Early Release Day #2 Early Release Day #2 PD:PD:- Phases of Learning- Phases of Learning- Differentiation - Differentiation

East Elementary SchoolEast Elementary School

October 29, 2009October 29, 2009

Professional Development Professional Development OutcomesOutcomes

Classroom application Classroom application Integration of resources, technology, Integration of resources, technology,

& differentiation& differentiation Sharing our practiceSharing our practice

Types and Phases Types and Phases of Learningof Learning

Taking a deeper look at what Taking a deeper look at what students need to know students need to know

and be able to do…and be able to do…

DeclarativeDeclarative

ProceduralProcedural

Two Types of Knowledge Two Types of Knowledge (Learning):(Learning):

Procedural: Procedural: Requires Requires the learner to perform the learner to perform a process or to a process or to demonstrate a skilldemonstrate a skill Developed by practiceDeveloped by practice Shaped by learner over Shaped by learner over

timetime Eventually done without Eventually done without

thinking about itthinking about it

Declarative: Declarative: Information the Information the learner must know or learner must know or understand understand InformationalInformational Developed by Developed by

review/revision, error review/revision, error analysis, comparing analysis, comparing similarities and differencessimilarities and differences

3-4 exposures to 3-4 exposures to information with no more information with no more than a two day gapthan a two day gap

Organizing Ideas

Vocabulary Terms and

Phrases

Details

Processes

Skills

Tactics

Algorithms

Declarative Procedural

Episode

Cause/Effect

Time Sequence

Facts

Concepts (Standards)

Generalizations

Principles

Types and Levels of Knowledge

Current Research on Types of Current Research on Types of KnowledgeKnowledge

1. The exposures to declarative knowledge should be at least 4 times within two days.

2. Students should be provided with multiple opportunities to apply generalizations and principles (organizing ideas) once they understand them.

3. There should be 20 to 24 practices for procedural knowledge in order to reach 80% proficiency. Released over time.

4. Tactics are sets of steps that can be completed in any order.

5. Algorithms are sets of steps that must be completed in the same order every time.

Where do I go? Where do I go? Procedural or Declarative ActivityProcedural or Declarative Activity

Envelope: Envelope: Take out the “Do” strategies Take out the “Do” strategies Place in the appropriate “circle” on the Venn Place in the appropriate “circle” on the Venn

diagramdiagram HINT: Use Slides 9-14 to help make decisionsHINT: Use Slides 9-14 to help make decisions

Venn Diagram:Venn Diagram:Procedural Declarative

Both

Procedural KnowledgeProcedural Knowledge

Solve multi-step problems involving Solve multi-step problems involving fractions, decimals, and basic fractions, decimals, and basic percents.percents.

Use prewriting strategies to plan Use prewriting strategies to plan written work.written work.

Predict possible results of scientific Predict possible results of scientific investigations.investigations.

Solve simple inequalities and non-Solve simple inequalities and non-linear equations with rational number linear equations with rational number solutions, using concrete and informal solutions, using concrete and informal methods.methods.

Summarize information found in texts.Summarize information found in texts.

• Students need about Students need about 20-2420-24 practice sessions before the practice sessions before the teacher can be reasonably teacher can be reasonably sure the students grasp the sure the students grasp the new skill enough to use it new skill enough to use it effectively on their own effectively on their own ((80% 80% competencycompetency)). .

• The increments of learning The increments of learning gradually get smaller and gradually get smaller and smaller as students fine tune smaller as students fine tune their knowledge and skills.their knowledge and skills.

Schedule massed and distributed practice

RELATIONSHIP BETWEEN MASSED AND DISTRIBUTED RELATIONSHIP BETWEEN MASSED AND DISTRIBUTED PRACTICEPRACTICE

Week 1 Week 2 Week 3 Week 4Week 1 Week 2 Week 3 Week 4

At first, practice sessions should be very close together (massed). When students are first learning a skill, they should practice it immediately and often. Over time, practice sessions can be spaced apart (distributed).

Declarative KnowledgeDeclarative Knowledge

Understand that words and pictures Understand that words and pictures convey ideas or meaning in a text.convey ideas or meaning in a text.

Understand that animals have Understand that animals have characteristics that help them characteristics that help them adapt to their environment.adapt to their environment.

Know the causes and effects of the Know the causes and effects of the American Revolution.American Revolution.

Know the rules that govern various Know the rules that govern various sports.sports.

Understand the concept of Understand the concept of mutation.mutation.

At least At least fourfour experiences, experiences, spread no more than spread no more than twotwo days days apart, are required to learn apart, are required to learn declarative (information) declarative (information) knowledge at an adequate knowledge at an adequate level (Nuthall, 1999; Rovee-level (Nuthall, 1999; Rovee-Collier, 1995).Collier, 1995).

Declarative Procedural

Know/Understand Skilled/Master

Science

Mathematics

History

Geography

Language Arts

92% 8%

49% 51%

98% 2%

97% 3%

25% 75%

Because teaching should reflect Because teaching should reflect what we know about how what we know about how

students learn, it is helpful to students learn, it is helpful to examine the three phases a examine the three phases a learner goes through when learner goes through when acquiring a skill or process.acquiring a skill or process.

UnderstandinUnderstanding g

Skill ShapingSkill ShapingInternalizingInternalizing

#1. Understanding #1. Understanding (Constructing models)(Constructing models)

To learn a skill or process, the To learn a skill or process, the learner needs a rough model of the learner needs a rough model of the steps involved.steps involved.

Verbalizing thoughts as you Verbalizing thoughts as you demonstrate the skill or process.demonstrate the skill or process.Written set of steps (teacher)Written set of steps (teacher)Creating a flow chart of the routine Creating a flow chart of the routine

(students)(students)Constructing a model of the routines Constructing a model of the routines

that will be used in the classroom….that will be used in the classroom….

#2. Skill Shaping#2. Skill ShapingTwo major processes:Two major processes:

Understanding the procedure at a Understanding the procedure at a conceptual level….conceptual level….Learning how to use the skill in different Learning how to use the skill in different

contextscontextsBecoming aware of common errors and Becoming aware of common errors and

potential problems when using the skillpotential problems when using the skillModifying the skill or process itself….Modifying the skill or process itself….

Discovering tricks that make the skill easier Discovering tricks that make the skill easier to perform or shortcuts that make use of to perform or shortcuts that make use of skill more efficient skill more efficient

#3. Internalizing#3. Internalizing

To make the use of a skill or routine To make the use of a skill or routine automaticautomatic requires practice….and requires practice….and lots of it!lots of it!Developing automaticityDeveloping automaticityDeveloping fluencyDeveloping fluency

Activity #2: Activity #2: Tying the Types and Phases Tying the Types and Phases

Together Together View Elementary Examples with your teamView Elementary Examples with your team Using your Curriculum Guides, decide on two Using your Curriculum Guides, decide on two

essentials that you will be working on soon….essentials that you will be working on soon…. Which type?Which type? What are you going to do to progress your students What are you going to do to progress your students

through each phase?through each phase? Begin working on the Graphic Organizer as a Begin working on the Graphic Organizer as a

grade level.grade level.

DifferentiationDifferentiation

Differentiation simply suggests that Differentiation simply suggests that teachers have clear learning goals teachers have clear learning goals that are rich in meaning and provide that are rich in meaning and provide various avenues and support systems various avenues and support systems to maximize that chance of each to maximize that chance of each student succeeding with those rich student succeeding with those rich and important goals. and important goals.

- Carol Ann Tomlinson, 2005- Carol Ann Tomlinson, 2005

Differentiation

Is a teacher’s response to learner’s needs

Guided by general principles of differentiation

Respectful tasks Flexible grouping Continual assessment

Teachers Can Differentiate Through:

Content Process Product Environment

According to Students’

Readiness Interest Learning Profile

Through a range of strategies such as:

Multiple intelligences…Jigsaw…4MAT…Graphic Organizers…RAFTSCompacting…Tiered assignments…Leveled texts…Complex Instruction…

Learning Centers

Use differentiated Use differentiated homework.homework.

When everyone in the class has exactly the When everyone in the class has exactly the same homework assignment, some students same homework assignment, some students will likely only be doing busy work because will likely only be doing busy work because they have already mastered what they've they have already mastered what they've been asked to practice, while some other been asked to practice, while some other students simply have no idea how to do the students simply have no idea how to do the required work. Differentiated homework can required work. Differentiated homework can provide a great opportunity for students to provide a great opportunity for students to "work backwards" to master missing skills, "work backwards" to master missing skills, to extend content to challenge advanced to extend content to challenge advanced learners, and to link applications of content learners, and to link applications of content to student interests. to student interests.

Ways to Differentiate Ways to Differentiate HomeworkHomework

Difficulty/amount of workDifficulty/amount of workAmount of structure/scaffoldingAmount of structure/scaffoldingLearning style/Interest Learning style/Interest

Difficulty/Amount of workDifficulty/Amount of work

““What level of work can the student successfully What level of work can the student successfully complete?” complete?”

Simpler reading or more concrete tasksSimpler reading or more concrete tasks Adapted reading packets (that come with the Adapted reading packets (that come with the

text)text) Optional challenge questionsOptional challenge questions Amount of writing requiredAmount of writing required Time “Do what you can in 20 minutes, draw a Time “Do what you can in 20 minutes, draw a

line, work longer if you like”. line, work longer if you like”. ““Fifty minutes is fifty minutes”. Parent note: “We Fifty minutes is fifty minutes”. Parent note: “We

spent our 50 minutes on science and math and spent our 50 minutes on science and math and had no time for reading tonight.”had no time for reading tonight.”

“

Structure/ScaffoldingStructure/Scaffolding

Create a graphic organizer vs fill in a Create a graphic organizer vs fill in a graphic organizergraphic organizer

Amount of writing requiredAmount of writing requiredWord banks/answer banksWord banks/answer banks

Learning style/InterestLearning style/Interest

Create own method to study—Create own method to study—outline, cards, picturesoutline, cards, pictures

Method of showing learning (written, Method of showing learning (written, typed, verbal, pictures)typed, verbal, pictures)

Format choices: talk show, Format choices: talk show, commercial, short story commercial, short story

Table Talk:Table Talk:

* How could your grade level work * How could your grade level work together to differentiate homework together to differentiate homework and/or practice for your students?and/or practice for your students?

* Discuss the three questions on the * Discuss the three questions on the next slide… just something to think next slide… just something to think

aboutabout

Discussion:Discussion:

If we know students differ in readiness, why If we know students differ in readiness, why would we give everyone the same would we give everyone the same assignment?assignment?

If we know students differ in working speed, If we know students differ in working speed, why would we expect slower students to why would we expect slower students to spend spend more more time instead of giving them time instead of giving them lessless work?work?

If we know students have responsibilities and If we know students have responsibilities and activities after school, why would we give activities after school, why would we give students an assignment at 3 pm and expect it students an assignment at 3 pm and expect it back at 8 am the next day? back at 8 am the next day?

The End?? The End??

Please leave Plus/DeltasPlease leave Plus/Deltas