Delivery of Instruction for Effective Teaching and

LearningDay 1: Knowing and Engaging the Learner

Tuesday, July 17, 2012

Participants will deepen knowledge and explore strategies for

knowing their learnersengaging their learnersleading the learning in their classroom

assessing the learning of their students.

Outcomes:

Course set up

Moodle Orientation

Self-Assessment

Knowing the Learner

A definition…

"What we share in common makes us human. How we differ makes us individuals. In a classroom with little or no differentiated instruction, only student similarities seem to take center stage.

A definition…

In a differentiated classroom, commonalities are acknowledged and built upon, and student differences become important elements in teaching and learning as well ....

A definition…

Students have multiple options for

• taking in information• making sense of ideas• expressing what they learn.

A definition…

In other words, a differentiated classroom provides different avenues to

• acquiring content• processing or making sense of ideas• and developing products."

Carol Ann Tomlinson

Differentiation Concepts

Student characteristics Readiness Interest Learning Profile

How well do I know my students?

Think of a particular student.

Create a web of information you know about that student.

How well do I know my students?

Highlight and label the learner characteristic for each item

Learning profile = LPInterest = I

Readiness = R

How well do I know my students?

What don’t you know that would be helpful?Reflect on how you might get to know that student better.

Tools for Knowing the Learner:

How might you respond to this data for a class?

Differentiation Concepts

Student characteristics Readiness Interest Learning Profile

Inspiration rapid fire web

Collecting formative data on readiness

Exploring formative assessment strategies

Responding to formative data: Analysis of Student Work tool

Responding to formative data

Break

Engaging the Learner

Do students feel engaged in school?

2009 High School Survey on Student Engagement

66% bored every day81% material not interesting42% material lacks relevance33% work is not challenging

http://ceep.indiana.edu/hssse/index.htm

I like attending school. I work hard in my classes. But I would like them to be a little more interesting, interactive.

Many teachers don't understand that people learn in different ways.

I like hands on things and group projects… because they help me focus and really feel excited and I interact more. It makes me want to learn and (makes) the material that I'm learning interesting.

Quotes from the 2009 HSSSE

Is it about entertainment? Attention? What does an engaged student look like? How do I write it into my lesson plans? What does an engaged classroom look and

sound like?

So, what is engagement anyway?

Think.Ink.

Share.

Student Motivation & Engagement(Schlechty)

1. Engagement2. Strategic Compliance3. Ritual Compliance4. Retreatism5. Rebellion

Clock WatchersThe Six C’s: Creating Context That Motivates Students and Nurtures Engagement

•Caring Class Community

•Checking In and Checking Out

•Choice

•Collaboration

•Challenge

•Celebration

Maine Center for Meaningful Engaged Learning

31

The Highly Engaged ClassroomMarzano and Pickering (2011)

31

How do I feel?

Am I interested?

Is this important?

Can I do this?

Student Engagement Observation Forms

www.education.ky.gov

• Global citizen

• Creative

• Active

• Mission-driven

• Civically-engaged

• Knowledge-hungry

• Innovator

• Independent thinker

• Problem solver

• Collaborative

• Visionary

• Relate learning to real life• Give students control over learning• Assign challenging but achievable tasks• Arouse students’ curiosity• Design projects that allow students to

share/work with others

Motivating students to engage in class activities

The Engage-O-Meter

Think about the most engaging activity you have ever experienced in a classroom setting.

How many of the qualities did that activity have?

Engaging students with technology

DIFFERENTIATION:What is it?

A different kind of crossword

Carol Ann TomlinsonProfessor of Educational

LeadershipUniversity of Virginia

Differentiation based on research and writings of:

“In a differentiated classroom, the teacher proactively plans and carries out varied approaches to content, process, and product in anticipation of and response to student differences in readiness, interest, and learning needs.”

What is differentiated instruction?

How to Differentiate Instruction in Mixed-Ability Classrooms (Tomlinson, ASCD, 2001)

Supportive learning environment Continuous assessment High-quality curriculum Respectful tasks Flexible grouping

Differentiation Non-Negotiables

The Cogs of Differentiation

Tomlinson, 2003

Differentiationis a teacher’s response to learners’ needsguided by general principles, such as

Respectful Tasks Flexible GroupingContinuous Assessment

Teachers can differentiate

Content Process Product

according to students’

Interests Learning Profile Readiness

through a range of strategies

Classroom elements

Content Process Products Learning Environment/ Affect Assessment

Differentiation concepts

With the knowledge you just gained, how would you change a clue on your puzzle?

Look back at your puzzle

Learning Centers Tiered Assignments R.A.F.T.s Choice Boards Flexible Grouping

Differentiation Strategies

Let’s Dive into Some DI-nalysis

At each station, you will

1. Choose an artifact and analyze it using your organizer.

2. Process the strategy with the group using the prompt provided.

daretodifferentiate.wikispaces.com

Preview of work time

Lunch

Lesson/unit plan◦ Student data collection tools◦ Formative assessment strategies◦ Engaging activities◦ Differentiated activities

Work Time

Presentations and Feedback

Delivery of Instruction for Effective Teaching and

LearningDay 2: Leading and Assessing the Learning

Thursday, July 19, 2012

Participants will deepen knowledge and explore strategies foroknowing their learnersoengaging their learnersoleading the learning in their classroomoassessing the learning of their students.

Outcomes:

Preview of work time

Lunch

Work Time

Presentations and Feedback

Your assignment

Revisit Self-Assessment