ARI Secondary Team April 30, 2010 ARI-Secondary Team 2010

ARI Secondary Team

April 30, 2010

ARI-Secondary Team 2010


WhatWhatHomework?Homework?First, on an index card, write about a classroom where you saw rigor in strategic teaching. Drop it in the bag!Second, Data on Display with QAR data. Place the dots on the graph according to types of questions asked.

Everyone is a participant. Silence technology (cell phones,

computers, etc..) Minimize side bar conversations. Abstain from electronic

conversations. Respect time. Be receptive to learning and others’

opinions. Have fun learning together.


CREATIVE ORGANIZED

LOGICAL INDEPENDENT

CAUTIOUS ENTHUSIASTIC

PRACTICAL IMAGINATIVE

DRAMATIC AGREEABLE

DEPENDABLE LOYAL

SUPPORTIVE PRUDENT

COMPETITIVE PATIENT

CONCEPTUAL EFFICIENT

PERSISTENT DECISIVE

Pick 4 words that best describe you.Write them on an index card.


CREATIVE ORGANIZEDLOGICAL INDEPENDENTCAUTIOUS

ENTHUSIASTICPRACTICAL IMAGINATIVEDRAMATIC AGREEABLEDEPENDABLE LOYALSUPPORTIVE PRUDENTCOMPETITIVE PATIENTCONCEPTUAL EFFICIENTPERSISTENT DECISIVE Code your words according to their color. Pick the color you have represented the

most in your 4 words.


Perceived Positive

Characteristics

AmbitiousStimulatingEnthusiasticDramaticFriendlyImaginativeCreativeOptimistic

Perceived Negative

Characteristics

ObnoxiousDaydreamersManipulativeExcitableUndisciplinedEgotisticalBored EasilyExaggerate

THE YELLOW OTTER

Theme: “The Socialite”Specializes in: Creativity and Excitement

•Likes enthusiasm and humor•Needs time to socialize/must show interest in them•Allow for creativity, use games

•Needs compliments•Likes stories•Must provide focus•Not inclined to do homework

ARI-PAL Networking 2009-10

Perceived Positive

Characteristics

Industrious/Task OrientedPersistentSeriousOrderlyCautiousOrganizedThorough

Perceived Negative

Characteristics

CriticalIndecisiveStuffyPickyMoralisticOver AnalyzerPerfectionistic

THE BLUE BUSY

BEAVER

Theme: “The Thinker”Specializes in: Accuracy and Achievement

•Needs thorough and accurate data•Likes facts, not opinions•Well prepared lessons•Very smart, but tend not to lead•Loves research

•Reads all the instructions•Expectations need to be clearly stated•Tends not to break rules•Enjoys problem-solving•Work at slow pace, check and recheck their work


Perceived Positive

Characteristics

SupportiveDependableRespectfulWillingAgreeableLoyalPatientPeacemakers

Perceived Negative

Characteristics

ConformingUnsureDependentAwkward/IndecisiveSensitive/Easily hurtEasily taken advantage ofDon’t want to rock the boatHolds feelings inside

THE GREEN GOLDEN

RETRIEVER

Theme: “The relationship specialist”Specializes in: Support and Cooperation

•Love personal stories•Must appeal to their emotions•Need warm fuzzies

•Need to establish a relationship with them•Love class discussion


Perceived Positive

Characteristics

IndependentPracticalDecisiveEfficientStrong-willedCompetitiveConfident

Perceived Negative

Characteristics

DominatingHarsh/InsensitivePushyToughStubbornImpatient

THE RED LION

Theme: “The Doer”Specializes in: Positions of Command and Authority

•Does not tend to like group work, enjoys independent work•Loves organization, give them leadership roles•Likes to take notes, materials to read later

•Important that things begin and end on time•Provide situations-let them come up with situations•Enjoys challenges, avoids relationsARI-PAL Networking 2009-10

Participants will understand differentiated instruction as it relates to strategic teaching.

Participants will learn flexible grouping models.

Participants will network to begin planning next steps for sustaining the Five Essential Elements.


What if we differentiated instruction for all students? What kind of person would we graduate from our schools?

What if we never differentiated instruction for all students? What kind of person would we graduate from our schools?

Is the real world differentiated?

Did our own teachers differentiate for us when we were students?


Excel Struggle Come from various

cultural backgrounds Speak English Speak another language Come from various socio-

economic backgrounds Are male Are female Are confident Are shy


Outcome:Participants will understand differentiated

instruction as it relates to strategic teaching.

Before: Word SortPurpose: Active prior knowledge

During: mini-lecture with note-takingpurpose: engage and make

connections to textAfter: Acrostics

purpose: summarizingARI-Secondary Team 2010


The teacher gives a small group of students an additional text at a lower level in order to aid their understanding. He does not give the text to anyone else in the class- they don’t seem to need it. Tomorrow’s test is the same test for all students. If everyone earns an “A” on the test, is it the same, legitimately earned “A” on the part of all the students, including those who received the extra help?


What is fair……. …….isn’t always equal.


Mini-lecture with jot notes


Differentiation of Teacher-Directed Instruction:is a teacher’s response to learners’

needsguided by general principle of differentiation, such

as

sequence of instruction flexible

grouping

materials & resources

Teachers can differentiate instruction by:

process productscontent

use of datateachers & literacy

coaches collaborating in planning

according to

interest Learning style

readiness

Adapted from: Tomlinson & Allan (2000)


Use of data Sequence of Instruction Teachers and literacy coaches collaborating and planning

Materials and resources Flexible grouping


WHAT DO TEACHERS

DIFFERENTIATE?


Examples: (1) using reading materials at varying

readability levels; (2) putting text materials on tape; (3) using spelling or vocabulary lists at

readiness levels of students; (4) presenting ideas through both auditory

and visual means; (5) using partners; and (6) meeting with small groups to re-teach an

idea or skill for struggling learners, or to extend the thinking or skills of advanced l earners.


Examples: (1) using tiered activities through which all learners work

with the same important understandings and skills, but proceed with different levels of support, challenge, or complexity;

(2) providing interest centers that encourage students to explore subsets of the class topic of particular interest to them;

(3) developing personal agendas (task lists written by the teacher and containing both in-common work for the whole class and work that addresses individual needs of learners) to be completed either during specified agenda time or as students complete other work early;

(4) offering manipulatives or other hands-on supports for students who need them; and

(5) varying the length of time a student may take to complete a task in order to provide additional support for a struggling learner or to encourage an advanced learner to pursue a topic in greater depth.


Examples: (1) giving students options of how to

express required learning (e.g., create a poster; write a letter, or develop a mural with labels);

(2) using rubrics that match and extend students' varied skills levels;

(3) allowing students to work alone or in small groups on their products; and

(4) encouraging students to create their own product assignments as long as the assignments contain required elements.


The classroom environment and structure demand as much attention as the tools of assessment and the selection of instructional materials. Students move both physically and psychologically through their school days. Thus, the classroom environment embodies the physical and affective tone or atmosphere in which teaching and learning take place.


HOW DO TEACHERS

DIFFERENTIATE?


Teachers adjust the following to maximize learning:

Readiness

Interest

Learning stylesARI-Secondary Team 2010

the full-proficiency version first,

then design the more advanced level of proficiency,

followed by the remedial or early-readiness level, as necessary.


Begin by listing every skill or bit of information a student must use in order to meet the needs of the task successfully.

Most of what we teach has subsets of skills and content that we can break down for students and explore at length.


Examples:Determine the surface area of a cube orDetermine how much paint is needed to

paint a Chicago skyscraper

Infer the weather outside based on the shivering classmate standing at the door or

Determine the author’s inference about propaganda in All Quiet on the Western Front


A mistake we often make in education is to plan the curriculum materials very carefully, arrange all the instructional materials wall to wall, open the doors of the school, and then find to our dismay that they’ve sent us the wrong kids.

Why is Differentiated Instruction Important?


Using the letters in DIFFERENTIATE, write an acrostic poem that summarizes your knowledge of what differentiation is all about.


Outcome:Participants will understand differentiated

instruction as it relates to strategic teaching.

Before: Word SortPurpose: Active prior knowledge

During: mini-lecture with note-takingpurpose: engage and make

connections to textAfter: Acrostics

purpose: summarizingARI-Secondary Team 2010

Flexible GroupingFrom

Differentiation Through Flexible Grouping; Successfully Reaching All Readers, by Michael P. Ford


Outcome:Participants will learn flexible grouping

models.

Before: Brainstorm purpose: Active prior knowledge

During: modified jigsaw purpose: engage with the text

through discussion and writingAfter: Can you identify it?

purpose: assess understanding


Brainstorm challenges your teachers may have as they begin to group students for differentiated learning.


Form groups of four.

Each person will read about a model for flexible grouping and take notes on his/her graphic organizer.

Each person will share highlights from the his/her model as others in the group take notes.


Read each scenario.As you read, determine the “What” (content, process, product),

“How” (readiness, interest, and learning styles), and

“Type of Differentiation” (levels of support, within a text, with limited text, and wide range of text).


Outcome:Participants will learn flexible grouping

models.

Before: Brainstorm purpose: Active prior knowledge

During: modified jigsaw purpose: engage with the text

through discussion and writingAfter: Can you identify it?

purpose: assess understanding




BryceCharlestonBettsApril 5, 2010

Probable and Preferred Future

Teacher Teams That Get Results by Gayle Gregory & Lin Kuzmich




Documents

ARI Secondary Team April 30, 2010 ARI-Secondary Team 2010