Unpacking a Standard: Making Dinner with Student Differences in Mind Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Grade 7 Reading Standards for Literature Essential Question: What makes a story tick? Transfer Goal: Explain the architecture of a story or drama, showing how the elements of fiction interact to shape events. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Grade 7 Reading Standards for Literature Know (Essential Knowledge) Elements of fiction (plot, setting, character, theme) Analysis, evidence, interaction, supporting a position Understand (Essential Understanding) Elements in our lives affect us and affect one another. The people we associate with help shape us and we help shape them. Time of day, weather, where we are, the music we hear all impact our mood, thoughts, and actions. The themes of our lives that most strongly represent who we are and what we stand for shape our thoughts, lives, and actions. Authors use the elements of fiction in purposeful ways to guide readers thinking. Stories are representations of life and in that way, act like our lives do. Each element in a story shapes every other element in the story. Do (Essential Skills) Recognize the elements in a story. Analyze and explain how the story elements interact and why. Provide evidence from the story to support your explanation. Copyright 2014 Carol Tomlinson 1
Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Grade 7 Reading Standards for Literature Know Elements of fiction (plot, setting, character, theme) Analysis, evidence, interaction, supporting a position Understand Elements in our lives affect us and affect one another. The people we associate with help shape us and we help shape them. Time of day, weather, where we are, the music we hear all impact our mood, thoughts, and actions. The themes of our lives that most strongly represent who we are and what we stand for shape our thoughts, lives, and actions. Authors use the elements of fiction in purposeful ways to guide readers thinking. Stories are representations of life and in that way, act like our lives do. Each element in a story shapes every other element in the story. Do Recognize the elements in a story. Analyze how the elements interact and why. Provide evidence from the story to support their explanation. Name Class Period 1. Explain in words or words and images how you think our lives are like the lives of characters in a story or a movie or a play. 2. What are the elements of fiction? Please define or describe the elements you list. 3. How would you explain to a fourth grader what you do when you analyze something? 4. What do you think the most important theme in your life is? In other words, what theme does the best job of capturing who you are and what you stand for? A pre-assessment to determine students entry points with critical knowledge, understanding and skill related to interaction among elements of fiction Copyright 2014 Carol Tomlinson 2
Patterns from the Pre-Assessment How our lives are like the lives of characters in movies or plays: Some students provided shallow, evident, concrete answers Other students provided more thoughtful and abstract answers, generally making either more connections that were meaningful or more elaborated and deeper connections. Elements of Fiction 6 students listed and accurately explained all of the key elements 12 students listed at least 3 elements and explained most of them with general accuracy 11 students left the answer blank or listed just 1-2 elements and provided ambiguous or incorrect explanations Explaining analysis Only two students provided an effective, step-by-step response that would be helpful in understanding how to analyze something. Major theme in your life A large group of students noted topics (I like sports) 7 students provided a theme-like statement and shared how/why it represented them A large group of students left the answer blank or provided a brief response not readily connected with the question Early Learning Sequence in the Interaction of Elements in Fiction Unit Whole Class Discussion on elements in our lives and how they interact. Introduction to unit. Review of elements of literature using matching exercise in which some students have cards w/ element names, some have definitions, some have examples from stories students have read in common. Discussion of things we analyze in our daily lives and how we go about it create a set of steps in analysis. Whole class review of theme, proposing themes in lives of famous people, analyzing how they arrived at those themes. Differentiated Students work in quads or triads to analyze a story to identify story elements and analyze how they work together. Group size, story choice, and graphic organizer used to guide work will vary based on pre-assessment results. Teacher will meet with small groups throughout the class period. Practice with themes in brief stories Stories vary Identify and support your conclusion Identify and demonstrate how the elements contribute Develop a story in which elements interact to point to a theme Copyright 2014 Carol Tomlinson 3
Name Class Period Please select one of the following prompts to demonstrate your understanding of the ideas we ve worked with over the last two class periods. 1. Tell what you think the theme is of the video clip we just watched. Then, explain how the author used characterization, setting, wording, and contrasting perspectives to help viewers construct that theme as they watched and thought about the video. 2. Draw a diagram that shows how the various elements of a short story influence one another and how they work together to create a unified theme or main idea. Be sure you annotate your diagram so its meaning is clear to someone who looks at it carefully. A formative assessment to determine students developing knowledge, understanding and skill related to interaction among elements of fiction An Early Summative Performance Task in the Interaction of Elements Unit Stage 2 UbD Develop a 50-word story from your life as a way to show how authors use elements in a story or drama to 50-Word Story guide readers thinking around a theme. Your work must include two parts: (1) the brief story you tell, and (2) your explanation of how you used the elements of fiction to shape a message around a theme. The story while no more than 50 words must include a plot/storyline, characters, setting, theme interacting in a coherent way to evoke an important idea in readers. The story may be written, animated, or in the form of a word & image collage. In your explanation, you must clearly tell how you developed your story using the elements of fiction. Include drafts and an explanation of why your drafts evolved as they did to ensure you used the elements well in supporting your theme. Copyright 2014 Carol Tomlinson 4
Differentiation in the Performance Task 1. Format options provided (write, animate, collage). 2. Think-Tank Groups available for brainstorming. 3. Graphic organizers provided for students with varied challenges in writing, organizing ideas, language. One organizer supported thinking through the story. A second one posed questions that led to the analysis/explanation portion of the task. 4. English language learners had the option of writing the story in their first language and recording the English version. On the pier, fishing with my dad, the sun and salt made me powerful. I reeled in my line with a swagger, a sardine-like fish on the end. My runt brother caught a monster. My dad took his picture. I got a sunburn. Big brother dethroned again. Copyright 2014 Carol Tomlinson 5
My first two drafts were way too long. My idea wasn t clear enough to me so I had to think some more. I chose a sunny day with salt air because that always makes me feel strong, but sometimes that can go to your head and sun can burn you. I think that happens when we feel like we are such a big deal that we don t have to pay attention to the rules of nature. My little brother was a good protagonist. I should be able to win pretty much any contest with him because I am older and wiser. Mostly, though, he wins because he s little and cute and get s everybody s attention. But sometimes, like in this story, he wins because I get too full of myself, and it s kind of like nature burns me to keep me in my place. Sternberg s Three Intelligences Creative Analytical Practical We all have some of each of these intelligences, but are usually stronger in one or two areas than in others. We should strive to develop as fully each of these intelligences in students but also recognize where students strengths lie and teach through those intelligences as often as possible, particularly when introducing new ideas. Copyright 2014 Carol Tomlinson 6
of Differentiation Differentiation and UbD: What s the Connection?? Curriculum maps out a flow of logic or plan for what we need to teach about a particular topic or content area at a given time. UbD provides a framework for developing that flow of logic or plan. UbD is a curricular framework. Instruction maps out and executes a line of logic or plan for how we need to teach the curriculum in order to support student success with the content. Differentiation provides a framework for developing that flow of logic or plan. Differentiation is an instructional framework. UbD focuses us on use of standards to create goals/aims that are meaningful, high level, complex, and transfer-oriented for virtually all students (exception: some students with individual education plans). Differentiation has as its primary goal maximum success for the broadest possible range or learners in the context of rich, rigorous, meaningful curriculum. So differentiation provides a mechanism for teaching complex curriculum (UbD) to all learners. Copyright 2014 Carol Tomlinson 7
Differentiation is not a set of strategies, but rather a way of thinking about teaching & learning. The Line of Logic Kids differ as learners To learn well, each kid needs challenge & success We can t accomplish that by ignoring student differences Attending to the differences requires a flexible approach to teaching rooted in an inviting environment, assessment to inform instruction, and flexible management For Differentiating Instruction Copyright 2014 Carol Tomlinson 8
A Supportive Learning Environment Content The information and ideas students grapple with in order to reach the learning goals Differentiation is a teacher s proactive response to learner needs and guided by general principles of differentiation Quality Curriculum Readiness A student s proximity to specified learning goals Process How students take in and make sense of the content shaped by mindset Assessment that Informs Teaching and Learning Teachers can differentiate through Product How students show what they know, understand and can do according to student s Interest Passions, affinities, kinships that motivate learning Instruction that Responds to Student Variance Affect/ Environment The climate or tone of the classroom Learning Profile Preferred approaches to learning, intelligence preferences, gender and culture Leading Students & Managing Routines Through a variety of instructional strategies such as Learning/Interest Centers RAFTS.. Graphic Organizers...Scaffolded Reading/Writing.. Intelligence Preferences. Tiered Assignments Learning Contracts.Menus Tic-Tac-Toe.. Choice of Activities Independent Projects.. Expression Options..Small Group Instruction etc. Success comes from being smart Genetics, environment determine what we can do Some kids are smart some aren t Teachers can t override students profiles Success comes from effort With hard work, most students can do most things Teachers can override students profiles A key role of the teacher is to set high goals, provide high support, ensure student focus to find the thing that makes school work for a student Copyright 2014 Carol Tomlinson 9
T E A C H I N G U P Teaching up advocates beginning planning by creating lessons that seem appropriate to challenge high-end learners, then differentiating to support the success of a very wide range of learners with that complex work. Differentiation should never be about dumbing down. It should always be about lifting up. Content (input) Process (sense-making) Product (output) What we want students to know, understand, & be able to do How students come to own what they learn How students show what they have learned How students gain access to what they learn Practice Summative assessments Copyright 2014 Carol Tomlinson 10
Content Process Product Readiness --Materials at different reading levels --Small group instruction --Graphic organizers to support note-taking --Contemporary Lecture --Differentiated homework --Work at centers or stations based on students points of entry --Tiered assignments --Learning contracts, menus --Models of quality student work at different levels of sophistication --Graduated rubrics with personalized student targets --Materials at different levels of complexity Interest --Teacher examples related to student interest --Videos/media to increase relevance --Student choice application of skills, ideas --Interest centers -- --Independent studies --Orbitals --Student choice products with constant KUDs Learning Profile Teacher use of multi-media Student use of multi-media Emphasis on whole to part and part to whole --Work alone, work with a partner options --Choice of modes of expression --Picturing writing --RAFT options --Choice of modes of expression --Choice of media --Varied approaches to organization (outline, storyboard, etc.) in planning Vocabulary to Help in Planning Differentiation Differentiate WHAT? Content Process Product Affect Learning Environment Differentiate HOW? Student Readiness Student Interest Student Learning Profile Differentiate WHY? Access to learning Motivation, engagement, relevance Efficiency of learning Appropriate challenge Opportunity to express learning Copyright 2014 Carol Tomlinson 11
Differentiation is a sequence of common sense decisions made by teachers with a student-first orientation Adam Hoppe, 2010 Ensuring an environment that actively supports students in the work of learning (mindset, connections, community), Absolute clarity about a powerful learning destination (KUDs, engagement, understanding), Persistently knowing where students are in relation to the destination all along the way (formative assessment for and as instruction), Adjusting teaching to make sure each student arrives at the destination and, when possible, moves beyond it (addressing readiness, interest, learning profile), Effective leadership & management of flexible classroom routines. Copyright 2014 Carol Tomlinson 12
Environment Curriculum Leadership & Management Leadership & Management Instruction Assessment THE HALLMARK OF EFFECTIVE TEACHING Environment, Curriculum, Assessment, Instruction & Leadership/Management Working Together Copyright 2014 Carol Tomlinson 13
Biology A Differentiated Lesson Using Sternberg s Intelligences (Tri-Mind) Learning Goals: Know - Names of cell parts, functions of cell parts Understand - A cell is a system with interrelated parts Do Analyze the interrelationships of cell parts/functions Present understandings in a clear, useful, interesting and fresh way. After whole class study of a cell, students choose one of the following sensemaking activities. Analytical: Use a cause/effect chain or some other format you develop to show how each part of a cell affects other parts as well as the whole. Use labels, directional markers, and other symbols as appropriate to ensure that someone who is pretty clueless about how a cell works will be enlightened after they study your work. Sternberg/Biology/Tri-Mind (cont d) Practical: Look around you in your world or the broader world for systems that could serve as analogies for the cell. Select your best analogy ( best most clearly matched, most explanatory or enlightening). Devise a way to make the analogy clear and visible to an audience of peers, ensuring that they will develop clearer and richer insights about how a cell works by sharing in your work. Be sure to emphasize both the individual functions of cell parts and the interrelationships among the parts. Copyright 2014 Carol Tomlinson 14
Sternberg/Biology/Tri-Mind (cont d) Creative: Use unlikely stuff to depict the structure and function of the cell, with emphasis on interrelationships among each of the parts. You should select your materials carefully to reveal something important about the cell, it s parts, and their interrelationships. Your ahas should trigger ours. or Tell a story that helps us understand a cell as a system with interdependent actors or characters, a plot to carry out, a setting, and even a potential conflict. Use your own imagination and narrative preferences to help us gain insights into this remarkable system. Students share their work in a 3² format first, triads of students who completed the same option, then, triads with each of the 3 categories represented. This is then followed by a teacher-led, whole class discussion of cells as systems, then a Teacher Challenge in which the teacher asks students to make analogies or other sorts of comparisons between cells, cell parts, or interrelationships and objects, photos, or examples produced by the teacher. Copyright 2014 Carol Tomlinson 15