Copyright 2017 Carol Tomlinson 1...Copyright 2017 Carol Tomlinson 10 A Kindergarten Concept-Based Unit: Patterns and Changes in the Animal Kingdom Rationale: There are patterns and

Copyright 2017 Carol Tomlinson 1

What does student engagement mean?

How does it look?

Why does it matter?

Take a couple of minutes to talk about these questions with two or three colleagues seated near you.

Student engagement refers to the degree of

Attention Curiosity Interest Optimism Passion

students show when they are learning or being taught.

Glossary of Education Reform. Retrieved 7-20-17

The 3 most powerful classroom elements for generating student engagement

An Invitational Learning EnvironmentA teacher with a growth mindsetStrong teacher/student connectionsStrong classroom community/teamSupport for the journey

Compelling CurriculumRelevant/authenticSense-makingMeaning-making

Dynamic InstructionAppropriate level of challengeJoy in learningVarietyChoice


1) An Invitational Learning Environment A teacher with a growth mindset Strong teacher/student connections Strong classroom community/team Support for the journey

MINDSET CONNECTIONS COMMUNITY

Growth Mindset Message

1.Your effort predicts your success.

2. If you work hard and smart, you will grow inthe required knowledge understanding, & skill.

3. If you continue that pattern there is no reason you can’t achieve & even exceed those goals.

4. The way we work in this class will help you see the link between your effort &your success.

5. I believe in you and will work with you to supportyour success.


With a growth mindset, we ask ourselves questions such those Jaime Escalante asked himself when helping his inner-city Hispanic students pass college-level calculus: “How can I teach them?” not “Can I teach them?” and “How will they learn best?” not “Can they learn?”

Hoopes, Kyle (6-29-15). Connected Principals Blog, http://connectedprincipals.com/archives/11700

Mindset isn’t just about believing.

It’s about enacting those beliefs—living them out—hour by

hour, day by day, plan by plan. It’s about owning

and accepting responsibility for the success of each

student we teach.

Everything else that follows about differentiation has the aim

of helping us live out the belief that every student

is capable and worthy—

That they can do what’s necessary for success—

And that we can do what’s necessary to support that success.

https://www.teachingchannel.org/videos/meet-dorina-sackman-2014-ntoy-finalist

http://connectedprincipals.com/archives/11700

https://www.teachingchannel.org/videos/meet-dorina-sackman-2014-ntoy-finalist


“I’ll tell you what my teacher did for me. She believed in me so much that she tricked me into believing in myself.”

Victor Rios, 2015


Teacher-Student Connections Bridge the Risk of Learning


Teachers discover that they need to develop and maintain personal relationships with the students they teach -- because for most students, meaningful interaction with a teacher is a precursor to academic learning.

Huberman, 1983 in

The New Meaning of Educational Change

(3rd Edition) by Michael Fullan2001, New York: The Teachers College Press, p. 33

What is Ms. Kornowski trying to accomplishwith her use of Google Forms?

It seems like what she’s doing would be abit time-consuming since she teaches about150 students. Would you suggest to her thatshe’s using her time wisely or poorly giventhat she has lots of curriculum to cover andWhat’s your reasoning. Be as specific and detailed as possible in your answer.

What’s your guess about student achievementin Ms. Kornowski’s science class vs. in similar classes where teachers feel they don’t have time to get to know students?

“An average student with a teacher whose teacher-

student interactions scored 1 standard deviation

below the mean in Emotional Support would, on average,

place in the 41st percentile in end-of-year tests.

The same student with a teacher whose interactions

scored 1 standard deviation above the mean in

emotional Support would, on average, place in the

59th percentile in end-of-year tests.”

Allen, J., Gregory, A., Mikami, J, Hamre, B., & Pianta, R. Predicting Adolescent Achievement with the CLASS-S Observation Tool. A CASTL Research Brief. University of Virginia, Curry School of Education

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Teacher Emotional Support:

I see you. I understand. I know this is hard. You can do hard things. I’m here for you.


The message:

You are important in this place.

We need you.

We are a team.

We support one another.

You should never feel alone as a learner.

When you don’t understand something,

you are surrounded by people who can help.

Learning is a team sport in this class.

We succeed when we help one another succeed.


Cris Lozon’s kindergarten students doing “monster math” “Best day ever!”

A Learning Team

• Shared vision about the nature and purpose of the class• Shared responsibility for classroom operation• Competition against self rather than against one another• Emphasis on growth and celebration of growth• Partnership with the teacher in making learning work for everyone• Learned responsibility for self, others, and the group as a whole• Interdependent work in which the absence of any member lessens

the effectiveness of the group

Wikipedia--Team

2) Compelling Curriculum Relevant/authentic Sense-making Meaning-making


The brain needs two ingredients in order to learn.

(Without those two, it does not learn!)

1) Meaning (personal relevance—I care about this! I see myself in it.)

2) Understanding (sense making—I see how this works. I get it.)

Meaning + Understanding = Success

Sousa, D., & Tomlinson, C. (2017). Differentiation & the Brain: How Neuroscience Supports a Learner-Friendly Classroom (2nd Ed.). Bloomington, IN: Solution Tree


Kindergarten Concepts and TopicsCooperation Communication Culture Change Exploration

Welcome to school

Self and others

Family

Basic needs/goods

and services

Pilgrims/Indians

Community

Sharing and caring

Problem solving

Literature

Listening/Speaking

Conversation-

Listening, speaking,

Writing, AV materials

Drama

Senses

Poetry-Rhyme, Rhythm

Signs/Symbols

Mexico

Native

American

Holiday

Seasons

Light/Shadows

Matter

Nature

Metamorphosis

Growth

Earth

Animals

Geography

Farms

Self

Weather

Environment

Cooking

Plants

Problem Solving

Math Their Way

Patterns

Graphs

Coins

Caring for Self

Dental, Body Systems,

Music, Careers,

Classifying

Science

Magnets, Air, Weight,

Senses

Positions

Estimation

Nutrition

Art

Movement

Comparison

Seeds

Colors

Construction


A Kindergarten Concept-Based Unit:Patterns and Changes in the Animal Kingdom

Rationale: There are patterns and changes in all animals including humans.

Concept: Patterns

Generalizations:

1. Scientists classify animals by using patterns

2. A category of animals has predictable patterns in it

3. We can classify animals by patterns in their size, movement, body features, habitat, food type, etc.

4. There are patterns in the life cycles of animals

5. There are patterns in animal “families”

6. Weather and habitat determine basic patterns in animals’ bodies and lives

7. There are patterns of interdependence in lives of humans and other animals

8. There are patterns in how and why animals communicate

Concept: Change

Generalizations:

• Animals change as they grow

• Metamorphosis is a complete change

• Ways in which animals move, see, protect themselves, etc. change among classifications of animals

• Animals which do not adapt to change in their environments become extinct

• Some animals change their habits

• Some animals change their coloration to protect themselves

The Wolf that Would Forgive: Incorporating Standards in Meaningful Work

http://modelsofexcellence.eleducation.org/resources/wolf-would-forgive-illuminating-standards-video

KUDs for The Wolf That Would Forgive

KNOW:Personal narrative, voice, fable, audience, purposeCharacteristics of a personal narrativeCharacteristics of a fable

Craftsmanship, characteristics of craftsmanship

UNDERSTAND:Experience contains the seed of powerful writing.Humans share common experiences.

To write effectively for an audience, the writer must know the audience.

It’s possible to convey the same message in many ways.

Craftsmanship is the result of painstaking effort.

DO:Write a personal narrative that uses your own voice to

convey an experience.Adapt your personal narrative to the form of a fable

and for an audience of first or second graders.Create a block print that represents your message and

conveys its tone to your audience.

Exhibit the traits of craftsmanship in your writing and art.

http://modelsofexcellence.eleducation.org/resources/wolf-would-forgive-illuminating-standards-video


Making meaning is good.

Doing meaningful things

is better.

Johnston, P. (2012). Opening minds: Using language to change lives. Portland, ME: Stenhouse, p 124.

https://www.teachingchannel.org/videos/common-core-teaching-division

7minGr4math

Reasoning about Division

Where is Lynn Simpson’s curricularfocus in this example—on Ks, Us orDs? What’s your evidence?

In what ways does her approach to curriculum and instruction seem to be an example of “teaching up”?

In a blog response, Ms. Simpsonnotes that this is “just a whole classlesson.” Do you think she will need to use more differentiation or less than teachers with a more “traditional” approach to curriculum and instruction? Why do you say so?

Do you think she will have any students who need differentiation at all after this lesson (and other similar lessons)? If so,then how does she think about addressing that?

What can we learn about engagement& understanding from this clip?

https://www.teachingchannel.org/videos/common-core-teaching-division


3) Dynamic Instruction Appropriate level of

challenge Teaching up Joy in learning Variety Choice/Interest

There is no formula or recipe that works for all learners in all times.

There is no set of lesson plans or units that can engage the range of learningapproaches and intelligences that are likely to gather in one classroom.

Ayres, W. (2010). To teach: The journey of a teacher (3rd Ed.). New York: Columbia

University Press, p. 103.


Why Can’t they all be Zoo Designers?

What if we all “Taught Up”?

TASKS:

Clear KUDs

Require careful thought

Focus on understanding

Problems to solve/Issues to address

Use key knowledge & skills to explore,

or extend understandingsAuthentic

Require support, explanation, application,

evaluation, transfer

Criteria at or above “meets expectations”

Require metacognition, reflection, planning,

evaluation

“Nobody succeeds beyond his or her wildest expectation unless he or she begins with some wild expectations.”

Washor, E. and Mojkowski, C. (2013). Leaving to Learn: How out-of-school time learning increases student engagement and reduces dropout rates, Heinemann.


However we conceive it, every lesson plan should be, at its heart, a

motivational plan. Young learners are motivated and engaged by a

variety of conditions. Among those are:

novelty

cultural significance

personal relevance or passion

emotional connection

product focus

choice

the potential to make a contribution or

link with something greater than self

Tomlinson • 2003 • Fulfilling The Promise...

Certain motivational states interfere with learning. Two

adverse conditions are especially dangerous:

anxiety and boredom

Anxiety occurs primarily when teachers expect too much

from students; boredom occurs when teachers expect too

little. When curricular expectations are out of sync with

students’ abilities, not only does motivation decrease, but

also achievement.

Talented Teenagers by Csikszentmihalyi, Rathunde, Whalen


When challenges and skills are in balance,

The activity becomes its own reward.

Talented Teenagers by Csikszentmihalyi, Rathunde, Whalen


BRAIN RESEARCHReticular Activating System

RAS = “Toggle Switch”

HIGH MIDDLE LOW

Hot (EEG) Mild (EEG) Cold (EEG – sleeplike)

Limbic aroused Cortical arousal Sleep (depression)

Flight / Fight Problem Solving Relaxation

Out of Control In Control Off Duty

Carbohydrates Proteins Carbohydrates/Dairy

Burnout Achievement Depression

Extreme Challenge Moderate Challenge No Challenge

Only one of these three states is activated (aroused) at a time:

“Certain motivational states which interfere with learning condition are especially

dangerous: anxiety and boredom. Anxiety occurs primarily when teachers expect too

much from students; boredom occurs when teachers expect too little.” – Howard Gardner

Learning only happens when the toggle switch is in the middle position

“The compelling nature of computer games is an excellent example ofdifferentiating instruction to the students’ ZPD…

The most popular computer games take players through increasingly challenging levels. As skill improves, the next challenge motivates practice and persistence because the player feels challenge is achievable.

Similar incremental, achievable challenges in the classroom, at the appropriate level for students’ (current) abilities, are motivating andbuild mastery by lowering the barrier, not the bar.”

Willis, J. (2010). The current impact of neuroscience on teaching and learning. in D. Sousa (Ed.), Mind Brain, and Education.Bloomington, IN: Solution Tree, pp. 44-66

Differentiating for Student Readiness

Sustaining learning requires a balanced success to effort ratio.

Success Effort


Struggling Learner Imbalance

Great Effort

Little Success

Advanced Learner Imbalance

Great Success

Little Effort

Effective differentiation keeps students’ success-to-effort ratios balanced.

That’s important for motivation to learn, growth mindsets, and achievement!

Tomlinson 2013

There are MANY ways to Address Readiness Needs

Small group instruction

Adjusting text difficulty

Reading/writing in a student’s

first language

Highlighting texts

Text digests

Readings at different levels

Reading buddies

Podcasts with scriptsThink-Pair-Share

Learning contracts, menus

Learning stations/Learning

Centers

Hint cards

Targeted formative feedback

Differentiated homework

Peer critiques

Planning calendars

Rubrics w/ personalized goals

Graphic organizers to guide

thinking, data gathering,

writing

Models of student work at ZPD

levels

Recorded textContemporary lecture

Storyboarding before writing

Time adjustments

Peer tutoring

Experts of the day

Compacting

Brainstorming groupsTiering

The goal is to have a student work with tasks that are a little too hard for that student—in a community of support.


Differentiation By InterestSocial Studies

Mrs. Schlim and her students were studying the Civil War. During the

unit, they did many things -- read and discussed the text, looked at

many primary documents (including letters from soldiers, diaries of

slaves), had guest speakers, visited a battlefield, etc.

As the unit began, Mrs. Schlim reminded her students that they would

be looking for examples and principles related to

culture, conflict change and interdependence.


A Sidebar Study7th Grade Social Studies

Mrs. Schlim and her students were studying the Civil War. During the

unit, they did many things -- read and discussed the text, looked at

many primary documents (including letters from soldiers, diaries of

slaves), had guest speakers, visited a battlefield, etc.

As the unit began, Mrs. Schlim reminded her students that they would

be looking for examples and principles related to

culture, conflict change and interdependence.

Differentiation By Interest

A Sidebar Study (cont’d)

She asked her students to list topics they liked thinking

and learning about in their own world. Among those

listed were:

music reading food books

sports/recreation transportation travel

mysteries people heroes/ villains

cartoons families medicine

teenagers humor clothing

Differentiation By Interest

A Sidebar Study (cont’d)

Students had as supports for their work:

- a planning calendar

- criteria for quality

- check-in dates

- options for expressing what they learned

- data gathering matrix (optional)

- class discussions on findings, progress, snags

-mini-lessons on research (optional)


Using personalized math problems not only made it easier for

students to understand what was being asked, but also helped

boost the confidence of students who may have been intimidated

by the subject.

A researcher at SMU surveyed 145 9th graders about their

interests in areas such as sports, music, and movies. Then she randomly assigned them to take the linear-equation unit either

receiving standard word problems or one of four variations

tailored to their interests.

Students who received personalized word problems solved them

faster, more accurately, and with more confidence than students

who received the standard questions, particularly when it came

to translating the story scenarios into symbolic equations.

Strongest gains were found for students who were struggling

most before the personalization.

Sparks, S. (2012, Sept. 25). Studies find payoff in “personalizing” algebra. Education Week, 32(5), pp. 1, 14-15.

Student Interest Impacts Algebra Performance

• The teacher presents one, two, or three options for format and/or mode

of expressing learning.

• Students can propose alternate avenues for teacher consideration/approval.

• Student-proposed options must demonstrate competence with the same

learning goals delineated in the original task assignment.

“I like this class because there’s something

different going on all the time. My other classes, it’s like peanut butter for lunch every single day. This class, it’s like my

teacher really knows how to cook. It’s like she

runs a really good restaurant with a big

menu and all.”

Comment from a

course evaluation

written by a 7th grader


Don’t forget the joy!!

Documents

Copyright 2017 Carol Tomlinson 1...Copyright 2017 Carol Tomlinson 10 A Kindergarten Concept-Based Unit: Patterns and Changes in the Animal Kingdom Rationale: There are patterns and