The following members of ASCD s staff contributed to the development of this program:

Transcription

1 Association for Supervision and Curriculum Development Telephone: or Fax: Internet: ASCD s Executive Director is Gene R. Carter. About the Developers This viewer s guide was developed by Carol Ann Tomlinson, Professor of Educational Leadership, Foundations, and Policy, the Curry School of Education, University of Virginia; Judy Rex, Teacher, Arcadia Neighborhood Learning Center, Scottsdale (Ariz.) Unified School District; and Leslie J. Kiernan, Video Producer and Program Manager, ASCD. The video program was produced by ASCD. We gratefully acknowledge the support and participation of Judy Rex and her students at the Arcadia Neighborhood Learning Center. The following members of ASCD s staff contributed to the development of this program: Video Production Leslie J. Kiernan, Producer and Writer Marge Scherer, Development Team Member Scott Willis, Development Team Member Online Viewer s Guide Production Laura Kelly, Web Site Developer Gary Bloom, Director, Design and Production Services Karen Monaco, Senior Graphic Designer Mary Beth Nielsen, Associate Editor Vivian Coss, Production Coordinator Copyright and Use Statement Copyright 2001 by the Association for Supervision and Curriculum Development, 1703 North Beauregard Street, Alexandria, Virginia USA. All rights reserved. Materials in the Handouts, For More Information, and Tools sections of this manual are intended for use in face-to-face workshops designed as part of this video staff development program. For this purpose, materials in these sections of the guide may be reproduced. Any other use of these materials is prohibited, unless written permission is granted by ASCD. ASCD Stock Numbers Video Program: Online Guide: SG About ASCD ASCD is a diverse, international community of educators, forging covenants in teaching and learning for the success of all learners. Founded in 1943, ASCD is a nonpartisan, international education association with headquarters in Alexandria, Virginia USA. ASCD publications present a variety of viewpoints. The views expressed or implied in the video program and manual should not be interpreted as official positions of the Association. Other videotape programs from ASCD:

2 a visit to A Differentiated Classroom VIEWER S GUIDE Introduction 1. About Judy Rex Using This Guide A Context for Viewing the Video 1. Background Information What Is a Differentiated Classroom? Key Elements of Effective Differentiation Questions for Reflection Notes from Judy Video Segment 1 Organizing for Flexibility: Morning Meeting and Language Arts 1. Questions for Reflection Notes from Judy Sample Forms Class Schedule Anchor Options Language Arts Task Log Classroom Agreements Classroom Cues Rubric Table Jobs List Jobs Chart Video Segment 2 Assessing Learning in a Differentiated Classroom: Small Group Portfolio Session 1. Questions for Reflection Notes from Judy Sample Forms Assessment Portfolio Table of Contents Patriotism Unit Contract Patriotism Unit Project Menu Patriotism Study Rubric Patriotism Unit of Study Reflection Patriotism Student/Teacher Evaluation Justification Sheet for Portfolio Portfolio Reflection Sheet Video Segment 3 Curriculum and Instruction in a Differentiated Classroom: Social Studies 1. Questions for Reflection Notes from Judy Sample Forms Government Topic Selection Sheet Daily Self-Assessment Rubric

3 Bringing the Elements Together: Thinking About the Video as a Whole 1. Questions for Reflection Notes from Judy Sample Form Bank Register Form Resources 1. Judy s Suggested Resources ASCD Resources on Differentiated Instruction

4 1 INTRODUCTION About Judy Rex Judy Rex teaches a multigrade class of 3rd and 4th grade students at the Arcadia Neighborhood Learning Center in Scottsdale, Ariz. She has taught multiage elementary classes and has been a mentor teacher in the Scottsdale Unified School District for 11 years. She is also a district professional development trainer. Prior to teaching in Scottsdale, Judy taught prekindergarten in Phoenix, Ariz., and 8th grade mathematics and 6th grade in California. Judy is an ASCD Faculty Member and a member of the ASCD Differentiated Instruction Cadre. She presents workshops and advises teachers in schools throughout the United States. In 1995, she received the Scottsdale Mayor s Award for Outstanding Teacher of Disabled Children for the successful inclusion of such children in her heterogeneous classroom. Judy earned her degree from the University of Arizona in Using This Guide This online guide is designed to accompany the video program A Visit to a Differentiated Classroom, which takes you into Judy Rex s classroom of 3rd and 4th graders in Scottsdale, Ariz. The video shows several portions of one day in her classroom, focusing on the morning meeting, language arts, a portfolio meeting, social studies, and end-of-day activities. As you visit Judy s differentiated classroom, you will have the opportunity to reflect on the key components of a classroom in which the teacher intentionally teaches with the needs of learners in mind as they work toward specific learning goals. This viewer s guide provides information and poses questions to help focus the thinking of individuals or groups who want to use the video program as a learning tool. You should feel free, of course, to modify the questions and suggestions for viewing the video. The Viewer s Guide contains several sections: A Context for Viewing the Video gives background information on the key elements of a differentiated classroom and guides you in building a framework for watching the video program by relating personal knowledge and experience to important elements in the video.

5 2 a visit to a Differentiated Classroom V I E W E R S G U I D E Video Segment sections help you to reflect in a focused way on some essential elements in the three segments of the video. Bringing the Elements Together invites you to look at topics and themes that span the video program as a whole. In many of these sections, you ll see three components. Background Information or Questions for Reflection are designed to help focus your thinking about particular topics. Notes from Judy present Judy Rex s thoughts about a topic in her own words. You might like to use her notes to compare your own thinking with that of another teacher. Finally, Sample Forms give you a firsthand look at sample papers from Judy s class that you were not able to see fully in the video format. These samples give you more information to stimulate your thinking. The Resources section lists resources that Judy Rex has found helpful in creating a differentiated classroom, as well as a list of ASCD resources on differentiating instruction, links to other Web sites on differentiated instruction, and a list of other professional development video programs available from ASCD. The Frequently Asked Questions section provides technical information about navigating this guide, printing pages, and downloading files. A feedback survey and copyright information are also available. If you are using the Viewer s Guide with colleagues, decide together whether you will respond to reflection questions individually and then share your answers with the group; the group will construct answers together; or some group members will begin with individual responses and then share them while others will complete tasks in a group. In other words, offer differentiated opportunities for responding to the video. We hope you ll enjoy visiting Judy Rex s classroom. We hope also that the Viewer s Guide helps you to be a keener observer and a more active participant as you learn from Judy and her students in their differentiated classroom.

6 3 A CONTEXT FOR VIEWING THE VIDEO: What Is a Differentiated Classroom? A differentiated classroom is one in which a teacher actively plans and teaches to address the varied learning needs of students in the class. The teacher in a differentiated classroom works continually with two realities: 1. There are learning goals that must be addressed. 2. Students differ in their readiness to master those goals, in the ways they will move toward those goals most effectively, and in their particular experiences and interests related to those goals. So, the teacher in a differentiated classroom has a clear destination for learning in mind but also understands that students will progress toward that destination on varying timetables, through differing routes, and needing a variety of support systems to continue making progress toward the designated learning goals. With this in mind, the differentiated classroom teacher plans on two levels first, what students must learn; and second, alternate routes for ensuring that students who are not a matched set are likely to grow as quickly and effectively as possible in relation to the learning goals. Key Elements of Effective Differentiation BACKGROUND INFORMATION You ll notice in Judy s classroom that a lot is going on. It is busy yet organized. There is freedom but clear structure as well. There is not only an emphasis on the individual but also an obvious sense of group camaraderie. In analyzing a classroom where so many elements are at work, it s helpful to have an organizer to guide the analysis. You might think about Judy s classroom as something like a mobile in which several elements rotate and revolve around one another. At various points in the rotation, different elements of the mobile will be in the foreground or background but all of the elements are always present, and they are always connected to one another. Remove any one of the elements, and the balance of the mobile is impaired. Its smooth movement ceases. The following mobile graphic visually introduces the idea of an effectively differentiated classroom as a mobile with several interrelated and balanced elements. (You ll have to use your imagination to see the pieces rotate and revolve!)

7 4 a visit to a Differentiated Classroom V I E W E R S G U I D E FIGURE 1 ELEMENTS OF AN EFFECTIVELY DIFFERENTIATED CLASSROOM Flexibility Solid Curriculum Clarity About Goals Focused Resources Time Student Groups Approaches to Teaching and Learning Invitational Product- Oriented Sense of Community Safe Affirming Respect for Individuals Shared Challenge Respect for Group Teacher- Student Partnerships Shared Goals Shared Responsibility Shared Vision Ongoing Assessment to Determine Needs A Growth Orientation Tasks That Are a Little Too Hard Feedback and Grading for Growth The Viewer s Guide will use the components of the mobile to guide your viewing of the video and reflection on what you see. Here are brief descriptors of the mobile s elements and the elements in Judy s effectively differentiated classroom. Flexibility As soon as a teacher decides to teach with learner variance in mind, it becomes very important for the teacher to be more flexible with many fundamental classroom elements. Teachers can become more responsive to students and students more successful as learners when the teacher learns to use resources flexibly. Resources can include text materials, supplementary print materials, Internet resources, manipulatives, models, and support personnel. Teachers and students also benefit greatly from flexible use of time, flexible groupings of students, and flexible approaches to teaching and learning. The more pliable the classroom, the more inviting it is to a broad range of students. Solid Curriculum A nonnegotiable in any effective classroom is a curriculum that is clear, focused, coherent, meaningful, and inviting. That means the teacher knows unambiguously what students should come to know, understand, and be able to do as a result of each lesson, unit, and year of study. It means each teacher presentation, student task, and student product leads directly to necessary knowledge, understanding, and skill. Solid curriculum means each segment of teaching and learning builds upon past segments and leads to future

8 A Context for Viewing the Video: Background Information 5 segments. It means the teacher helps the student identify with the curriculum in ways that make clear to the student its usefulness and power in his or her own life. Solid curriculum also issues to students an invitation to learn by making the ideas and the work interesting, appropriately challenging, and rewarding. Solid curriculum is not just a hallmark of good differentiated classrooms but of all good classrooms. Solid curriculum takes on an additional layer of significance in a differentiated classroom, however, for at least two reasons: 1. If students will take different learning journeys to a learning destination, it is even more important that the teacher be clear on that destination and the steps along the way. As the teacher, ask yourself, What are the essential knowledge, understandings, and skills the nonnegotiable learning outcomes for all students and how will students at different levels of readiness reach them? 2. A teacher in a differentiated classroom understands that because different students will find different things to be meaningful and inviting, it s important to provide different spins on learning activities. As the teacher, therefore, you must understand what is critical about the curriculum, as well as multiple ways to help students find personal meaning in the curriculum and varied ways to issue invitations to learning. Sense of Community An effectively differentiated classroom is a place that beckons students who differ from one another in some significant ways. For each of those students, the classroom must be safe, familiar, affirming, and challenging. In such a classroom, everyone must believe it s a good thing that students differ and not an inconvenience. Teachers must help students genuinely appreciate themselves and their peers, and there must be an emphasis on the individual yet equal concern for the welfare of the group. In an effectively differentiated classroom, the teacher and each student must consciously work to make the classroom a good place for me and a good place for us. Teacher-Student Partnerships Because a variety of learning events will often take place simultaneously in a differentiated classroom, the teacher can no longer be the person who has to make everything work. Students and teacher must develop a shared vision of how the classroom will work in order to make it effective for everyone. They must both understand learning goals as well as their roles and responsibilities in achieving them. Simply put, they have to work like a good team.

9 6 a visit to a Differentiated Classroom V I E W E R S G U I D E A Growth Orientation A primary goal of a differentiated classroom is to ensure that each student grows as far and as fast as possible in learning. That goal implies four others: 1. The teacher continuously assesses to determine where a student is in a learning sequence that is, where that student is relative to what he or she should come to know, understand, and be able to do. 2. Based on assessment, the teacher provides learning opportunities that are appropriately challenging for the student to promote next steps in growth. Such activities are generally a bit beyond a student s comfort zone. 3. Feedback to students helps them monitor their status and progress as learners, giving them guidance in what they need to do to continue growing. 4. A growth orientation also assumes that grading, at least in part, reflects the student s growth. With that background, the remainder of the Viewer s Guide should help you analyze your visit to Judy Rex s classroom as well as your own goals and development as a professional. Judy and her students hope you enjoy the trip! Questions for Reflection Before you watch the video or perhaps before you watch it a second time complete the chart on page 7. The left column of the chart lists key elements of effectively differentiated classrooms. In the second column, list two or three of your own key beliefs about each element. In the third column, list a couple of practices an observer would see in your classroom that would illustrate your beliefs in action. If you re watching the video with colleagues, share your charts and discuss them briefly before you view the video. Notes from Judy There are 25 students 3rd and 4th graders in my classroom now. Over the past 10 years, I have found that my classroom typically has the following breakdown. In addition to a group of typical students, two or three of my students have Individual Educational Plans for special education. Another three or four might be in the student study team process for possible identification for

10 A Context for Viewing the Video: Background Information 7 CONNECTING THE ELEMENTS TO YOUR OWN BELIEFS AND PRACTICES Element Beliefs Practices Flexibility Solid Curriculum Sense of Community Teacher-Student Partnership A Growth Orientation emotional or learning difficulties. Three to five students will be identified as gifted. Two to four of my students are generally second-language learners. Several take medication for attention or hyperactivity disorders, or both. A few other students will receive special services from a speech and language resource teacher or an occupational therapist. Of course, there are several students who have not been identified in any of these categories but who exhibit many of the same needs and characteristics. The classroom may also be home to students with physical disabilities. Our school is totally inclusive. I have students who are reading from 2nd grade up through post high school. In our last literature selection, I had children reading beginning chapter books. I also had a student who, with the permission of her parents, was reading the abridged works of Edgar Allan Poe and truly understanding them. The students needs spread from one end of the spectrum to the other. This variety of students leads me to constantly ask myself, How can I ensure that every student in my very diverse classroom will demonstrate growth and reach a measure of success? For me, differentiation is a way of being. As a teacher in a differentiated classroom, I see myself as a guide, a facilitator maybe even a conductor of sorts.

11 8 a visit to a Differentiated Classroom V I E W E R S G U I D E A lot of what we do is driven by the students, and I m there to help them along the way. In our classroom, we say there are 25 children, but there are 26 learners and there are 26 teachers. I learn from them. They learn from me. We learn from each other, and we teach each other also. I learn from them on a regular basis. Because we don t spend a lot of time in teacher-directed activities and because most of what students do on a daily basis is make meaning of things, I find that gives me a lot of time to get around and work with students. As I m wandering about the room to monitor and coach, I m always observing to see if there s someone who needs a task modified. I m looking to see if there s someone who needs to be nudged a little bit to take a task a little bit further. I know from my experiences as a teacher in different settings it doesn t matter if it s a multigrade or a single-grade classroom, pre-kindergarten or 10th grade the same philosophy and strategies can be successful and highly rewarding in any classroom setting. When every student knows with certainty that they are always valued and expected to give a personal best effort, magic occurs.

12 9 VIDEO SEGMENT 1: ORGANIZING FOR FLEXIBILITY: MORNING MEETING AND LANGUAGE ARTS Segment 1 of the video program begins with students arrival at school; it includes the morning message meeting and language arts instruction. It ends just after students leave for specials. A brief dip to black indicates the end of the segment. The running time is approximately 24 minutes. Before you watch the video segment, you may want to read the questions for reflection that follow. Questions for Reflection 1. At the start of the school year, Judy and her students decide on what an ideal classroom would look like in action. They list and describe the traits it would have, and they turn those into a classroom agreement for what everyone will do to make their classroom the ideal one. Students decide whether to sign the classroom agreement chart, signaling that they will abide by it. Make a list of the traits you feel an ideal classroom would exemplify. If you re watching the video with colleagues, compare your lists. 2. Upon entering Judy s classroom, it rapidly becomes evident that the notion of organized flexibility is not an oxymoron. In fact, it s because her classroom is so effectively organized that Judy and her students can be so flexible and still accomplish the important work they have to do. As you watch the first segment of the video, jot down as many examples as you can of procedures that illustrate the idea of organized flexibility. When you have finished watching this segment of the video, complete the chart on page 10. On this chart, list three procedures you saw in Judy s classroom that you don t now use regularly, and that you might be able to use or adapt in your own teaching to make your instruction more flexible. In Column 1, list and briefly describe the procedure. In Column 2, note its purpose. In Column 3, write how and when you might use the procedure in your classroom.

13 10 a visit to a Differentiated Classroom V I E W E R S G U I D E ORGANIZING FOR FLEXIBILITY Procedure/Description Purpose of Procedure Your Use/Adaptation 3. Judy and her students are at work building a sense of community from the time students enter the classroom in the morning. Occasionally, they even talk about community. More often, however, it s a series of concrete actions and processes that contribute to the sense of community in the classroom. On page 11, you ll find part of a mobile that might have come from the larger mobile. On the graphic, list concrete actions, processes, or procedures you observed in the first segment of the video that build community. Below each item you list, note a way in which that action, process, or procedure contributes to a sense of community in the classroom. One item is completed as an example. Notes from Judy When you walk into our classroom, there is a sense of community, and it s evident that we re all in this together. This is true whether we re working as a whole class, in small groups, or individually and whether we re working on differentiated or nondifferentiated tasks. A typical day in my differentiated classroom has a predictable, but not rigid, schedule. We are always open for unknown possibilities, as well as the need to shorten or lengthen the amount of time spent on a task or project. We also take time every day to reflect on our learning, to talk with one another about our community, and to have some fun together.

14 Video Segment 1: Language Arts 11 FIGURE 2 CONCRETE ACTIONS BUILD COMMUNITY BUILDING COMMUNITY Action (Process or Procedure) Using Question Chips Way the Action Helps Build Community Helps students learn to depend on one another to solve problems

15 12 a visit to a Differentiated Classroom V I E W E R S G U I D E There are no two students who work at the same pace. We re all finishing at different times. It s very necessary to have some things in place to accommodate those differences. Together, my students and I brainstorm a list of options for students who finish a task before everyone else. Continuing work on a project, story, or book are always included. The morning (or afternoon) message is a marvelous tool for learning and community building. It can also be a great assessment tool. It is always written about what s happening with us and can be composed by the children or by me. I use it to teach, practice, or review almost any content area. It is a particularly effective tool for addressing many of the language arts skills found on standardized tests without a typical drill and kill approach. We usually read the message as a class, although children can read it on their own and follow directions contained in it to accomplish their tasks. Frequently, we work as a group to answer questions about the message. At other times, some students work on a different task while I meet with a small group to discuss the morning message. It s a great way to start and end the day, or any content time. Did you notice how the children worked together and were able to share their thinking during this time, and how everyone was included? The language arts centers session that s shown in the video typically occurs two to four times a week for 30 to 45 minutes during reading/writing workshop which is a daily activity encompassing a variety of reading and writing activities. For language arts centers, children record their task and team assignments in a daily log. Grouping is flexible, and teams are formed on the basis of readiness, interest, and learning profile. Tasks change as needed everyone does not do all tasks and may take anywhere from one day to two weeks to complete. Task cards are created to focus on needed skills and concepts based on district and state standards. Tasks might include (but aren t limited to) meeting with the teacher, dictionary or thesaurus use, vocabulary, spelling, author or genre studies, and writing prompts. The only parameters are your imagination and the needs of your students. All children have their own home base seats at a table, but it s understood that all space in the room is available for anyone to use while working in groups. Clipboards are available to support writing paper, and the floor is a favorite workspace. Ask the students for help in deciding how to flexibly manage the use of space in your classroom.

16 Video Segment 1: Language Arts 13 Whole-group instruction is absolutely a part of our daily lives, but that s not where it ends. We might be working on something, and I ll see students who need more help or redirection and I will immediately pull together a small group on the spot to teach them. I ll immediately say, If you re having trouble with this, come over here. It happens with every subject. When I see students who are not challenged, I talk with them and ask, What can you do to challenge yourself here a little more, to make your work more complex? How could we go in depth with this some more? Those things are in addition to the differentiation that I plan for every day. Trusting that children are capable of accomplishing anything they put their minds to sets me free as a teacher and empowers my students. Ask yourself, What can the students do that I usually take responsibility for, and how can I make sure they accept responsibility for their own learning?

17 14 a visit to a Differentiated Classroom V I E W E R S G U I D E VIDEO SEGMENT 1: SAMPLE FORMS Class Schedule 7:30 Children begin arriving, meet and greet each other, read messages on the white board, check mailboxes, and get busy 7:50 All-school morning announcements and classroom business 8:15 Math workshop (same time for entire school) 9:00 Specials (art, physical education, music, band, strings my planning time) 9:40 Recess 10:00 Reading/writing workshop 11:30 Lunch 12:10 Read-aloud with buddy 12:40 Social studies/science 1:50 Clean-up, afternoon business, sharing, games fun! 2:15 Good-bye Note: This schedule was modified the day the video program was taped. Anchor Options WHAT DO I DO IF I FINISH EARLY? When you feel you are faced with nothing to do: (OH NO! NOT POSSIBLE!) FIRST, ask yourself Is there anything else I need to finish? If the answer is no, THEN choose something from this list that we brainstormed. 1. Read letters, books, encyclopedias, poetry, magazines, comics. 2. Listen to a book on tape. 3. Meet with a chat circle group. 4. Write letters, poems, stories, journals, lists, cartoons. 5. Illustrate a story you have written. 6. Work on research or projects for our current unit of study. 7. Practice your cursive or calligraphy. 8. Practice keyboarding with the keyboard wizards. 9. Help someone else (this is not an opportunity to chit chat!). 10. Create math story problems or puzzles for others to solve. 11. Write a morning message for the class.

18 Video Segment 1: Sample Forms Play a QUIET math or language game. 13. Search for the word origins of your spelling words. 14. Learn to say your spelling words in Spanish. 15. Work on an independent study of your choice. 16. Try to answer the Trivia Questions of the Week. 17. Write suggestions (and the answers) for Trivia Questions. 18. Pick something from the X Factor Volunteer Board to do. 19. Choose a brain teaser or puzzle from the THINK BOX. 20. Explore a new CD-ROM on a computer. 21. Use your imagination and creativity to challenge yourself. BE PRODUCTIVE! Source: Developed by Judy Rex, Arcadia Neighborhood Learning Center, Scottsdale, AZ. Language Arts Task Log s Language Arts Task Log Date Task Team Source: Developed by Judy Rex, Arcadia Neighborhood Learning Center, Scottsdale, AZ. Classroom Agreements Creating classroom agreements allows students to voice their thoughts and opinions about the conditions needed to develop and maintain an ideal classroom community environment. After agreeing on the most important ideas and expressing them in positive terms, children are given time to think about how they will uphold the agreements. The document is individually signed only after

19 16 a visit to a Differentiated Classroom V I E W E R S G U I D E a student agrees to do his or her best to follow all of the agreements. At the same time, students discuss and choose logical consequences for ignoring the agreements. Here are the agreements developed by the students. We the students of Room 119 at ANLC do agree to follow and uphold the following classroom agreements. 1. We agree to give RESPECT: to feelings, space, property, ideas 2. We agree to be RESPONSIBLE: for our actions, words, choices 3. We agree to show APPRECIATION: no putdowns, inclusive, friendly 4. We agree to be X FACTOR LEARNERS: positive role models, excellence, can-do attitudes, personal best! Source: The classroom agreement and cues statements were developed by Judy Rex and her students. The idea for classroom agreement and cues are drawn from the work of Jeanne Gibbs, in collaboration with Teachers and Administrators Extraordinaire, in Tribes: A New Way of Learning and Being Together (Sausalito, CA: Center Source Systems, 1995) Classroom Cues Rubric As a tool for ongoing assessment, classroom cues are developed cooperatively to describe student behavior and learning activities. Both students and teachers use these cues for reflective and evaluative purposes. The students decide on the terms and a list of descriptors for three or four levels of effort, and they become quite proficient at self-assessment. X FACTOR (4 or X) represents efforts that go above and beyond EXTRAORDINARY (3 or ) reflects personal best effort with a positive attitude GETTING BY (2 or ) indicates better effort or more positive attitude could have been exhibited YOU RE OUT (1 or ) means that behavior, effort, or quality of work is not acceptable Source: The classroom agreement and cues statements were developed by Judy Rex and her students. The idea for classroom agreement and cues are drawn from the work of Jeanne Gibbs, in collaboration with Teachers and Administrators Extraordinaire, in Tribes: A New Way of Learning and Being Together (Sausalito, CA: Center Source Systems, 1995).

20 Video Segment 1: Sample Forms 17 Table Jobs List To foster cooperation and independence, children brainstorm jobs that will keep the classroom community running smoothly and efficiently. The chores are then grouped under a common heading and rotated weekly. At the beginning of each week, the children negotiate with one another and decide how to share their responsibilities. If someone is absent, the other children in the group make sure the job is taken care of. In addition, each group is responsible for an area of the room. At the end of the day, students record what they accomplished and reflect on their efforts. Communications Secretary/reporter Computer keeper Media minder Mail person/messenger Maintenance Rug rat Board eraser/home learning artist Gamekeeper Duster/shelf elf Flora and Fauna Pet caretaker/window washer Green thumb Gardener/sweeper Sinker Food Service Lunch counter Snack passer Snack passer Recycler/transporter Caretakers Paper passer Table dismisser/line leader Teacher keeper Security/medic Supply and Demand Supply boss Librarian (fiction) Librarian (nonfiction) Banker/resource specialist Source: Developed by Judy Rex and Barbara Christensen, Arcadia Neighborhood Learning Center, Scottsdale, AZ. Jobs Chart MAINTENANCE FOR THE WEEK OF Work TOGETHER with your table team to decide who will be responsible for these jobs each day. Remember if someone is absent, your team is responsible for making sure the job is completed. Every day, place one of our classroom cues next to your name to indicate the effort you put into completing your job.

21 18 a visit to a Differentiated Classroom V I E W E R S G U I D E Rug rat Mon. Tues. Wed. Thurs. Fri. Gamekeeper Duster/shelf elf Board eraser/ home learning artist Weekly jobs: Table Washer (wash it up!) Cubby Cop (check them out!) Chair Stacker (stack them up!) Supply Boss (gather supplies!) Source: Developed by Judy Rex and Barbara Christensen, Arcadia Neighborhood Learning Center, Scottsdale, AZ.

22 19 VIDEO SEGMENT 2: ASSESSING LEARNING IN A DIFFERENTIATED CLASSROOM: SMALL GROUP PORTFOLIO SESSION Segment 2 of the video program shows Judy meeting with a small group of students as they reflect on their learning from a recently completed patriotism unit of study and add work to their assessment portfolios. The segment begins just after the students leave for specials and ends when Judy completes her statement about parents reviewing and adding comments to portfolios. The running time is approximately five minutes. 1. Questions for Reflection 2. Notes from Judy 3. Sample Forms Assessment Portfolio Table of Contents Patriotism Unit Contract Patriotism Unit Project Menu Patriotism Study Rubric Patriotism Unit of Study Reflection Patriotism Student/Teacher Evaluation Justification Sheet for Portfolio Portfolio Reflection Sheet Questions for Reflection 1. In Judy s classroom, ongoing assessment of student learning is a given. It also appears to be relatively seamless that is, it is part of the fabric of the day, and not something that causes the flow of the day to cease so it can take place. Reflecting on the first two segments of the video, list as many ways as you can recall that Judy uses to get a sense of where learners are in their thinking, skill, and understanding. 2. In what ways does Judy s use of portfolios contribute to the elements of an effectively differentiated classroom? What other benefits does the approach seem to have? Use the following organizer to record your insights or develop an alternative way of reflecting your thoughts.

23 20 a visit to a Differentiated Classroom V I E W E R S G U I D E Questions for Reflection Ways that Judy s Approach to Portfolio Assessment Contributes to Flexibility Solid Curriculum Sense of Community Teacher Student Partnerships A Growth Orientation Other Benefits Notes from Judy Every child in my classroom has a portfolio where we measure growth over time. It s an assessment portfolio, as opposed to a scrapbook portfolio where everything goes in. Their portfolios are evidence of major undertakings, whether it s a literature project, things in mathematics, or an end-of-the-unit evaluation. A portfolio is a wonderful tool for looking at children s growth over time the big picture. Portfolios are also used during our student-led parent conferences. Children are able to show their parents what they have accomplished over time. Every student has a study skills notebook a three-ring binder with dividers to keep their paperwork organized. It s a place to store class business, goals, and reflections, and to temporarily store work in progress and completed daily work. The notebook can be shared with parents at student-led conferences. At the end of the semester, some pieces are transferred from the notebook to the assessment portfolio. Work that is no longer needed goes home.

24 Video Segment 2: Small Group Portfolio Session 21 Each child also has hanging file folders one in each of two drawers in a file cabinet. One drawer holds files of work in progress (e.g., research materials, notes, and data) from our current unit of study in social studies or science. The other drawer provides a place to collect work over time for the assessment portfolio. Every quarter, we look through the collected work and choose specific samples that best represent the student s efforts. After selecting these pieces, a justification with student or teacher comments or both is written and placed on the sample. During student-led conferences, parents are able to add their comments to the justification sheets as they view the portfolio with their child. Think about how this transfers ownership of learning and accountability to the student. When we sit down to place something in the portfolio, we talk about the justification for putting it there. What is this evidence of? What does it show about you? In writing about their work, I m looking to see if students can answer those big ideas and essential questions. That s evidence of what they ve learned, more than any test on What are the symbols of liberty? could ever show. By putting their justification and their comments on their work their own evaluation students have a voice in it. I will also put comments on it. Their parents will look at items in the portfolio and can add their comments as well. It becomes a partnership between home and school.

25 22 a visit to a Differentiated Classroom V I E W E R S G U I D E VIDEO SEGMENT 2: SAMPLE FORMS Assessment Portfolio Table of Contents THE ARCADIA NEIGHBORHOOD LEARNING CENTER ASSESSMENT PORTFOLIO TABLE OF CONTENTS 1. Major Independent or Whole Class Projects 2. Examples of the Writing Process 3. Evidence of Math Skills Mastery 4. Evidence of Computer Literacy and Technology 5. Evidence of Real Literature Investigations 6. Music and Art Examples 7. Growth Reflections Source: The Arcadia Neighborhood Learning Center, Scottsdale, AZ. Patriotism Unit Contract PATRIOTISM: WHO CARES? During this five-week unit of study, we will be exploring the big ideas of freedom and patriotism. In addition to whole-class activities, you will be choosing some projects to complete on your own. Everyone must choose at least one activity from the first four lines of the Patriotism Project Menu. The fifth line is an X-Factor opportunity! Your work will be evaluated by you and your teacher using the rubric on the back of this page. Good luck, have fun, and give a personal best effort! I. Whole-class activities: 1. Listen to the story of the American Revolution; take notes or complete storyboards. 2. Contribute to a classroom time line of events that led to our freedom.

26 Video Segment 2: Sample Forms Complete a map of the United States with the states, capitals, and original 13 colonies. 4. Learn some patriotic songs and create games to play. 5. Participate in a patriotism literature study. II. X-Factor Opportunities: 1. Find poetry to share that reflects the big ideas of our study. 2. Add additional information to your map or complete others. 3. Create your own time line of events. 4. Challenge yourself to think of ways to go above and beyond! III. The activities I have chosen from the project menu are: A. B. C. D. X-Factor Opportunity: E. Time Line Unit of study begins Monday, November 6. At least two activities should be completed by Wednesday, November 22. Literature study books should be completed by Monday, November 27. All activities should be completed by Friday, December 8. I understand what is expected of me for this patriotism unit of study and will do my personal best to complete it on time. Signed Date Parent signature Source: Developed by Judy Rex, Arcadia Neighborhood Learning Center, Scottsdale, AZ.

27 24 a visit to a Differentiated Classroom V I E W E R S G U I D E Patriotism Unit Project Menu Name Date A Make a picture book of the American symbols of liberty. Include information about where each one is located and how it stands for freedom. Create a map that shows where the American symbols of liberty are located. Write a brief description of each one and tell what it stands for. Make a museum exhibit for the first U.S. flag. Be sure to include important information for people to learn when they visit your museum. Bonus: Include other symbols of liberty. Why do we have symbols of liberty? After researching our existing symbols, create a proposal for a new one, complete with a model and justification for why it should be created. B Choose a work of art from the Revolutionary War period. Tell why you think the artist created it and how it reflects the times. How do patriotic songs reflect the events in American history? Make a list of our patriotic songs, research several, then choose one to share and explain. Collect pictures you think show patriotism. Create a way to display them. Put a caption with each picture that you find. Bonus: Find pictures that reflect the opposite and display them as a contrast. Learn about what a fife and drum corps was. Pretend you are someone who was in the corps and tell us about your life. C Create a scrapbook of famous Americans. Include a caption for each, telling how they contributed to our history and how we have honored them. Add a page telling what you can do to keep our freedom and draw a memorial that might be made for you. Compare a hero from the Revolutionary War to someone from the 20th century. Draw a picture of each and list below them the ways they are alike and how they have contributed to freedom. Discover what roles women and children played in our fight for freedom. Find a way to share what you learn. Choose a patriotic American to learn about. Come in character to tell us your story and how you contributed to our freedom. D Interview several people (adults and kids) to discover what they think patriotism means and how a person can be patriotic. Create a poster that represents your findings and that will convince us to be patriotic. Do you think everyone should have to say the Pledge of Allegiance? Why or why not? Do a survey to find out what others think and then make a graph showing your results. Do you agree or disagree? Poll a group of people about what responsibilities we have as citizens of a free country. Ask if they think there are any limits on freedom and if so, why we might need limits. Record their answers and report your findings to the class. How do you feel about their answers? Interview several people (adults and kids) to discover what they think patriotism means and how a person can be patriotic. Write a song or poem that represents your findings and will convince us to be patriotic. E X Factor Opportunity Choose an event from the American Revolution and pretend you were there as an eyewitness reporter. Write a newspaper article or an editorial that explains what happened. Choose a side: Patriot or Loyalist. Write a journal entry from the year 1776 explaining why you believe the way you do or create a political cartoon for each side. Read the Bill of Rights and the Preamble of the Constitution. Create a kids Bill of Rights and a preamble for our classroom. Pretend you are one of the founding fathers of our country and you have traveled to our time in a time machine. Write a speech he might make to us about what is happening in our country now based on what he went through. Source: Developed by Judy Rex, Arcadia Neighborhood Learning Center, Scottsdale, AZ.

28 Video Segment 2: Sample Forms 25 Patriotism Study Rubric How did you do on your projects? 4 You have a complete and detailed understanding of the important information; you could tell someone everything you learned. You use a variety of resources for research including, but not limited to, reference books, magazines, newspapers, and the Internet. Activities are completed early or on time and go beyond what is required. It is obvious that a lot of planning and great attention to conventions, neatness, and detail go into your projects. 3 You have a complete understanding of the important information; you could tell someone most of what you learned. You use several resources including reference books and the Internet. Activities are completed on time and meet all the requirements. Projects show attention to neatness, conventions, and detail. 2 You have an incomplete understanding of the topic or aren t sure about some of the information; you could tell someone part of what you learned. Your resources for research are limited or all the same. Activities are not completed on time and do not meet all the requirements. Projects are lacking in attention to neatness, conventions, and detail. 1 Your understanding is incomplete and you are confused about the topic; you couldn t tell anyone anything that you learned. Little or no attempt is made to do research and find information. Activities are not turned in or are incomplete. Work is sloppy or messy with no attention to conventions or detail. How did you do in your effort? 4 You participate in all classroom activities and discussions without being asked or reminded. You are productive and use your time well during class without being asked or reminded. You show responsibility by always being prepared, having necessary materials, and planning ahead. You always have a positive attitude, and help others without being asked. 3 You participate in all classroom activities and discussions when asked. You are productive and use your time well during class when asked. You show responsibility by being prepared and having necessary materials available. You have a positive attitude and help others when asked. 2 You participate in classroom activities only when required to do so or reminded. You have difficulty getting started and do not use all available time in class to work on your projects. Your materials are sometimes left at home or lost. Your attitude often consists of I can t, and you work with others only when required to do so. 1 You refuse to participate in classroom activities or participate only when faced with the loss of free choice. You work on your projects in class very little or not at all. You have no materials or they are rarely available. You have a negative attitude and refuse to work with others. Source: The Patriotism Study Rubric was developed by Judy Rex, based on the work of Robert Marzano in Transforming Classroom Grading (Alexandria, VA: Association for Supervision and Curriculum Development, 2000).

29 26 a visit to a Differentiated Classroom V I E W E R S G U I D E Patriotism Unit of Study Reflection For Which projects did you complete? Which one do you feel most reflects your personal best effort? Explain why you feel it was your best: Were there any projects you would do differently? Explain why. What did you learn from this unit of study?

30 Video Segment 2: Sample Forms 27 Use our rubrics to give yourself an overall score for: Your projects Your effort Comments: Source: Developed by Judy Rex, Arcadia Neighborhood Learning Center, Scottsdale, AZ. Patriotism Student/Teacher Evaluation An alternative to the Unit of Study Reflection Sheet, the following form could be used by more advanced students in conjunction with one-on-one meetings with the teacher. For Patriotism Student/Teacher Evaluation After you complete a project, use your Patriotism Rubric to evaluate your work and the effort you put into it. Write the title of your project, the rubric scores you feel you earned, and the reasons why you received those scores. After the teacher discusses your work with you, final scores will be decided upon together. Project Student/Teacher Rubric Scores: Project / Effort / I earned these scores because