TEACH 3: Engage Students at All Levels in Rigorous Work

Transcription

1 TEACH 3: Engage Students at All Levels in Rigorous Work 825 North Capitol Street, NE Washington, DC T F

2 Essential Question How will engaging students at all learning levels in rigorous activities improve my practice and increase my students achievement? 2

3 Today s Outcomes Today, participants will: analyze data to determine flexible grouping, tiered instruction, and leveled text. participate in a tiered lesson. add challenging content by setting expectations with a standards-based rubric, applying rigor and giving/receiving constructive feedback. design a tiered and rigorous lesson that both meets students where they are, and challenges them 3

4 Agenda Welcome & Norms Overview of TEACH 3 Learning 1: Differentiating Learning 2: Flexible Grouping Learning 3: Sample Lesson Learning 4: Adding Rigor Learning 5: Planning a differentiated, rigorous lesson Closure 4

5 Norms To accomplish the goals for this session, please adhere to these courtesy practices: Participate actively Honor time limits Be open to new ideas Trust the process Use vibrate mode on mobile phone 5

6 Housekeeping Please place comments and questions in the Parking Lot. We will not take a formal break. Locate the restrooms and use them at your convenience. 6

7 Agenda Welcome & Norms Overview of TEACH 3 Learning 1: Differentiating Learning 2: Flexible Grouping Learning 3: Sample Lesson Learning 4: Adding Rigor Learning 5: Planning a differentiated, rigorous lesson Closure 7

8 DCPS TEACHING AND LEARNING FRAMEWORK TEACH 3: Engage Students at All Learning Levels in Rigorous Work 1. Lead well-organized, objective-driven lessons 2. Explain content clearly 3. Engage students at all learning levels in rigorous work 4. Provide students multiple ways to engage with content 5. Check for student understanding 6. Respond to student misunderstandings 7. Develop higher-level understanding through effective questioning 8. Maximize instructional time 9. Build a supportive, learning-focused classroom community 8

9 What Effective Looks Like The teacher makes the lesson accessible to almost all students; there is evidence that the teacher knows each student s level and ensures that the lesson meets almost all students where they are. For example, if necessary, the teacher might differentiate content, process or product (using strategies that might include flexible grouping, leveled texts, or tiered assignments) in order to ensure that students are able to access the lesson. The teacher makes the lesson challenging to almost all students; there is evidence that the teacher knows each student s level and ensures that the lesson pushes almost all students forward from where they are. For example, the teacher might ask more challenging questions, assign demanding work throughout the lesson, or provide extension assignments in order to ensure that all students are challenged by the lesson. There is an appropriate balance between teacher-directed instruction and rigorous studentcentered learning during the lesson, such that students have adequate opportunities to meaningfully practice, apply, and demonstrate what they are learning. 9

10 What Excellence Looks Like The teacher makes the lesson accessible to all students at different learning levels. The teacher makes the lesson challenging to all students at different learning levels. 10

11 Unless you try to do something beyond what you have already mastered, you will never grow. -Ralph Waldo Emerson January 1,

12 Agenda Welcome & Norms Overview of TEACH 3 Learning 1: Differentiating Learning 2: Flexible Grouping Learning 3: Sample Lesson Learning 4: Adding Rigor Learning 5: Planning a differentiated, rigorous lesson Closure 12

13 What does it mean to Differentiate? Differentiation is: A way to engage all students through multiple avenues to acquire the content. 13

14 Why do we Differentiate? meets social, emotional, and academic needs. encourages inclusion. provides instruction across all levels of achievement and ability. allows for diversity. addresses different learning styles and modalities. allows teacher to reach all students. 14

15 The Flow of Differentiation Throughout Instruction Flexible Grouping Student Choice Ongoing Assessment Teachers can differentiate: Content Process According to students Readiness Interests Product Learning Profile 15

16 How to Differentiate 1. Use ongoing assessment data to inform access points, student interests and readiness 2. Clarify grade-level expectations 3. Differentiate Instruction around content, process and product - Form flexible groups - Tier instruction - Use leveled text 4. Add challenge via rigor 5. Employ high expectations and content-based engaging activities. 6. Provide constructive feedback and revision opportunities 16

17 Self-assessment How are you feeling about your ability to differentiate at this point? Use these symbols to indicate your skill and comfort with each indicator on page 2: = very skilled and comfortable (a strength) = somewhat skilled and comfortable = not very skilled or comfortable (a stretch) 17

18 Differentiating Content What a student should know, understand, and be able to do. Content (Text or Topic) Varied text sources Literature circles Independent study Interest centers Interest groups Student choice isearch papers 18

19 Differentiating Process Activities designed to help the student come to make sense of or own the content. Tiered assignments Scaffolding Music, visuals, or articles to introduce content Process Student choice (Interpretation or Understanding) Centers Small group instruction Design a day 19

20 Differentiating Product How the student will demonstrate what she has come to know, understand, and be able to do. Product (How You Show It) Pick your product Think-tac-toe Learning menus Design-a-day Rubrics 20

21 Differentiated Instruction Strategy Bank The Differentiated Instruction Strategy Bank was provided to give you a list of possible ways to differentiate in your classroom. Read through pages 3-5 in your handouts. Place a work well next to 3 differentiation strategies that you think would in your classroom. Think about how and when you could use those strategies. Then share with a neighbor the strategies you have chosen. 21

22 Agenda Welcome & Norms Overview of TEACH 3 Learning 1: Differentiating Learning 2: Flexible Grouping Learning 3: Sample Lesson Learning 4: Adding Rigor Learning 5: Planning a differentiated, rigorous lesson Closure 22

23 What are Flexible Groups? Flexible Groups are: A way to group and regroup students in order to meet my objective, student needs and the demands of activities by providing differentiation. 23

24 What are the Benefits of Flexible Groups? Some benefits are: Encourages inclusion of all students Provides instruction across all levels of student achievement and ability Addresses different learning styles Allows teacher to reach all of the students some of the time 24

25 Flexible Groups When forming flexible groups consider the following: Do your students need to be grouped by ability or should they be mixed-ability groups? Is data driving your decision to group students? Are groups the right size for the instructional activity? Are group activities both within the zone of proximal development (a balance between ability and growth) and challenging? 25

26 Let s form some Flexible Groups We can use data to drive our decisions to group students. What is your interpretation of this data? 26

27 Flexible Groups by Ability Using this data we could form groups according to ability. Raul Juan Tyrone Walter Filbert Jesus Desiree Destiny Arianna Samantha Emily Maria When would forming ability groups be useful? 27

28 Flexible Groups by Mixed-Ability Using this data we could form groups of mixed-ability. Raul Samantha Tyrone Destiny Filbert Maria Desiree Walter Arianna Juan Emily Jesus When would forming mixed-ability groups be useful? 28

29 Consider your Class Standards: 3.LT-F.11. Identify rhyme, rhythm, repetition, similes, and sensory images in poetry. 3.W-I.2. Write short poems that contain simple sensory details. Objective: By the end of this writing assignment, students will be able create a poem using sensory details. Given the above objective. How would you group your students? How many students would be in a group? Why did you group them this way? Use the graphic organizer on page 6 to group your students. 29

30 Agenda Welcome & Norms Overview of TEACH 3 Learning 1: Differentiating Learning 2: Flexible Grouping Learning 3: Sample Lesson Learning 4: Adding Rigor Learning 5: Planning a differentiated, rigorous lesson Closure 30

31 What is a Rubric? A rubric is: A scoring tool that sets the criteria for a piece of work. 31

32 What are the Benefits of a Rubric? setting teachers and students grade-level expectations. providing students with a clear understanding of performance levels. helping teachers assess and promote students self assessment. facilitating feedback, reflection and revision. Marzano,

33 Rubric Review Directions: 1. Read the rubric on page Turn and talk with your neighbor about what you see. 33

34 What is Tiered/Leveled Instruction? Tiered Assignments are when you create 3 versions of an assignment: 1. Most Support 2. Some Support 3. Least Support Students may choose which level of support to use, but may need guidance. This method can be used for homework assignments, essays, projects and more as a way to differentiate instruction. 34

35 TEACH 3: TEACH 3: Engage Students at All Learning Levels in Rigorous Work TEACH 3: Let s try a Tiered Activity 1. Locate page In our class we have been discussing mood and tone in poetry. 3. In order to provide an access point for all of our learners (in order to engage all of our students) we are going to watch a video clip from the movie The Great Debaters. Then we are going to continue to scaffold by showing the I Too Have a Dream video clip. 4. And now let s read the poem on page 13 together. 5. Finally, we are ready to try our tiered activity. 35

36 TEACH 3: TEACH 3: Engage Students at All Learning Levels in Rigorous Work TEACH 3: Let s try a Tiered Activity Tiered Activities allow students to choose the Tier that is the most appropriate for them. However, we can provide some guidance if necessary. Turn to pages 8-11 and let s decide which tier is appropriate for you. Tier One: In tier one we have provided the most support for our students. We have provided various words for them to substitute into the poem. Use the rubric as your guide and read each line and circle the word you would like to substitute in the poem. Tier Two: In tier two we have provided some support for our students. We have left blanks for the students to choose their own words to write into the poem. Use the rubric as your guide and read each line and write in the end of the line. Tier Three: In tier three we have provided the least support for our students. On a blank sheet of paper please write your own poem, keeping the theme of I, too, Sing America, use the rubric to guide you. After you choose which tier is appropriate for you, go ahead and try this activity. 36

37 Agenda Welcome & Norms Overview of TEACH 3 Learning 1: Differentiating Learning 2: Flexible Grouping Learning 3: Sample Lesson Learning 4: Adding Rigor Learning 5: Planning a differentiated, rigorous lesson Closure 37

38 TEACH 7: Invest Students in Their Learning What is Rigor? Rigor is the goal of helping students develop the capacity to understand content that is complex, ambiguous, provocative, and personally or emotionally challenging. (CAPE) Richard W. Strong, Harvey F. Silver and Matthew J. Perini, ASCD,

39 TEACH 7: Invest Students in Their Learning What is Rigor? Complex : Made up of intricate and interrelated ideas Ambiguous: Rich in symbols, images and multiple meanings Provocative : Challenges thinking and behaving Emotionally Challenging: Provokes strong or unfamiliar feelings 39

40 TEACH 7: Invest Students in Their Learning What is Rigor? Rigor is meeting students where they are and then challenging them to move to the next level. 40

41 -provide peer learning and teaching opportunities TEACH 3: Engage Students at All Learning Levels in Rigorous Work TEACH 7: Invest Students in Their Learning Rigor Instead of -using one leveled text -search and find questions -drill and kill -oral assignments -collecting and grading -working in isolation Try -increasing text difficulty -use oral and written critical thinking probes -creating connected and authentic grade-level tasks to teach basic skills -provide exemplars and scaffolding -use rubrics, constructive feedback and allow students to self-assess and revise assignments 41

42 TEACH 7: Invest Students in Their Learning Measuring Rigor Using Blooms Taxonomy Instead of writing a book report using one text for entire class (B1-3) Identifying students text levels without concrete plans to movie student to higher levels. (B1) asking students closed-ended questions (B1 & 2) one opinion, and little or no student discussion (B1) Teacher talk outweighing student talk (B1) Try providing inquiry or project based activities, requiring students to form their own opinions. (B5) asking students to use their own, student generated answers to explore ways to make a difference in the world around them (B5 & 6) asking students to examine their own emotions concerning dilemmas or to take a position on a controversial topic (B6) Increasing text, complexity, promoting and highlighting problem solving skills (B6) Suite101,

43 Ask Yourself Turn to page 12 and ask yourself do you provide inquiry or project based activities, requiring students to form their own answers? ask students to use the results of their answers to explore ways they can make a difference in the world around them? teach lessons containing elements from different disciplines, that encourage students to make connections with previous knowledge? ask students to examine their own emotions concerning dilemmas or to take a position on a controversial topics? Suite101, 2009 Teach a Rigorous Curriculum: Tips for Including Rigor in Existing Classroom 43

44 TEACH 7: Invest Students in Their Learning Why Rigor? the decision to withhold rigor from some students is one of the most important reasons why schools fail. (Strong, Silver, Perini, 2001) 44

45 TEACH 3: Rigorous Student Centered Learning Saphier,

46 TEACH 3: TEACH 3: Engage Students at All Learning Levels in Rigorous Work TEACH 3: Adding Rigor to our Tiered Instruction Activity Think back to our Tiered Instruction Activity where we wrote a poem. Let s add some rigor to that activity. Turn to page 13 for our rigor graphic organizer. Spend 5 minutes thinking of how you can add rigor and completing the graphic organizer. Then we will share our answers. 46

47 TEACH 3: TEACH 3: Engage Students at All Learning Levels in Rigorous Work TEACH 3: Adding Rigor to our Rubric Think back to our Tiered Instruction Activity we used a rubric to guide our work. By changing the vocabulary in the rubric we can require our students to work at a higher level of Bloom s Taxonomy (pages 15-16). Spend 5 minutes thinking of how you can add rigor and create a new rubric on page 14. Then we will share our rubrics. 47

48 TEACH 7 Invest Students in Their Learning I've learned that people will forget what you said, people will forget what you did, but people will never forget how you made them feel. -Maya Angelou 48

49 TEACH 7 Invest Students in Their Learning How Would This Make You Feel? 49

50 TEACH 7 Invest Students in Their Learning Constructive Student Feedback through a Peer Review What is a Peer Review? A chance to view a colleagues work and give feedback and also receive feedback about your work A chance to share praises or what we like about someone s work and why A chance to share polishes or areas we view as needing a little work and why 50

51 TEACH 7 Invest Students in Their Learning Making Constructive Student Feedback Rigorous We can ensure that student feedback is rigorous by: Teaching our students to use the rubric as their guide when giving feedback Encouraging students to speak the language of the rubric Teaching our students how to cite evidence (as in the rubric) to offer a praise or a polish 51

52 Your Turn-Constructive Feedback-Share Your Poem Find a partner to make a group of two. One volunteer presents their poem. The other person offers a Praise and Polish and uses the rubric to guide their statements. Polish Areas of improvement Then switch. Praise Strong points 52

53 Agenda Welcome & Norms Overview of TEACH 3 Learning 1: Differentiating Learning 2: Flexible Grouping Learning 3: Sample Lesson Learning 4: Adding Rigor Learning 5: Planning a differentiated, rigorous lesson Closure 53

54 Discussion Question Where in a lesson could you find differentiation? Please think about this question for a minute, then discuss with your table. 54

55 Reflect Take a minute and reflect upon a lesson that you taught this week If you brought a lesson with you today please take it out at this time If you didn t bring a lesson with you today please jot down a lesson that you taught this week on page

56 Engaging Students at All Learning Levels in Rigorous Work in our Lesson 1. What part of this lesson could be differentiated to ensure that all students are engaged? (feel free to reference pages 3-5) 2. Where can we add rigor to this lesson? And what would that rigor look like? After you think about your new lesson turn to a partner and talk through your lesson. Explain how you engaged all students and added rigor. 56

57 Agenda Welcome & Norms Overview of TEACH 3 Learning 1: Differentiating Learning 2: Flexible Grouping Learning 3: Sample Lesson Learning 4: Adding Rigor Learning 5: Planning a differentiated, rigorous lesson Closure 57

58 TEACH 3: Engage All Students In Learning Instructional Strategy Review Data Analysis Forming Flexible Groups Turn and Talk Adding Rigor Content-Based Access Strategies Scaffolding Constructive Feedback, Praise and Polish using a Rubric 58

59 Revisiting the Essential Question How will engaging students at all learning levels in rigorous activities improve my practice and increase my students achievement? Locate page 19. Revisit and respond to today s essential question as your exit slip. 59

60 Revisiting Today s Outcomes Today, participants... analyzed data to determine flexible grouping, tiered instruction, and leveled text. participated in a tiered lesson. added challenging content by setting expectations with a standards-based rubric, applying rigor and giving/receiving constructive feedback. designed a tiered and rigorous lesson that both meets students where they are, and challenges them 60