ENGAGING ALL LEARNERS WITH STUDENT-CENTERED ACTIVITIES Practical strategies and applications that support HOTS (higher order thinking skills) and differentiation Presented by SIOP Coaches Beth Amaral and Carla Huck May 20, 2014
Differentiated Instruction is a mandate in all schools across the country. But there is such much confusion by both teachers and administrators as to what it is and how to effectively differentiate for the different learners in your class. This presentation addresses DI and how to effectively encourage students to continue to develop their Higher Order Thinking in a differentiated classroom.
Citation preview
1. ENGAGING ALL LEARNERS WITH STUDENT-CENTERED ACTIVITIES
Practical strategies and applications that support HOTS (higher
order thinking skills) and differentiation Presented by SIOP
Coaches Beth Amaral and Carla Huck May 20, 2014
2. Content Objectives: Participants will be able to use three
strategies cubing, think dots, and canned questions to develop
differentiated instruction for small groups. Participants will be
able to develop engaging activities based on specific content
information, essential questions, and student needs. Language
Objectives: Participants will formulate content-specific questions
that promote higher order thinking. Participants will describe and
share successful strategies and tools to promote student-centered
learning.
3. DO YOU DIFFERENTIATE YOUR LESSONS?
4. WHY DIFFERENTIATION? The teacher is the one who knows the
objectives for the lesson. Whole-class teaching prevails; desks are
all in a row. Assignments, texts, and tasks are the same for all
the students. The preponderance of talk is the teachers. High-level
thinking questions and tasks are reserved for highest-achieving
students. Both the teacher and the students know clearly the
content and language objectives. Grouping of students is frequent
and flexible. A variety of texts, tasks, and options is evident.
Talk is shared between students and teacher. High-level thinking
questions and tasks are the norm for all students. In
Non-Differentiated Classrooms: In Differentiated Classrooms:
5. BLOOMS TAXONOMY AND HOTS ORIGINAL TERMS NEW TERMS Evaluation
Synthesis Analysis Application Comprehension Knowledge Creating
Evaluating Analyzing Applying Understanding Remembering ()
6. SENTENCE STARTERS FOR BLOOMS
7. INSTRUCTIONAL STRATEGY: CUBING Description: Cubing is an
instructional strategy designed to help students think about a
topic or idea from many different angles. A cube includes 6
commands, one on each of its six faces, followed by a prompt that
describes the task the students should do related to the command. A
concrete visual of a cube is used to consider multiple dimensions
of a topic or levels of questioning according to Blooms Taxonomy.
Students can roll the cube, or you can number each side and assign
tasks to groups or individual members. What are the advantages to
using Cubing? It is a simple way to differentiate, while still
instructing each student on the same topic or skill. Each cube may
contain the same commands, but the tasks on the cubes will be
different according to the needs of the various groups. Rolling the
die adds excitement and anticipation. It takes what may be a boring
assignment and makes it fun and engaging. Cubing is an excellent
strategy for the tactile/kinesthetic learners.
8. CUBING SUGGESTED FORMATS The Six Sides of the Cube: 1.
Describe it (including color, shape, size (if applicable) How would
you describe the issue/topic? 2. Compare it (what it is similar to
or different from)Its sort of like 3. Associate it (what it makes
you think of )How does the topic connect to other issues/subjects?
4. Analyze it (tell how it is made or what it is composed of) How
would you break the problem/issue into smaller parts? 5. Apply it
(tell how it can be used)How does it help you understand other
topics/issues? 6. Argue for/against it (take a stand and support
it)I am for this because/This works because/I agree because . .
.
9. CUBING SCIENCE (Cells) Multiple ways of exploring one topic:
1. Describe: cell parts (structure) and function 2. Illustrate: a
cell with organelles and functions 3. Analyze: how each cell part
is related to others 4. Compare: location of the organelle with its
functions and relationships 5. Connect: how interrelationships
among organelle functions are like other interrelationships in life
6. Apply: what youve learned to predict how organism functions are
like cell functions. Variations: Develop your own activities and
questions using six levels of Blooms Taxonomy (*see our sample
cubes) SHOW ME AN EXAMPLE
10. CUBING MATH (Fractions) 1. Locate: In two minutes, make a
list of all of the places in which we find fractions in every day
life. Have your partner time you. 2. Define: What is a fraction?
How would you explain what a fraction is to a first grader? 3.
Solve: Complete fraction problems 1-10 on page 65. Have your
partner check your work. 4. Analyze: What are the parts of a
fraction? Define each part and describe their relationships to one
another. 5. Think About: When dividing fractions, why do we have to
invert and multiply? Show your thinking on paper. 6. Illustrate:
Create a childrens picture book about fractions. Use Give Me Half!
as an example. SHOW ME AN EXAMPLE
11. CUBING How are cubes designed to support differentiation?
Use more than one cube. Each cube should contain commands and tasks
that are aligned with the ability levels of the different groups.
Create 1 average ability cube first. Then, use those tasks as a
guide to create 2 other cubes- low ability and high ability.
Differentiate cubing questions by color-coding the cubes. But
remember to change the colors periodically to align with different
levels so that students do not get labeled as the low blue group,
etc Differentiating by Interest or Learning Profile: Create many
cubes for learning or review activities. 2-3 sides of all the cubes
can have the same task. The remaining 3-4 sides can have tasks
related to specific interests or learning profiles.
12. INSTRUCTIONAL STRATEGY: THINK DOTS Description After
presenting a unit of study, Think Dots activities are used to lead
students into deeper exploration of content knowledge, concepts and
skills. This differentiation tool enables students to review,
demonstrate, and/or extend their thinking according to levels of
readiness, learning styles or interests. Teachers create six
questions on an activity mat or on cards held on a ring, with
corresponding dots. Students roll the die and complete
corresponding activities. What are the advantages of Think Dots?
Students have the opportunity to explore concepts deeply while
utilizing different levels of Blooms Taxonomy. Activities can be
tiered in a number of ways and across subject areas. Student can
apply and demonstrate what they have learned in a variety of ways
(use Think Dots as an alternative assessment) Think Dots can be
used in cooperative learning groups.
13. THINK DOTS SHOW ME AN EXAMPLE ThinkDots: Seeing the
Difference Projects Through Multiple Intelligences attachment #10
S. Orr, FCPS, AAMNVA project 2005 Write lyrics to a song or rap to
show the similarities and differences you have noted between the
Revolutionary War and the Civil War. Include information about 3 of
the following: technology, weapons, clothing, architecture, leaders
and locations. Musical/Rhythmic Design a brochure about the
similarities and differences you have noted between the
Revolutionary War and the Civil War. Refer to the images in the
lesson to guide the elements you include in your brochure. Include
information about 3 of the following: technology, weapons,
clothing, architecture, leaders and locations. Visual/Spatial
Create pantomimes that show the similarities and differences you
have noted between the Revolutionary War and the Civil War. Include
information about 3 of the following: the technology, weapons,
clothing, architecture, leaders and locations. Be prepared to act
them out for the class. Body/Kinesthetic Pretend you are a news
reporter doing a story about the Revolutionary War or the Civil
War. Write the script and use the class microphone to read it to
the class. Include information about 3 of the following:
technology, weapons, clothing, architecture, leaders and locations.
Verbal/Linguistic Research statistics regarding the final battles
that ended the Revolutionary War and the Civil War. Design graphs
using Excel or hand drawn graphs to show your findings.
Mathematical/Logical Design a mural to show the differences between
the Revolutionary War and Civil War. Include information about 3 of
the following: technology, weapons, clothing, architecture, leaders
and locations. Visual/Spatial
14. THINK DOTS SHOW ME AN EXAMPLE
15. THINK DOTS Variations: Use colored paper and/or colored
dots to indicate different readiness levels, interests or learning
styles. Have student work in pairs. Assign a number value that will
determine how many activities a student chooses to complete. For
example, if 12 is assigned, a student could complete 6,5,1 or
5,4,2. Create an activity sheet to correspond to each set of think
dots, for easy recording and management. (See Fractions example)
Have students roll to complete a specific number of activities
rather than the entire set.
16. INSTRUCTIONAL STRATEGY: CANNED QUESTIONS Description:
Canned Questions is a strategy to assist students in answering
questions on increasingly sophisticated levels of cognition. Write
(on strips of paper) a variety of questions related to the
particular topic being studied. The questions should range from
lower to higher levels of thinking. Place the question strips in a
can. Group students as partners or in small groups (to lower
anxiety and to scaffold). The teacher draws out the questions, one
by one, and students work together to answer them. What are the
advantages? All students gain exposure to questions of varied
cognitive levels, even though they are only responsible for
answering the questions that are appropriate for their level of
proficiency.
17. CANNED QUESTIONS Level 1: (Remembering/Understanding) What
is air pollution? (Sci) What form of government does the USA have?
(SS) What happens to Hamlet at the end of the play? (Eng) Can you
explain the rules of golf? (PE) How would you describe a triangle?
(Math) How would you summarize Picassos Blue Period? (Art) Level 2:
(Applying/Analyzing) What are the historical and sociological
causes of air pollution? (Sci) What are the advantages and
disadvantages of a democratic form of government? (SS) Why did
Hamlet take so long to act in revenge for his fathers death? (Eng)
Why has golf become such a popular sport? (PE) How do triangles
contribute to modern society? (Math) Why is Picasso seen by many as
an influential figure in art history? (Art) SHOW ME AN EXAMPLE
18. CANNED QUESTIONS Level 3: (Evaluating/Creating) What
cultural changes are necessary to stop air pollution? (Sci) Why is
democracy an important form of government? (SS) Was Hamlet a good
son? (Eng) Does golf have a future as one of Americas most popular
sport? (PE) Why is geometry an important area of study? (Math) How
does Picassos art represent current human experience? (Art)
Variations: Students may also (individually or in groups) submit
questions to the Question Can. These can be drawn for other
students to answer. Teachers can teach students how to ask higher
order questions using sentence frames. StickPic APP for Ipadset up
classes with student specific levelsquestions stems appear
19. YOUR TURN! Step 1 Choose a station (you may work with a
partner ) Read directions provided at that station Step 2 Select a
topic from your standards-based curriculum / unit of study Develop
your higher order questions Step 3 Using the materials and models
provided, create an instructional tool to use in class Consider
variations/adaptations
20. Content Objectives: Participants will be able to use three
strategies cubing, think dots, and canned questions to develop
differentiated instruction for small groups. Participants will be
able to develop engaging activities based on specific content
information, essential questions, and student needs. Language
Objectives: Participants will formulate content-specific questions
that promote higher order thinking. Participants will describe and
share successful strategies and tools to promote student-centered
learning. Did we meet our objectives?
21. SIOP COMPONENTS Strategies 13. Ample opportunities for
students 14. Scaffolding techniques 15. Variety of question
types/higher order thinking skills Interaction 16. Opportunities
for interaction 17. Grouping configurations Practice / Application
20. Hands-on materials and manipulatives 21. Application of content
language 22. Language skills (read, write, listen, speak) How is
our work today connected to SIOP?
22. MARZANOS DESIGN QUESTIONS ADDRESSED TODAY: Domain 1:
Classroom Strategies and Behaviors DQ3: Helping Students Practice
and Deepen New Knowledge DQ5: Engaging Students DQ9: Communicating
High Expectations for All Students Domain 2: Planning and Preparing
Planning and Preparing for Lessons and Units Planning and Preparing
for the Needs of English Language Learners Planning and Preparing
for the Needs of Students Receiving Special Education Planning and
Preparing for the Needs of Students Who Lack Support for Schooling
Which Marzano elements did we address?
23. EXIT TICKET Take a turn and roll one of the Exit die on
your table. Share your answers with your table-mates. Evaluation
Sheets can be completed and left on your tables.