Managing the Classroom for Differentiating Instruction and Collaborative Practice Time to teach differently Gibson Hasbrouck & Associates Objectives for today Participants will learn more about: Standards-based instruction and assessment Research and evidence-based practices that improve learning and achievement Classroom management routines and procedures Teaching and monitoring practice Enhancing instructional effectiveness; what works CM BK p.5 Differentiating instruction is teaching differently Changing the behaviors of teaching and practice Copyright2014 GHA. All rights reserved 1
What we know and do in classrooms are not the same Research and evidence-based practices Traditional classroom habits Research to Practice Gap WHAT WORKS? Student-teacher relationships Explicit instruction and feedback Collaborative repeated practice (Archer & Hughes, 2013; Fisher & Frey, 2010; Hattie, 2009; Hattie & Yates, 2013) Shifts in teaching and practice Independent practice Differentiated instruction in small groups Collaborative practice in small groups Overview, big ideas whole group (Gibson & Hasbrouck, 2009; Gibson & Wilson, 2014) Copyright2014 GHA. All rights reserved 2
Learning progression LISTENING COMPREHENSION, receptive language Silent period EXPRESSIVE LANGUAGE, VOCABULARY DEVELOPMENT labeling, phrases, sentences ORAL LANGUAGE EXPRESSIVE FLUENCY READING (sounds, words, phrases, sentences, paragraphs, connected text in books) WRITING (letters, words, sentences), highest form of language (Archer & Hughes, 2013; August & Shanahan, 2008; Beck, McKeown & Kucan, 2002; Berne, 2002; Jensen, 2010; Heritage, 2010; Hess, 2010; Kame enui, Carnine, Dixon, Simmons & Coyne, 2002; Schickenstanz, 2013; Vaughn, Linan-Thompson, & Hickman, 2003) Learning Progressions Hear Listening Speaking Reading Writing Do See Say Learning progressions and pacing in CCSS Speaking and Listening Language Reading Writing (Blackburn, 2011; CCSSO, 2008 & 2009; CCSS, 2009 & 2010; Cheuk, 2013) Copyright2014 GHA. All rights reserved 3
Read the Standards carefully, attending to the verbs first Verbs identify intensity of your instruction and student performance or mastery Nouns name student performance Shifts in assessment Standards-based Grading Teachers report student progress and assess MASTERY at END-of-the-year if grade level standard indicates mastery is to be assessed CCSS instructional shifts Instructional content and delivery differ Teach on-grade level content using new information that includes complex text Use text or digital sources to locate key details and respond with evidence Copyright2014 GHA. All rights reserved 4
What are the characteristics of high quality instruction? Lesson content must be specific to students capabilities and needs Feedback must be specific to needs Appropriately scaffolded and paced Differentiated at point of need Establish predictable order achievement CM Bk p.6 teaching & practice behavior environment CM BK p.7 Business Center management tools Daily Schedule Job Chart List of assigned partners, CP Rotation Chart List of due dates for assignments Class roster/attendance, directives for procedures (fire escape plan, etc.) Copyright2014 GHA. All rights reserved 5
CM BK p.9-11 Create classroom work areas Teaching Table student-focused instruction Collaborative practice: Workstations or Centers Independent practice: Work Table Manage teaching and practice with a Rotation Chart Group 1 Marcus Jimmy Kimball Nader Sylvia CM BK p.16-17 Liam Beckett Mayley Cheryl Group 2 Ginger Clossie Students know what to do who they work with when & where they work when they work with teacher Beth Kaylynn Khan Marcus Linda Group 3 Jose Group 4 Gholi Abbott Wes Demarco Sheenan Anarack Teaching Table Workstation Ind.Practice Workstation Group 1 Group 2 Group 3 Group 4 Group names are moved from left to right to indicate how students will participate. Instructional goal Every student every day participates in small group instruction and collaborative practice Classroom management: Use of instructional time Copyright2014 GHA. All rights reserved 6
WHOLE CLASS: Overview/review FOCUS introduce big ideas, vocabulary OVERVIEW 10-15 min. session MODEL interactive PARTNER group within a small group PRACTICE general feedback Interactive whole class activities Reading to and with students Engaging in collaborative discussion Teach in small groups FOCUS TEACH MODEL Explicit; specific to need 15-20 min. explicit instruction teacher-led, interactive DIFFERENTIATE within small groups MONITOR to provide explicit feedback Copyright2014 GHA. All rights reserved 7
SMALL GROUPS: Collaborative practice Assigned partners or small groups Mixed skill grouping; heterogeneous Lesson purpose is specific to need May or may not include a product Work is NOT graded; Drafts/revisions Teach students how to engage in a collaborative conversation Stop what you are doing Locate the speaker Listen for speaker purpose Repeat words to confirm understanding Reflect then respond to request SPEAKER I m wondering What I m thinking is My opinion is because This is confusing to me because I figure out Based on the evidence, I believe Resources: www.kbumreading.com Kathy Bumgardner, M.Ed. LISTENER I was also wondering I think I hear you saying... Can you share your reasons for your opinion? I understand your confusion because Can you tell me why you think that? Can you show me evidence that supports? Copyright2014 GHA. All rights reserved 8
Structure collaborative practice and focus outcome Assign a group leader and a timekeeper Identify lesson purpose and product Use cooperative, project-based activities Do NOT grade work; monitor progress and provide feedback Manage time differently Teacher remains longer in the teacher-leader role before releasing responsibilities to Students and having them participate in collaborative practice Adjust daily schedules Shorter activities, 15-20 min. Whole class overview/review Small group teaching Collaborative practice Efficient transitions CM BK p.24-25 Copyright2014 GHA. All rights reserved 9
Clear expectations on daily schedules 8:15-8:35 Whole class AM overview 8:40-9:00 SMALL GROUPS 9:05-9:25 SMALL GROUPS 9:30-9:50 SMALL GROUPS 9:55-10:15 SMALL GROUPS 10:15-10:45 RTI, enrichment 11:05-11:25 Whole class or partner practice Group for instruction all day 12:30-1:00 Whole class activity 1:10-1:30 SMALL GROUPS 1:35-1:50 Whole class lesson 2:00-2:20 SMALL GROUPS 2:30-2:50 SMALL GROUPS 2:55- Whole class wrap up/review Modify for 45-60 minute lessons in middle and high school Divide students into 2-4 groups 10-min. whole class overview 15-min. small groups 15-min. small groups 5-min. whole class summary review Groups meet on alternate days: Mon/Wed; Tues/Thurs. Fridays used for reteach/independent practice & tutoring Copyright2014 GHA. All rights reserved 10
Job Chart Strategically assign jobs CM BK p.28-30 Assistants Teach decision-making Clearly define & teach expectations Reassign responsibilities weekly or bi-weekly Use 1 or more students for each job Job Title Counselor Supply Monitor Voice Level Monitor Trash Monitor WEEK 1 WEEK 2 Carlos Angela Mary Ann Cecelia Michelle Jose Randall Marcus Establish procedures for data and paper management CM BK p.31-33 Do/Done folders (Homework folders) Mailboxes Do Done Student contracts Use Student Contracts CM BK p.33 Communicate and clarify expectations Differentiate instruction Differentiate practice Develop self-regulation Encourage self-monitoring and planning Copyright2014 GHA. All rights reserved 11
R = Reading W = Writing REV = Revisions CP = Collaborative Practice GO = graphic organizer M = Math S = Science SS = Social Studies VW = Vocabulary Work Managing the Classroom for Differentiating Student Contract STUDENT CONTRACT Student Name Dates(s) CONTENT AREA MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY READING (R) WRITING (W) Complete weekly or Bi-weekly (using front for Week One and backside for Week Two) MATH (M) SCIENCE (SCI) SOCIAL STUDIES (SS) PROJECT RD = Rough draft due date REV = Revisions due FC = Final copy due date CP = Completed in collaborative practice Complete contract for 2 weeks, using front and back of paper for one week of assignments Assign previously taught content and skills after sufficient instruction has been provided Students monitor their work WEEK ONE Day 1 Day 2 Day 2 Day 4 Day 5 Teaching Table Collaborative Practice Intro story, Review, 52-55, 52--57, Vocabulary Vocab Reread, respond, 40-51 TDQs, oral group response Connect, read, details, discuss, 52-60 DRAFT Graphic org, Story, 40-51 Search evidence, list sources, 52-60 Paragraph, Describe setting Analyze, summarize author perspective Contrast, Character analysis Partner Practice Independent Practice Homework Reread science text 87-95 Edit SS Draft from Friday Leveled Read, state big ideas List 5 key details, science, 87-95 Word Work, base, suffix Reread, locate key details, list Discuss relationships: people, environment Grammar Workstation Identify setting, characters DRAFT Compare life cycle of plant and people Complete DRAFT from PP Write to describe setting Locate Due Mon evidence to support ideas on DRAFT Complete incomplete work Homework Contract HOMEWORK October 3-28 2014 Monday Tuesday Wednesday Thursday Friday Saturday 1 2 3 4 5 6 7 R: Preview books for R: Select new home R/W: Begin VW due on M: p. 45, Complete R/W DUE: VW home reading reader; Add to list Friday problems 1-10 R/W: DRAFT DUE: M: Reread p. 42-44, list R/CP: Discuss Sept. descriptive paragraph of essential words, big home reader with partner setting ideas 9 10 11 12 13 14 M: Reread p. 48-50, M/S: Select math, R/W REV DUE: R/W DRAFT DUE: R/W: Take brief notes, note essential words, list science project topic Descriptive paragraph of character analysis complete GO for big ideas setting Monday s discussion 16 17 18 19 20 R/W/CP: Prepare for R/W/CP: Partner R/W/M DUE: Compare 2 R/S: Re-read p 55-65 R/W/M: Venn diagram for partner discussion, discussion, Summarize characters; GO Venn R/W: Summarize big story parts: setting, character analysis discussion, evidence diagram, list key details ideas from science text characters, problem(s) 23 24 25 26 27 28 R/W: Reread text, locate M/S DRAFT DUE: R/W: Begin VW due on R/W/M DUE: Home R/W DUE: VW 21 evidence, begin reflection Summary of reading Friday reader reflection REV M/S DUE: statements selection/project R/W: Summarize author statements Summary of project perspective 30 31 R/W DUE: Reflection summary, home reader GRADE 4 Copyright2014 GHA. All rights reserved 12
Differentiate practice including homework Begin homework at school Assignments are based on last week s instruction Drafts should be submitted with opportunities to revise Fewer assignments with more in-depth purpose and integration Changes in lesson planning Plan 2 weeks of instruction at a time Every week: Plan to introduce and teach new content, concepts, and skills in teacher-led small group Week Two, Student practice includes Reading or rereading text from last week; Applying previously content knowledge & skills; Developing comprehension towards mastery Fewer assignments that are more purposeful, productive, meaningful Fewer daily assignments, learning and achievement paced across 2 weeks Integrated activities and assignments focused to provide purposeful practice towards mastery of skills and standards More monitoring, feedback, edits & revisions Copyright2014 GHA. All rights reserved 13
1 Managing the Classroom for Differentiating Monitor implementation Classroom observation checklists that may be downloaded at Getting Started Getting Started with Differentiating Instruction, Create a Management System 1. Arrange furniture to create work areas for Teaching Table, collaborative and independent practice. 2. Develop daily schedule with time periods for whole and small group activities. 3. Create a bulletin board used as a Business Center that includes a daily schedule, job chart, rotation chart, and lists of assigned work partners. 4. Develop a Rotation Chart that visually communicates how to participate. 5. Create Job Chart, assign weekly jobs & teach students how to participate. 6. Create Do/Done Folders for paper management during class activities. 7. Create individual student mailboxes (hanging file folders). 8. Organize supplies for small group activities at point of use. Organize for Instruction 1. Observe students & collect data to determine capabilities & needs. 2. Use data to plan instruction & pacing and select materials & activities. 3. Preview lesson materials & determine how to enhance comprehension. 4. Use data to assign group memberships and assigned reading partners. 5. Plan purposeful collaborative practice activities that reflect prior instruction. Enhance instructional Effectiveness 1. Provide student-focused instruction in small groups at Teaching Table. 2. Teach by modeling & providing repeated practice with constructive feedback. 3. Teach vocabulary word meanings, linking to background knowledge & big ideas. 4. Encourage collaborative discussions to enhance oral language development. 5. Differentiate instruction & provide feedback to enhance comprehension. 6. Use graphic organizers & technology to chunk information & extend learning. Monitor Progress 1. Monitor students response to instruction & needs for clarification. 2. Record your observations on mailing labels & file labels in students mailbox. 3. Use data to assign productive work for collaborative, guided practice activities. 4. Assign sufficient collaborative practice before students work independently. 5. Use data to assign independent practice, incorporating rough drafts/revisions. 6. Adjust instruction, curriculum, group memberships & pacing as needed. 7. Save work samples, add date & file in mailboxes to compare progress over time. 8. Report & communicate progress to establish consistent expectations. Tips for Successful Implementation 1. Teach students how to listen attentively and use respectful communications. 2. Model, teach, and practice behavioral expectations for collaboration. 3. Clearly communicate instructional expectations using student contracts. 4. Encourage responsible & accountable decision-making and self-regulation. 5. Praise compliance, efforts, & achievements & document successes by posting photos of students working together on a bulletin board or pocket chart. Copyright GHA2014. All Rights Reserved, CLASSROOM ENVIRONMENT CHECKLIST! Teacher Name Observer Name Date of Observation Observation time (begin/end) Activity Observed Number of children observed Walk through classroom and rank quality of environment using numeral 1 to represent low quality and numeral 5 to represent high quality. Add comments as needed. Ranking 1 low 5 High Classroom is clean, orderly Observations Comments Atmosphere is supportive, inviting, engaging Area for whole group activities Area for small group instruction, Teaching Table Area for small group activity, Work Table Centers for collaborative activities and choice-making Technology; listening center, computers/tablets Access and walkway areas are clear; no obstacles Bathroom and sink accessible and clean Materials not in use stored neatly and safely Materials in use are organized, easily accessible Materials prepared for lesson or activities that day Books accessible to children Drawing and writing materials accessible to children Children s work displayed Sign in Area; class roster, safety signs posted Communication Board for home/school connection Daily Schedule identifying time periods for small groups Job Chart Rotation Chart TOTAL POINTS EARNED FOR OBSERVATION (0-100) Copyright2014@gha-pd.com V.Gibson, Ph.D., All rights reserved. NOTE: This environmental checklist does not evaluate instruction or teacher/student participation. What changes are needed? Standards-based instruction and assessment Research and evidence-based practices that improve learning and achievement Classroom management routines and procedures Teaching and monitoring practice Enhancing instructional effectiveness; what works Thanks for listening and learning today! Email questions to vickigibson@earthlink.net Copyright2014 GHA. All rights reserved 14