Engaging Students in the KUD

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Engaging Students in the KUD. Differentiated Instruction Cadre March 20, 2012 Facilitated by: Ann Craig, Linda Mannhardt, & Nicole Peterson. Announcements. Welcome and Opening Thoughts Housekeeping WikiSpace Todays Materials and Agenda Expectations. Data Around Todays Goals. - PowerPoint PPT Presentation

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Engaging Students in the KUD

Engaging Students in the KUDDifferentiated Instruction CadreMarch 20, 2012Facilitated by: Ann Craig, Linda Mannhardt, & Nicole Peterson{1Welcome and Opening ThoughtsHousekeepingWikiSpaceTodays Materials and AgendaExpectationsAnnouncements2Data Around Todays Goals.Established clear learning goals (knowledge, understanding, skills)Learning goals (KUD) are posted/referred to during classConnections made from prior learning to current contentAll working toward same learning goalsLesson closed with focus on learning goals/meaning of the lessonUses students to seek, understand, and communicate curriculum 3Data Around Todays Goals.Variety of assessment used throughout lessonEvidence of pre-assessment used to plan for instructionInformal assessment used during lesson to gauge student progressAttended to student questions/comments during lessonImplemented assessment at end of lesson to gauge student learning 4Differentiation begins with defensible, clearly articulated curriculum and instruction that is continuously assessed.

Working toward unit goals through challenging and engaging tasks leads to higher levels of student achievement, motivation and efficiency of learning for all students.

KUD FocusNumbered Heads Together Strategy: Assign everyone at each table a number- after each conversation, whatever number is called will need to be ready to answer for the table.

How will our goals for you (Using students to seek, understand and communicate curriculum and using FA to inform instruction) help you reach these understandings?Reflecting on first statement, what are the three main components that stick out within it? Of those three, which do you feel you can still improve upon with regard to DI?Thinking about the second understanding statement, on a scale of 1-5 (5 the best ever), how prepared do you feel you are to set up opportunities for students in your classroom to do what that statement describes? Explain. Chart it on the wall. Come back to this chart after the conclusion of the morning content.5Embrace your Inner 8th GraderEngaging students in the KUD{6Engaging Students in the Focus of the KUDUtilizing students to seek, understand, and communicate curriculum at the start of class

{Good readers use a variety of skills and strategies to comprehend text.We communicate differently depending on the purpose and audience.Students will UNDERSTAND that:Think about the hardest book you have ever read? What made it so hard? How were you able to comprehend or make sense of it?Have you ever gotten in a situation where your form of communication wasnt appropriate for your audience and/or purpose. What was the situation- briefly reflect.

Think/pair/share.8Create a way in which to engage your students in some aspect of the KUD you brought with you today (if you didnt bring a KUD, create one first).The goal is to create something that utilizes the students to seek, understand and communicate the curriculum.Play teacher with the students at your table- verbalize your KUD activity with your tablemates as if they are the students in your class and give each other feedback.Your TurnEngaging Students in Respectful Tasks connected to the KUDUtilizing students to seek, understand, and communicate curriculum during Respectful Tasks

{Douglass, Frederick. Narrative of the Life of Frederick Douglass an American Slave, Written by Himself (1845)How did Douglass learn how to read when running errands?In what ways does Douglass life differ from the white boys lives? Douglass is describing events from the past. These boys are now adult men, so why would he avoid giving their names?Write a probing (interpretive and evaluative) question with regard to this text. PreassessmentDetermine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text. (RI.8-2.)Analyze how a text makes connections among and distinctions between individuals, ideas, or events (RI.8-3.)Employ the full range of research-based comprehension strategies, including making connections, questioning,, making inferences, and summarizing. (IA.1.)Draw evidence from literary or informational texts to support analysis, reflection, and research. (W.8.9.)Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others ideas and expressing their own clearly (SL.8.1.)

As you read and talk:We, the People of the United States, in Order to form a more perfect Union, establish Justice, insure domestic Tranquility, provide for the common defense, promote the general Welfare, and secure the Blessings of Liberty to ourselves and our Posterity, do ordain and establish this Constitution of the United States of America.

Preamble to the ConstitutionCreate a set of respectful tasks connected to your KUD that could follow the warm-up youve designed- if you have preassessment data, use that to guide you as well.The goal is to create respectful tasks that utilizes the students to seek, understand and communicate the curriculum.Strategy ideas are located on the Wikispace.Play teacher with the students at your table- verbalize your Respectful Tasks with your tablemates as if they are the students in your class and give each other feedback.Your TurnEngaging Students in Formative Assessment of the KUDUtilizing students to seek, understand, and communicate curriculum through FA

{Good readers use a variety of skills and strategies to comprehend text.We communicate differently depending on the purpose and audience.Students will UNDERSTAND that:16Put Marshalls ideas into your own words in a brief two to three sentence paraphrase; carefully consider sentence structure as you do.

Choose one and write one paragraph to explain:Explain how the notion of who the people were has changed over time in America.How does Thurgood Marshalls presence on the Supreme Court illustrate the evolution of the constitution? Analyze Monks explanation of the modifications that have been made to the Constitution.

On Your OwnWrite on paper or email answers to acraig@aea9.k12.ia.usCreate a formative assessment check connected to your KUD to measure the impact of your instruction and respectful tasks.The goal is to create a formative assessment that utilizes the students to seek, understand and communicate the curriculum.It should also connect to your preassessment Play teacher with the students at your table- verbalize your FA with your tablemates as if they are the students in your class and give each other feedback.Your TurnWorking toward unit goals through challenging and engaging tasks leads to higher levels of student achievement, motivation and efficiency of learning for all students.

Go back to the chart- after the work we did this morning, where are you on the same scale?

How prepared do you feel you are to set up opportunities for students in your classroom?Chart your Reflection19Next steps- using formative assessment information As a way to gather information on the effectiveness of a lessonAs a way to see where student readiness levels are with KUD contentAs a way to plan next steps in instructionFormative Assessment formPresentations on your Cadre experience and work.Must include:All components of the unit planning cycleStudent work examplesYour reflection of YOUR journey- showing how your planning of these units evolved over the course of the semesterMa y include:Pictures/videos of your students in actionSummative assessment dataReflection on student behavior- from you or themInformation about May 10Coaching conversations (by May 10)Planning conversation (optional) FA follow-upObserve the lesson

Would like to see utilization of students to seek, understand and communicate the curriculum through: the KUD,Respectful Tasks, andA formative assessment checkBetween now and then