: I want to experience success in what I do and feel like a worthwhile, significant person. Fun: I want to have a good time.
Relationship: I want to connect with others.
Just ask Jackie says, Last year in math class all the students participated by sharing their thoughts about how to solve certain math problems. This helped others to have a better understanding of how to solve the type of problem.
Collaborate with students to create preventative strategies for solving problems and for developing self-control.
*Refer to social / academic contracts (see slide #s __ and __)*Train students to mediate peer conflicts*Role Play appropriate conflict diffusion tactics. *Choose from a variety of artistic stress-relieving activities (drawing, writing, stretching )
Morning Meeting (or Beginning of Class Meeting): Check in with students. Share news, stories, snack / water and stretch.
Community-building Teacher Advisory! Create advisory structures for building community, social skills, and readiness for learning. CMS is doing this!!!
TA Activities (CONCEPT-BASED)
Length: approx. 20 MinutesTopic: COMMUNITY
#1 What is Community?__Temperature Gage Check In (2 min.)__Task #1: In pairs, write 5 words that describe community. (2 min.)__Task #2: As a class, share and document on the board pairs words. (5 min.)__Task #3: Write on the board 3 types of community: Classroom, School and World. (1 min.)__Task #4: Break students into 3 groups. Each group is assigned a type of community. Students are to brainstorm 1-2 examples for their type of community. Ex. Classroom: Passing out paper to fellow students. (5 min.)__Reflective Closure: As a class, students share examples (3 min.)
#2 Modeling Community as a Group__Temperature Gage Check In (2 min.)__Task #1: Ask that students listen to and engage in each of the following commands that you give them. (5 min.)Please clap your hands like this.b. Please stand up beside your chair.c. Please stand up straight and look at me with good eye contact.d. Please turn to someone next to you and shake his/her hand with respect and conviction.e. Please compliment the person whose hand you just shook.f. Please sit down and place your hands folded together in front of you like this.__Task #2: As a class, discuss the following questions: Why did you participate? What emotions were connected to your actions? What did your actions just model? (10 min.)__Reflective Closure: Have each student one at a time in silence come up to the board and write down ONE word that portrays what this activity modeled. Ex. respect, cooperation (3 min.) Tell students they will address these words in the next TA session. These will be referred to as community power word