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Levels, Interest & Readiness
DifferentiatedInstruction
Your Questions???
Take 2 minutes and write down your questions about DI.
http://www.online-stopwatch.com/full-screen-stopwatch/
http://www.wordle.net/show/wrdl/7914134/DI
DI Assessment
https://www.youtube.com/watch?v=Xl0owpw23IQ
DI
What is DI?????
“Responding to the needs of your students at their current learning level.”
Typical questions about DI
How do I currently meet my students’ learning needs in my classroom?
How do I address different learning styles and interests?
How do I vary student groupings and readiness levels?
https://www.youtube.com/watch?v=3jO9cDzxaqg
DI in Action
Good and the Bad
Meets the students at their current level
Classroom Management???? PLANNING
Do it once and you will be a pro before you know it
Even better, you probably already do some form of DI
Pre-Assessment
You must do some type of pre-assessment to know the current level of your students
Formal and InformalExamples?
ExamplePre-quiz, 5 questions4 makes mastery, 80%My students knew this is the goal
Grouping your Students
Basic, Grade level and Advanced(Tier 1, 2 and 3…RTI)
Make your groupings from your pre-assessment
Whole group and small group instruction
Self-learners(Advanced)Make use of technology Independent studyUse different levels of questioning
Strategies
What strategies do you use? Turn and share!
http://www.online-stopwatch.com/full-screen-stopwatch/
My Go To Strategies
Examples Table reading Jigsaw method Pair-share SQ3R PBL Pre-Teach vocabulary
Puzzle cards Connection triangle, Connections 1, 2, 3, 4 Vocabulary book
Reciprocal teaching Dice Games Collaborative groupings Differentiated instruction
Leveled instructional activities
MOVEMENT…. CHOICES… Worksheets???
Levels of Questioning
Bloom’s Taxonomy Wheel
New Bloom’s Wheel
Name:____________________ Date:_____________________
Class:_____________________
SQ3R reading method
SQ3R is a reading strategy formed from its letters:
Survey! Question! Read! Recite! Review!
SQ3R will help you build a framework to understand your reading assignment.
Before you read, Survey the chapter:
o the title, headings, and subheadings o captions under pictures, charts, graphs or maps
Question while you are surveying:
o Turn the title, headings, and/or subheadings into questions o Read questions at the end of the chapters or after each subheading o Ask yourself,
"What do I already know about this subject?
When you begin to Read:
o Look for answers to the questions you first raised o Reread captions under pictures, graphs, etc. o Note all the underlined, italicized, bold printed words or phrases o Study graphic aids o Reduce your speed for difficult passages o Stop and reread parts which are not clear o Read only a section at a time and recite after each section
Recite after you've read a section:
o Orally ask yourself questions about what you have just read, or summarize, in your own words, what you read
o Take notes from the text but write the information in your own words o Underline or highlight important points you've just read o Reciting:
The more senses you use the more likely you are to remember what you read Triple strength learning: Seeing, saying, hearing Quadruple strength learning: Seeing , saying , hearing, writing!!!
Survey: Record 4 important headings and subheadings from the book.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Question: Write questions using “Explain, Describe, Discuss and Paraphrase” for each title and subtitle. 4 TOTAL.
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Read:
Write answers to questions from above.
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Recite: Record key facts and phrases as needed for each question.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Review: Create a summary paragraph for the topic.
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Vocabulary BookVocabulary Book
Term: ____________________ Describe:
Draw: AdditionalNotes My Understanding 1 2 3 4
Term: ____________________ Describe:
Draw: AdditionalNotes My Understanding 1 2 3 4
Term: ____________________ Describe:
Draw: AdditionalNotes My Understanding 1 2 3 4
Term: ____________________ Describe:
Draw: AdditionalNotes My Understanding 1 2 3 4
Connections Triangle
Connect 1Name:____________________ Date:_______ Class:_____
YOU CONNECT 1 UNIT! A demonstration of a greater understanding of scientific vocabulary.
You listed the vocabulary terms from the ___________ unit below: ∆____________________ ∆____________________ ∆____________________ ∆______________ ∆____________________ ∆____________________ ____________________ ∆____________________ ∆____________________ ∆____________________ ∆____________________ ∆____________________ ____________________ ∆____________________ ∆____________________ ∆____________________ Use ALL of the words from the list above to complete the sentences below. Check off each term after it has been used. If there are an odd number of words, you may have to use one word more than once.
1. __________________ is connected to __________________ because_______________________________ _______________________________________________________________________________________. These terms are different because ___________________________________________________________ _______________________________________________________________________________________.
2. __________________ is connected to __________________ because_______________________________
_______________________________________________________________________________________. These terms are different because ___________________________________________________________ _______________________________________________________________________________________.
3. __________________ is connected to __________________ because_______________________________ _______________________________________________________________________________________. These terms are different because ___________________________________________________________ _______________________________________________________________________________________.
Connect 2CONNECT 2: Pick 8 words from each unit and connect both units.
Name:____________________ Date:_______ Class:_____
YOU CONNECT 2 UNITS! A demonstration of a greater understanding of scientific vocabulary.
You listed the vocabulary terms from the ___________ and ___________ units below: ∆____________________ ∆____________________ ∆____________________ ∆____________________ ∆____________________ ____________________ ∆____________________ ∆____________________ ∆____________________ ∆____________________ ∆____________________ ____________________ ∆____________________ ∆____________________ ∆____________________
Use ALL of the words from the list above to complete the sentences below. Check off each term after it has been used. If there are an odd number of words, you may have to use one word more than once.
1. __________________ is connected to __________________ because_______________________________ _______________________________________________________________________________________. These terms are different because ___________________________________________________________ _______________________________________________________________________________________.
2. __________________ is connected to __________________ because_______________________________
_______________________________________________________________________________________. These terms are different because ___________________________________________________________ _______________________________________________________________________________________.
3. __________________ is connected to __________________ because_______________________________ _______________________________________________________________________________________. These terms are different because ___________________________________________________________ _______________________________________________________________________________________.
Connect 3CONNET 3 DIRECTIONS: Pick 5 words from each unit and connect all 3 units.
Name:____________________ Date:_______ Class:_____
YOU CONNECT 3 UNITS! A demonstration of a greater understanding of scientific vocabulary.
You listed the vocabulary terms from the ___________, ___________, and ___________ units below: ∆____________________ ∆____________________ ∆____________________ ∆____________________ ∆____________________ ____________________ ∆____________________ ∆____________________ ∆____________________ ∆____________________ ∆____________________ ____________________ ∆____________________ ∆____________________ ∆____________________
Use ALL of the words from the list above to complete the sentences below. Check off each term after it has been used. If there are an odd number of words, you may have to use one word more than once.
1. __________________ is connected to __________________ because_______________________________ _______________________________________________________________________________________. These terms are different because ___________________________________________________________ _______________________________________________________________________________________.
2. __________________ is connected to __________________ because_______________________________
_______________________________________________________________________________________. These terms are different because ___________________________________________________________ _______________________________________________________________________________________.
3. __________________ is connected to __________________ because_______________________________ _______________________________________________________________________________________. These terms are different because ___________________________________________________________ _______________________________________________________________________________________.
Connect 4CONNECT 4 DIRECTIONS: Pick 4 words from each unit and connect all 4 units words.
Name:____________________ Date:_______ Class:_____
YOU CONNECT 4 UNITS! A demonstration of a greater understanding of scientific vocabulary.
You listed the vocabulary terms from the __________, ___________, ___________, and __________ units below: ∆____________________ ∆____________________ ∆____________________ ∆____________________ ∆____________________ ____________________ ∆____________________ ∆____________________ ∆____________________ ∆____________________ ∆____________________ ____________________ ∆____________________ ∆____________________ ∆____________________
Use ALL of the words from the list above to complete the sentences below. Check off each term after it has been used. If there are an odd number of words, you may have to use one word more than once.
1. __________________ is connected to __________________ because_______________________________ _______________________________________________________________________________________. These terms are different because ___________________________________________________________ _______________________________________________________________________________________.
2. __________________ is connected to __________________ because_______________________________
_______________________________________________________________________________________. These terms are different because ___________________________________________________________ _______________________________________________________________________________________.
3. __________________ is connected to __________________ because_______________________________ _______________________________________________________________________________________. These terms are different because ___________________________________________________________ _______________________________________________________________________________________.
Name____________________ Date_____________________ Class_____________________
Vocabulary Choice Board
1 Information Pyramid
Term
2 Key words Main idea in 3 words Examples in 4 words
2 Explanations
It is something… It is someone… It is a description of… It is like…
Use these beginnings to make your own definitions.
3 Write a short story using the
vocabulary words.
Underline them in your writing.
4 Bio-Poem Identify term Describing traits Related to Lover of Which feels Which fears Which causes Would like to see Resident of
5 Cubing (With a partner)
1-Associate it 2-What is it different from? 3-What is it like? 4-Draw it 5-Tell how it is used 6-Describe/explain it
6 Word Parts (For each vocabulary word) Give any prefixes or
suffixes Root words Part of Speech
7 Draw
Draw a picture of your word or someone doing that action.
8 I have….Who has…. Use all the vocabulary words and make the game.
9 Synonyms and Antonyms Give 5 synonyms of the
word Give 5 antonyms of the
word
Pick three boxes to complete your board. Staple any papers to this sheet and turn in together.
Lesson Planning
Practice makes perfect I had premade dice games Level your lesson
Basic, grade level and advanced I STILL DID WHOLE GROUP
INSTRUCTION!!!! Start with the end in mind!!!
What does this mean?Backwards planning
Assessment…..Post-Quiz
I used the same quiz for a pre and post quiz(test-wiseness??)
I ALWAYS had the core standard(s) we are learning on the quizzes and in our notes…….gives students some real world relevance to ISTEP
Choice Board assessments DATA, DATA, DATA
https://www.teachingchannel.org/videos/differentiating-instruction-strategy
DI Example
Student Pre Post 6.1-3 6.1-36.1.4
76.1.4
76.2.1,2,5
6.2.1,2,5
6.2.3-4
6.2.3-4 6.3.4-6
6.3.4-6 6.3.1 6.3.1
6.3.2-3 6.3.2-3
18 19 1 5 2 4* 3 4 5 1 5 4 5 2 4 3.416667
18 25 1 5 3 5 2 5 4 5 5 5 5 5 3 5 4.142857
15 1 2 4 1 1 3 2 4 2 3 2.3
19 26 3 4 4 4 4 3 2 5 5 4 4 4 3 3.769231
11 19 1 2 4 2 1 3 2 3 0 5 4 4 4 2.692308
14 1 4 3 3 3 2 4 3 2 3 2.8
12 24 2 1 5 2 4 4 4 2 5 3 4 4 5 3.461538
12 20 0 5 3 5 1 3 5 5 1 5 4 5 3 4 3.5
11 20 0 5 3 4 2 5 3 5 2 4 5 4 5 3.615385
19 26 2 5 5 4 3 4 4 4 2 5 5 5 5 4.076923
22 3 2 3 2 4 4 3 4 5 5 5 3 3 3.538462
10 19 3 4 3 4 2 4 4 4 4 5 5 3 4 3.769231
13 21 3 4 5 3 5 4 4 3 0 5 3 4 3 4 3.571429
11 20 3 4 2 4 4 2 4 5 1 3 2 3 4 3.153846
26 5 3 5 3 4 3 4 3.857143
13 24 3 5 5 4 4 5 4 5 1 5 4 5 3 3 4
9 2 4 0 4 2 4 3 4 3 4 4 5 0 3 3
12 20 2 5 1 4 4 5 3 4 1 4 4 1 4 3.230769
10 9 1 2 3 4 2 4 4 5 0 5 5 5 4 4 3.428571
10 17 3 5 2 4 1 5 3 5 1 5 2 5 1 5 3.357143
18 23 1 5 3 5 2 4 3 4 2 5 5 5 4 3 3.642857
15 3 2 1 4 2 4 2 2.571429
8 13 0 3 3 4 1 2 3 2 2 1 3 5 1 5 2.5
8 18 3 5 4 4 1 3 3 3 5 5 4 2 4 3.538462
Total 12.4 19.8 1.83 4 3.06 3.95 2.23 3.7619 3.476 3.955 1.75 4.304 3.68 4.43 2.81 3.87 3.37033
Science
Student Core Standard Progress Chart Pre and Post Quizzes
Name:_________________________ The goal for every student is 4/5 or 80% which represents a mastery level on that particular standard(s).
5 4 3 2 1 0 Pr Po Pr Po Pr Po Pr Po Pr Po Pr Po Pr Po Pr Po Pr Po Pr Po Pr Po Pr Po
Core Standard
6.1-3 6.1.4-7 6.2.1,2,5 6.2.3-4 6.3.4-6 6.3.1 6.3.2-3
Parent Signature: ____________________ _____ ____________________ _____ ____________________ _____ ____________________ _____ ____________________ _____ ____________________ _____ ____________________ _____ ____________________ _____ ____________________ _____ ____________________ _____ ____________________ _____ ____________________ _____
Dear Parents/Guardians: My name is Mr. Bundridge and I am your child’s science teacher. Hopefully your child has talked about our science class and how we take indicator quizzes on the Indiana core state standards. These core standards are what ISTEP + are based off of and will give a great prediction on how well your child will do on this test in the spring.
I have developed a tracking system for your child so they can keep a database of their indicator quiz scores. The score that we strive for in class is an 80%, or 4/5, which indicates that they have mastered that standard. They will be tracking their quiz scores and bringing home this tracking system for you to see and sign. They will be rewarded with stamps when they return their data sheet signed the next day. Please help your child track their progress and promote their success in science. Thank you for all of your help. Thanks again, Mr. Bundridge
Math RemediationSTUDENTS
WxFRWxF
R FRxFRFRxF
R W/F W/F F/F F/FX&/10
X&/10 x/. x/. dw/. dw/. ./. ./. Ratio Ratio % %
3 2 0 3 2 3 1 1 3 4 3 1 2 4 2 3 1 3 4 3
1 4 0 2 5 5 1 5 3 5 5 5 3 4 0 4 4 5 2 4
4 2 4 3 3 4 4 2 4
2 4 1 5 4 4 3 4 3 4 3 5 3 4 4 4 4 4 3 4
2 5 1 5 2 3 2 4 3 3 3 5 5 2 2 3 5 5 3 5 1 5 0 3 3 5 2 4 4 4 4 5 4 4 2 4 2 5 3 4
0 4 0 5 2 3 4 3 3 4 3 4 2 2 0 5 2 4
3 4 1 3 3 3 1 2 2 2 4 5 2 4 0 1 3 1 2 5
1 2 2 2 2 3 2 2 2 5 5 5 4 3 3 2 4 4 4 2 2 1 4 3 5 0 4 2 4 2 4 4 4 4 2 5 1 3 1 4 0 5 3 5 4 5 2 4 5 5 5 5 4 4 5 5 4 4
2 5 1 5 3 4 5 3 4 4 5 5 5 4 4 5 5 3 4 1 4 0 5 1 3 2 3 2 4 5 5 5 5 4 4 4 4 4 5 2 5 1 4 3 5 3 5 5 4 2 5 4 4 4 5
3 2 2 4 1 5 2 2 2 5 4 5 4 5 4 5 4 5 5 4
3 3 1 5 5 5 4 4 3 5 5 5 5 5 5 5 5 5 4 5
5 4 4 4 5 3 5 5 5 5 5 5 4 0 2 1 4 4 5 3 5 1 5 4 5 5 4 4 5 5 4 5 4
3 3 2 2 5 4 3 4 4 4 4 4 5 2 2 3 5 3 5
1 3 2 5 3 3 1 5 1 4 5 5 4 4 0 3 2 4 2 5 3 5 3 4 5 5 1 4 4 5 5 3 4 5 4 5 5 5 4 4 2 4 1 4 4 5 3 4 4 4 4 4 4 4 3 3 5 2 4 4
5 3 4 2 5 1 3 1 4 3 4 2 5 1 3 3 5 4 2 5 2 5 4 5 1 4 2 5 5 4 5 5 3 1 3 5 2 2 1 5 1 5 3 5 4 5 3 3 4 4 5 4 1 4 5 5 4 3 2 2 5 4 3 0 4 2 5 4 4 5 4 4 4 4 5 4 4
Total 1.82 3.65 1.174 4.13 3.13 4.2 2 3.84 2.7 4.042 4.1 4.3 3.96 4.27 2.8 3.5 3.5833 4.5 3.2174 4.0741
DI Resource
http://www.doe.in.gov/highability/tiered-curriculum-project
DI Resources
https://www.teachingchannel.org/videos/differentiating-instruction https://www.teachingchannel.org/videos/differentiating-instruction-strategy https://www.teachingchannel.org/videos/personalize-reading-workshop https://www.youtube.com/watch?v=3jO9cDzxaqg http://www.doe.in.gov/highability/tiered-curriculum-project http://www.k-5mathteachingresources.com/ http://www.illustrativemathematics.org/ http://insidemathematics.org CONSTRUCTED RESPONSE WRITING
http://www.brighthubeducation.com/help-with-writing/33366-constructed-response-essay-question/
http://prezi.com/v5vfrfkxly6a/constructed-response-formula/ http://www.doe.in.gov/assessment/englishlanguage-arts-rubrics http://writingfix.com/RICA/constructed_response.htm http://www.smekenseducation.com/constructed-responses-require-textual-evidence.html
CONTENT AREA READING https://www.teachingchannel.org/videos/strategy-to-build-student-vocabulary?fd=1 https://www.teachingchannel.org/videos/reading-teaching-strategy
CONTENT AREA WRITING http://www.readwritethink.org/classroom-resources/lesson-plans/gist-summarizing-strate
gy-content-290.html https://www.surveymonkey.com/mp/education-surveys/ http://images.pcmac.org/SiSFiles/Schools/TN/GreenevilleCity/GreenevilleHigh/Uploads/
DocumentsCategories/Documents/Low+Prep+DI+Strategiesnew.pdf
Discussion ?
Should students be able to re-take the post-quiz since it is for a grade??????
Remediation???? What is the real goal? Questions?