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Differentiating Instruction, 6-12, Part II: Tiered Assignments and Flexible Grouping - YouTube
-everybody does the same task but have 3 levels of complexity -get in depth in some levels and general in other. put different ideas and put them together -when students are given something that they can succeed at, it increases enthusiasm and motivation -if they are given an assignment that is over their head or boring to them, it impacts their learning negatively -tiered assignments --creations --distribution --assessment -teachers make tiering decisions based on their ongoing assessments, current skills and understandings -writing, creativity and understanding of the topic can drive differientiation -
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Ken Robinson: How schools kill creativity | Talk Subtitles and Transcript | TED.com
-. We have a huge vested interest in it, partly because it's education that's meant to take us into this future that we can't grasp. If you think of it, children starting school this year will be retiring in 2065. -all kids have tremendous talents. And we squander them, pretty ruthlessly. So I want to talk about education and I want to talk about creativity. My contention is that creativity now is as important in education as literacy, and we should treat it with the same status. -We stigmatize mistakes. And we're now running national education systems where mistakes are the worst thing you can make. And the result is that we are educating people out of their creative capacities. - The problem is to remain an artist as we grow up. I believe this passionately, that we don't grow into creativity, we grow out of it. Or rather, we get educated out if it. -Every education system on Earth has the same hierarchy of subjects. Every one. Doesn't matter where you go. You'd think it would be otherwise, but it isn't. At the top are mathematics and languages, then the humanities, and at the bottom are the arts. - Art and music are normally given a higher status in schools than drama and dance. There isn't an education system on the planet that teaches dance everyday to children the way we teach them mathematics. -I think you'd have to conclude the whole purpose of public education throughout the world is to produce university professors. Isn't it? They're the people who come out the top. And I used to be one, so there. -They all came into being to meet the needs of industrialism. So the hierarchy is rooted on two ideas. Number one, that the most useful subjects for work are at the top. So you were probably steered benignly away from things at school when you were a kid, things you liked, on the grounds that you would never get a job doing that. Is that right? Don't do music, you're not going to be a musician; don't do art, you won't be an artist. Benign advice -- now, profoundly mistaken. -f you think of it, the whole system of public education around the world is a protracted process of university entrance. And the consequence is that many highly-talented, brilliant, creative people think they're not, because the thing they were good at at school wasn't valued, or was actually stigmatized. And I think we can't afford to go on that way. -more people worldwide will be graduating through education than since the beginning of history. More people, and it's the combination of all the things we've talked about -- technology and its transformation effect on work, and demography and the huge explosion in population. Suddenly, degrees aren't worth anything. Isn't that true? When I was a student, if you had a degree, you had a job. If you didn't have a job, it's because you didn't want one. -It's a process of academic inflation. And it indicates the whole structure of education is shifting beneath our feet. We need to radically rethink our view of intelligence. -"How did you get to be a dancer?" It was interesting. When she was at school, she was really hopeless. And the school, in the '30s, wrote to her parents and said, "We think Gillian has a learning disorder." She couldn't concentrate; she was fidgeting. I think now they'd say she had ADHD -And they watched for a few minutes and he turned to her mother and said, "Mrs. Lynne, Gillian isn't sick; she's a dancer. Take her to a dance school." - I believe our only hope for the future is to adopt a new conception of human ecology, one in which we start to reconstitute our conception of the richness of human capacity -Our education system has mined our minds in the way that we strip-mine the earth: for a particular commodity. And for the future, it won't serve us. We have to rethink the fundamental principles on which we're educating our children. -There was a wonderful quote by Jonas Salk, who said, "If all the insects were to disappear from the Earth, within 50 years all life on Earth would end. If all human beings disappeared from the Earth, within 50 years all forms of life would flourish." And he's right. -And the only way we'll do it is by seeing our creative capacities for the richness they are and seeing our children for the hope that they are. And our task is to educate their whole being, so they can face this future. By the way -- we may not see this future, but they will. And our job is to help them make something of it.
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-Whether the teacher was trying to motivate her students to buy into a topic,focusing on a more efficient process, or attempting to spark their interest and build theirknowledge base, she has clear reason for her plan. The end result is that the responsiveteacher builds a repertoire of instructional strategies, each with its specific purposes and aimin mind.-Scaffolding is an instructional strategy used by teachers to guide students to attain morechallenging goals via a safe and encouraging process-e. Again, the idea is that the teacher willbegin with more supports in place that will challenge all students, and she will pull supportsaway as the students gain more confidence and baseline knowledge of the topic
Sunday, May 31, 2015
Technology Teacher 06/01/2015
Tuesday, May 26, 2015
Technology Teacher 05/27/2015
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Rick Wormeli: Gradebooks - YouTube
-2 axis grading book-Standard based not criterion based- one axis needs to go and there needs to be standards-2 pages to one student with all the assessments with the standards. -Test focused on just standards. Each get a unique score for the standard. - 5 or six grades for one test. -grade only what is tested-mode or median is better that average-meet as a department and where are the nonnegotiable standards. -Formative is the larger section. I color code formative and summative. We do 90 ten.
Monday, May 18, 2015
Technology Teacher 05/19/2015
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Classroom Management through Cooperative Groups - YouTube
-students of all experience levels can make contributions in collaborative groups ad be successful -
Tuesday, May 12, 2015
Technology Teacher 05/13/2015
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Rick Wormeli: Formative and Summative Assessment - YouTube
-Summative is post learning. You are allowed to make summatives formative. -Teachers hould focus more on formative assessments. -Can students learn without grades. Yes but they can't not learn without feedback, -Need descriptive feedback for formatives. -learning is ongoing. -formatives need to have checks for learning and descriptive feedback. -no feedback don't have much instruction value.
Sunday, May 10, 2015
Technology Teacher 05/11/2015
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-when asked the right questions, in the right ways—students can be an important source of information on the quality of teaching and the learning environment in individual classrooms. -Analysis by the Measures of Effective Teaching (MET) project finds that teachers’ student survey results are predictive of student achievement gains. Students know an effective classroom when they experience one. - Even a high-quality observation system entails at most a handful of classroom visits, while student surveys aggregate the impressions of many individuals who’ve spent many hours with a teacher - Teachers want to know if their students feel sufficiently challenged, engaged, and comfortable asking them for help. Whereas annual measures of student achievement gains provide little information for improvement (and generally too late to do much about it), - Not every survey will produce meaningful information on teaching. Not to be confused with popularity contests, well-designed student perception surveys capture important aspects of instruction and the classroom environment. - four overriding requirements of any system considering student surveys as part of formal feedback and evaluation for teachers: 1. Measure what matters. Good surveys focus on what teachers do and on the learning environment they create. 2. Ensure accuracy. Student responses should be honest and based on clear understanding of the survey items. 3. Ensure reliability. - Reliability requires adequate sampling and an adequate number of items—but without overtaxing students 4. Support improvement. Measurement for measurement’s sake is wasted effort. Teachers should receive their results in a timely manner, understand what they mean, and have access to professional development resources that will help them target improvement in areas of need. Student surveys are as much about evaluating systems of support for teachers as they are about diagnosing the needs within particular classrooms. -Benefits to Student Perception Surveys 1. Feedback. Results point to strengths and areas for improvement. 2. “Face validity.” Items reflect what teachers value. 3. “Predictive validity.” Results predict student outcomes. 4. Reliability. Results demonstrate relative consistency. 5. low cost. Expense of administration is minimal. - Tripod is designed to measure teaching, student engagement, school norms, and student demographics. To measure teaching, the survey groups items under seven constructs, called the “7 Cs”: Care, Control, Challenge, Clarify, Confer, Captivate, and Consolidate. -students’ level of agreement on a fivepoint scale. Here are two items under “Clarify”: ■ “My teacher has several good ways to explain each topic that we cover in class.” ■ “My teacher knows when the class understands and when we do not.” - These results don’t show how survey results relate to student achievement—that is addressed further on—but the contrasts suggest that students are capable of discerning -“stakeholder perceptions”—including student survey responses—account for 5 percent of teachers’ overall ratings. Other components include: -■ Classroom observations: 40% ■ Student achievement/learning gains: 50% ■ Evidence of content knowledge: 5% - For a survey to be predictively valid, it means that, on average, the teachers who get the most favorable survey responses are also those who are helping students learn the most. -Over time, alignment with student outcomes could deteriorate. This could happen if somehow teachers altered their actions in ways that improved their survey results, but without improving their underlying performance on practices associated with better outcomes. In such a situation, a system would see that teachers’ rankings based on survey results bore little relationship to their students’ learning gains. -Survey items need to be clear to the students who respond to them. -Good Questions: “The comments that I get on my work in this class help me understand how to improve.” -Well-designed surveys account for the fact that not all students read at the same grade level. -Confidentiality for students is a nonnegotiable if surveys are part of formal feedback and evaluation. If students believe their responses will negatively influence how their teachers treat them, feel about them, or grade them, then they’ll respond so as to avoid that happening. -Although in many situations teachers will distribute student perception surveys in their own classrooms, no teacher should receive back a completed survey form that would allow the teacher to identify who filled it out. In the MET project, following procedures generally employed in administering Tripod, paper surveys were distributed to students with their names on peel-off labels that they removed before completing them.All that remained on the form when they finished were unique bar codes to let researchers link their responses to other data collected for the study but which no school personnel could use to identify respondents. Students also placed their completed forms in opaque envelopes and sealed them -Along with the quality of the items used, reliability is in part a function of how many items are included in a survey. Both reliability and feedback can be enhanced by including multiple items for each of a survey’s constructs. -“If you don’t understand something, my teacher explains it another way.” ■ “My teacher has several good ways to explain each topic that we cover in class.” - It’s of little help to a teacher to be told simply “you scored a 2.7 out of 4.0 on ‘Care.’ ” - For most people, improvement requires the example and expertise of others. While student surveys can help point to areas for improvement, they can’t answer the question: Now what? Motivation without guidance is a recipe for frustration. -Often the best way to help teachers understand what student perception surveys are, and what they are not, is to share the items, to point out what makes them well-designed, and to show their alignment with teachers’ own views of quality instruction. -
Sunday, May 3, 2015
Technology Teacher 05/04/2015
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-A learner profi le describes the ways in which a student learns best. A comprehensive learner profi le includes information on student interests, learning preferences and styles, and differences related to gender, culture and personality. It also might include information on student learning strengths, needs and types of supports that have been successful in the past. A learner profi le needs to be dynamic, as individual learners are constantly growing and changing. -Learning preferences and styles --Learning preferences typically refer to the general environment in which a student learns best. -Learning styles typically refer to how a student tends to use senses to learn. Rita and Ken Dunn (1987) identify three types of sensory learning styles. • Auditory learners—like to hear directions aloud, discuss what they are learning, use word games, puzzles, riddles and songs, work with partners, do choral reading, teach others for clarifi cation. • Visual learners—like to draw pictures to represent ideas, use games and puzzles, use visual clues to remember, go on fi eld trips for a “being there” experience, use visualization to see pictures in their minds, use graphics and fl owcharts, use videos for review, look at books, watch others to see what to do. Part 1—Making a Difference | Meeting diverse learning needs with differentiated instruction 25 • Kinesthetic learners—like to have opportunities to move around, trace and outline, act out concepts and stories, make models or do experiments, write or draw while listening, walk while talking, imagine themselves in the situation, examine and manipulate material. - Judith Dodge presents four general thinking styles.1 • Concrete random thinkers—are creative, make intuitive leaps, enjoy unstructured problem solving, like choices, are self-motivated, see the big picture and not the details. • Concrete sequential thinkers—like order, respond to step-by-step instruction, enjoy learning with concrete materials, attend to details, work within a time line, appreciate structure. • Abstract random thinkers—are guided by emotion and interest, seek environments that are active, busy and unstructured, like to discuss ideas and interact with others. • Abstract sequential thinkers—enjoy theory and abstract thought, focus on knowledge and facts, thrive on independent investigation and research, usually prefer to work alone to prove things for themselves. -The goal of a learner profi le is to fi nd out as much as possible about how an individual learns. The goal is not to label students as certain kinds of learners but rather to help them develop multiple pathways for learning. -Thomas Armstrong (1994) came up with student-friendly terms for each intelligence: • verbal-linguistic intelligence (or word smarts) • logical-mathematical intelligence (or number smarts) • interpersonal intelligence (or people smarts) • intrapersonal intelligence (or self smarts) • spatial intelligence (or picture smarts) • musical-rhythmic intelligence (or music smarts) • bodily-kinesthetic intelligence (or body smarts) • naturalistic intelligence (or nature smarts). -three intelligences that he suggests exist in varying combinations and strengths in each individual. • Analytic intelligence (or schoolhouse intelligence) involves the linear type of learning found most often in schools. • Practical intelligence (or contextual intelligence) involves seeing how and why things work as people actually use them. • Creative intelligence (or problem-solving intelligence) involves making new connections and seeking innovation. -Learning patterns can be infl uenced by student gender and culture, as well as unique personality. -Students are most motivated and engaged when they are learning about something they are interested in. Having areas of interest identifi ed as part of learner profi les helps you to regularly consider these interests in your instructional planning to vary projects, themes and examples used in your instruction. -Learner preference inventories provide students with ongoing opportunities to refl ect on and talk about their learning preferences. These opportunities help students to develop the self-knowledge, vocabulary and confi dence to tell you what works best for them. -Social inventories provide valuable information for assessing social competence. Understanding how a student gets along with others and functions in group situations can be helpful for both you and the student. -Reading inventories are typically given at the beginning of the year. They provide an opportunity for students to share information about the kinds of reading they enjoy, as well as their understanding of themselves as readers. -Interest inventories, including general interest and “All About Me” inventories, should be administered at the beginning of the year -Assessment information Assessment and diagnostic information is an important part of a learner profi le. You can gather this information from a variety of sources, including: • cumulative records • report cards • individualized program plans (IPP) • standardized assessments parents• • previous teachers and other school staff involved with the student. -Individual learner profi le information can be recorded in a variety of formats. Many teachers fi nd it most practical to use individual fi le cards that can be kept close at hand for reference - I would use google docs -What is a class profi le? The information gathered about each student can be compiled to create an overall picture of the class as a community of learners. A class profi le identifi es the strengths and challenges of all students as well as the stage each student is at in his or her learning. It is a resource for planning that conveys a great deal of critical information at a glance. It is a living document that can be added to and revised throughout the year based on your observations or other information that you receive. -Develop your own learning profile Take time to do some self-refl ection and ask yourself questions about your own learning strengths, how they have changed over time, and what the implications are for teaching and learning with your students. Consider questions such as the following. • What are my learning strengths? • How have I developed these particular strengths over the years? • How do my strengths and preferences affect my teaching? • What types of intelligences and preferences do I want to more consciously incorporate into my teaching? -See this source for learning survey examples
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Response to Intervention: A Tiered Approach to Instructing All Students - YouTube
- 3 tiered approach to instructing all students. -All students participate in tier 1 instruction - content should reach 80-85% of students in this level -Tier 2 builds upon tier one with more specialized instruction for those who did not understand the first time. Small group of students in the general classroom. Offered to 15% of students who did not respond to tier 1 instruction -tier 2 interventions do not replace tier one instruction but actually supplement it. -tier 3 intervention for students who severely lag behind their peers in academic gains - tier 3 - intensive, evidence based interventions delivered to single of very small groups of students. Most likely a special teacher of specialist. Only about 5% -students do not have to be identified as disabled to receive this intervention.
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Carol Ann Tomlinson on Critical Transformations - YouTube
-I have been counting on her to help me yet in that moment, I realized I didn't know enough to help her. -I have to teach conent to human beings and I have to know those human beings -Transformative moment
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-Teachers need to develop a deep understandingof who their students are, how they learn, and what engages them in the learning process.Responsive teachers know their students well.-A student's ethnicity, socio-economicstatus, religious beliefs, race, gender, learning disabilities and abilities, personal experience,and readiness to learn are all areas that teachers must consider when developing a picturefor each one of their students-Content standards are meant to establish accountability to insure that all students arereceiving the same basic education and also support accountability in terms of assessment.While, in short, standards advance the idea of providing for all students, they also presentbasic hurdles of which educators must overcome-In Stage One, the desired results are outlined with theestablished goals and supported by understandings and essential questions. Knowledgeand skills are also part of Stage One and together with the other Stage One elements, helpto tackle any unanswered pieces of school and district standards. Stage Two representsassessment evidence and includes performance tasks as well as other related evidence.Stage Three, the final piece of the basic UbD Plan, is the developed learning plan andincludes the many activities that will take place throughout the unit time period to deliver thecurriculum.-