1 DI & GT Workshop Part Two Facilitated by: Dr. Stephen Schroeder-Davis [email protected].

1

DI & GT WorkshopPart Two

Facilitated by:

Dr. Stephen Schroeder-Davis

[email protected]

2

From Lo to High Prep DILo-Prep High-Prep

• Book choices• Homework options• Varied pacing with

anchor options• Open-ended activities• Multiple levels of ?’s• Work alone, pairs,

trios, quads• Product options

• Tiering activities, products, centers

• Tiering (centers)

• Contracts

• Complex instruction

• Think-tac-toe

• Pre-assessments and compacting

• Interest groups & centers

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Know, understand, be able to . . .

• Know: facts, vocabulary, dates, places, names, examples, but NOT in isolation.

• Understand: major concepts, statements of truth, connections, key ideas. Anything that helps students make connections and get the “point” of the lesson.

• Be able to: apply and transfer the skills of any discipline and to think like the professionals who work in the field.

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From Lo to High Prep DI• Anchor Activities

• Stratified questions (Bloom & open-ended)

• Choice boards

• Product differentiation (Sternberg & Gardner)

• Tiering

• Layered curriculum

• The parallel curriculum

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http://www.ready.gov

If you have set yourself on fire, do not run.

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If you hear the Backstreet Boys, Michael Bolton or Yanni on the radio, cower in the corner or run like hell.

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That closet door in your bedroom leads to the gates of Hell. Don't go there.

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If your intended destination is suddenly vaporized, consider pulling over and watching the cool light show.

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Confused languageHer vocabulary was as bad as, like, whatever.

The little boat gently drifted across the pond exactly the way a bowling ball wouldn’t.

McBride fell 12 stories, hitting the pavement like a Hefty bag filled with vegetable soup.

He fell for her like his heart was a mob informant, and she was the East River.

She had a deep, throaty, genuine laugh, like that sound a dog makes just before it throws up.

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Using Anchor(ing) Activities

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RAPID ROBIN

The “Dreaded Early Finisher”

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“I’m Not Finished” Freddie

“It takes himan hour-and-a-halfto watch 60 Minutes.”

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One premise in a differentiated classroom:

“ In this class we are never finished---Learning is aprocess thatnever ends.”

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Anchor ActivitiesAnchor activities

are ongoing assignments that students can work on independently throughout a unit, a grading period or longer.

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Some Anchor Activities “Brain Busters” Learning Packets Activity Box Learning/Interest Centers Vocabulary Work Accelerated Reader Investigations MSPAP or CRT Practice Activities Magazine Articles with Generic Questions or Activities Listening Stations Research Questions or Projects Commercial Kits and Materials Journals or Learning Logs Silent Reading (Content Related?)

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The Purpose of an Anchor Activity is to:

Provide meaningful work for students when they finish an assignment or project, when they first enter the class or when they are “stumped”.

Provide ongoing tasks that tie to the content and instruction.

Free up the classroom teacher to work with other groups of students or individuals.

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Using Anchor Activities to Create Groups

Teach the whole class to work independently andquietly on the anchor activity.

Half the class workson anchor activity.

Other half works ona different activity.

Flip-Flop

1/3 works onanchor activity.

1/3 works on adifferent activity.

1/3 works withteacher---direct

instruction.

1

2

3

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ANCHOR ACTIVITIESCan be:used in any subject

whole class assignments

small group or individual assignments

tiered to meet the needs of different readiness levels

Interdisciplinary for use across content areas or teams

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ANCHOR ACTIVITIESWork best:when expectations are

clear and the tasks are taught and practiced prior to use.

when students are held accountable for on task behavior and/or task completion.

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Planning for Anchor Activities

Subject/Content Area:

Name and description of anchor activity:

How will activity be introduced to students?

- Points - Percentage of Final Grade- Rubric - Portfolio Check- Checklist - Teacher/Student Conference- Random Check - Peer Review- On Task Behaviors - Other _______________

How will the activity be managed and monitored?

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Practicing with anchor activities

• Please share with your table and the whole group any anchoring activities you have used.

• Using the template, take 15 minutes to brainstorm some possible anchoring activities.

• Share with your table and the whole group.

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• Choice boards


• Tiering



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KNOWLEDGE: Information retrieval--remembering/recall

COMPREHENSION: Taking new information via some form of communication and being able to make some use of the materials or ideas

APPLICATION: Applying information correctly

ANALYSIS: The identification or classification of elements and relationships among elements

SYNTHESIS: The generation of new and creative ideas

EVALUATION/JUSTIFICATION: The ability to make judgments about the value of knowledge

BLOOM’S

TAXONOMY

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Applying Bloom’s Taxonomy

Level: KnowledgeInformation retrieval remembering/recall

Materials/Situations: Events, people, newspapers, magazine articles, definitions, videos, dramas, textbooks, films, television programs, recordings, media presentations

Measurable Behaviors: Define, describe memorize, label, recognize, name, draw, state, identify, select, write, locate, recite

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Level: Comprehension Taking new information via some form of

communication and being able to make some use of the materials or ideas

• Materials/Situations: Speech, story, drama, cartoon, diagram, graph, summary, outline, analogy, poster, bulletin board

• Measurable Behaviors: Summarize, restate, paraphrase, illustrate, match, explain, defend, relate, infer, compare, contrast, generalize

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Level: Application Applying information correctly

• Materials/Situations: Diagram, sculpture, illustration, dramatization, forecast, problem, puzzle, organizations, classifications, rules, systems, routines

• Measurable Behaviors: Apply, change, put together, construct, discover, produce, make, report, sketch, solve, show, collect, prepare

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Level: Analysis The identification or classification of elements and

relationships among elements

• Materials/Situations: Survey, questionnaire, an argument, a model, displays, demonstrations, diagrams, systems, conclusions, report, graphed information

• Measurable Behaviors: Examine, classify, categorize, research, contrast, compare, disassemble, differentiate, separate, investigate, subdivide

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Level: Synthesis

The generation of new and creative ideas

• Materials/Situations: Experiment, game, song, report, poem, prose, speculation, creation, art, invention, drama, rules

• Measurable Behaviors: Combine, hypothesize, construct, originate, create, design, formulate, role-play, develop

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Level: Evaluation/Justification

The ability to make judgments about the value of knowledge

• Materials/Situations: Recommendations, debate, editorials, self-evaluations, group discussions, court trial

• Measurable Behaviors: Compare, recommend, assess, value, apprise, solve, criticize, weigh, consider, debate

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Putting Bloom’s to work:

• At your tables, sort the “biography” cards in ascending order from lowest to highest (simple to complex) thinking levels.

• Choose a spokesperson to read the cards and discuss the process with the large group.

• Be prepared to discuss.

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Effective Schools and Teachers X2

• Average school & teacher• Ineffective teacher in an

ineffective school• Ineffective Teacher in an

Effective School• Effective Teacher in an

Ineffective School• Average Teacher in an

Effective School• Effective Teacher in an

Effective School?

• 50%

• 6%

• 37%

• 63%

• 78%

• 96%

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Promoting Higher Order Thinking

• The griney grollers grangled in the granchy gak.

• What kind of grollers were they?

• What did the grollers do?

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• In what kind of gak did they In what kind of gak did they gangle?gangle?

• Place one line under the subject Place one line under the subject and two lines under the verb.and two lines under the verb.

• The griney grollers grangled in The griney grollers grangled in the granchy gak.the granchy gak.

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Upping the Ante

•In one sentence, explain why the grollers were grangling in the granchy gak. Be prepared to justify your answer.

The griney grollers grangled in the

granchy gak.

•If you had to grangle in a granch gak, what one item would you choose to have with you and why?

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MoralStudents can answer low-levelquestions without thinking.

Students enter & exit classroomswith no more understanding ofwhat they’ve learned than the“Griney Groller” taught you!

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Why teach higher order thinking?

“Every day thinking, like ordinary walking, is a natural performance we all pick up. Good thinking, like running a fast race, is a technical performance . . .

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Sprinters have to be taught to run Sprinters have to be taught to run well; good thinking is the result of well; good thinking is the result of good teaching, which includes much good teaching, which includes much practice.” David Perkinspractice.” David Perkins

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Why is it important to develop HOTS?

In our increasingly complex and specialized society, it is becoming imperative that individuals become capable of thinking divergently and creatively. It is also important that individuals see the relationships between seemingly diverse concepts.

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Wait Time(s)

“Waiting’ briefly (5-10 seconds) before accepting responses - and again after the student response - has the effect of increasing the depth of students’ answers. In addition, wait time increases student-to-student interaction.

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“Higher Level” Questions Produce Deeper Learning

Than “Lower Level

Questions”

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The common feature of higher-level questions is a

requirement that students restructure information or apply

knowledge in some way.

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Questioning Protocols

• EVERYBODY is Questioned

• EVERYBODY Justifies answers

• NOBODY gets to say “I don’t know”

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Levels of Abstraction• Recall

• Translate & paraphrase

• Interpret (provide the essential meaning)

• Classify(arrange according to commonalities)

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•Apply to Apply to familiar familiar situationssituations

•Analysis (compare, contrast)Analysis (compare, contrast)

•Synthesis (re-create to form a coherent Synthesis (re-create to form a coherent whole)whole)

•Evaluation (to determine and defend a Evaluation (to determine and defend a value)value)

•Extrapolation (transfer to Extrapolation (transfer to novelnovel situations) situations)

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Examples of stratified tasks for fourth grade electricity

Red Task (easier)• Draw and label a diagram of a complete circuit.• Gather and label a collage of objects that are conductors and

insulators.Blue Task (more complex)• Use a Venn diagram or T-chart to explain how a parallel

circuit compares with a series circuit.• Design a poster illustrating three electrical safety tips.Black Task (most complex)• Describe or illustrate three ways the world would be different

if electricity had not been discovered.• Create a brochure advertising the benefits of a new product

that uses electricity.

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Examples of stratified tasksfor fifth grade biographiesRed Task (easier)

• Draw a timeline of important events in the person’s life.• List four reasons the person is famous (include drawings or photos).Blue Task (more complex)• Write an article for People magazine describing the person’s contributions

to society.• Compare and contrast two famous people we have studied. Describe how

they were similar and different.Black Task (most complex)• Describe or illustrate three ways the world would be different if this person

had not been born.• Choose the person you believe has contributed the most to society and

write a recommendation for the “hall of fame”. Support your choice with examples and logic.

Dodge, J. 2005

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Mixing Gardner & Bloom

Write 3 journal entries

in an immigrant’s

diary. . . (interpersonal)

Write 3 headlines that

you would find in the

Renaissance Times . . .

(verbal-linguistic)

that compare threeways life in Ireland wasdifferent than life inNew York City. (analysis)

that show yourunderstanding of howlife has changed sincethe Middle Ages.(analysis)

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Write a book for

children . . .

(verbal-linguistic)

Gather an artifact box

that includes at least 10

items from your

everyday life . . .

(bodily - kinesthetic)

that explains and compares

rational and irrational

numbers.

(analysis/synthesis)

that use or represent

(decimals, percents,

geometric shapes etc).

(application)

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Invent your own

mythological creature to

invite to diner . . .

(verbal-linguistic)

Create a treasure chest

for the novel we are

reading . . .

(bodily-kinesthetic)

and create a story about thedinner consistent with yourcharacter’s personality.(synthesis)

that demonstrates yourunderstanding of thesetting, characters, symbols,and themes and include anexplanation for eachitem. (analysis)

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Create an illustrated bookleton the body systems . . . (verbal-linguistic andspatial)

Create a photojournalabout the biome we arestudying . . . (naturalist/spatial)

to show how at least two

organs function in more

than one system. (analysis

and synthesis)

that compares plant and

animal life and land and

climate in winter and

summer. (synthesis)

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Practicing with Bloom & Gardner

• Using p.96 as a guide, complete the template on p. 98 and transfer it to a transparency.

• Select a spokesperson to present your final product to the group

• Using pp. 98 & 99 as guides, complete the template on p. 100 and transfer it to a transparency.

• Select a spokesperson to present your final product to the group.

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• Choice boards


• Tiering



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Tic-Tac-Toe / Bingo

• TTT or Bingo activities can be used to differentiate content or levels of content

• Use when there are two or more types of tasks you want students to practice

• Allowing students to choose tasks gives them input into their learning and can assist in motivating them through interest

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Tic Tac Toe Non-Fiction Books

Create crossword puzzle of vocabulary words

B

Write a newspaper article using facts from the book

B

Create a board game using the facts from the book.

A

Create an informational brochure with the facts A

Create a topic web for the facts B

Create a PowerPoint presentation of the facts A

Construct a diagram, model, or chart of facts B

Role-play a news report with the facts A

Create a rap, poem, or song with the facts A

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Tic Tac Toe Fiction Books

Write a new ending, an epilogue or sequel to the story

A

Compose a letter to a character, the author or between two characters A

Write and dramatize a commercial promoting the book

A

Illustrate a poster about the book

B

Construct story map or storyboard of events ALL

Script and role-play a scene from the book B

Compare, contrast two characters on a chart A

Write a character sketch

B

Create a conversation between 2 characters

A

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Math Review Tic Tac Toe

Solve three problems using both analytical and graphing methods. B

Create a way of demonstratingunderstanding of the concepts and ideas in the chpt. A

Define the chapter’s vocabulary words with sketches or drawings. B

Solve two ofthe challenge problems A

Take end of chapter test ALL

Complete every fourth problem in chpt. review B

Create three wordproblems usingthe chapter’s information. A

Solve one evennumbered application problem from each section B

Identify four waysthat concepts or ideas are used in the “real world” A

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Practicing with choice boards• Using either the CD Roms, examples from the

power point, or the handouts, construct a choice board with your table.

• Transfer the template choice board to a transparency.

• Select a spokesperson to present your board to the group.

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RAFT

• Role, Audience, Format and Topic

• Can be used as a type of reading reflection strategy

• Can be used in any subject area to enhance conceptual understanding

• Decide:– Important concepts/principles/content

– Find a variety of resources

– Brainstorm possible roles for students to assume

– How will the RAFT match the student

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Romeo and Juliet RAFTROLE AUDIENCE FORMAT TOPIC

Juliet Nurse Song “The perfect man”

Lady Capulet Benvolio Formal request Help me understand my son

Benvolio Romeo Note Juliet WHO?

Paris Lord Capulet Petition Reasons I’d be a good husband

Tybalt Lord Capulet Sketch Guess who came to your party

Juliet Lady Capulet Practicing a speech

Help me tell dad I’m married

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RAFT Activities

• Provide insight into characters

• Understanding of the relationship between characters and audience

• Develops other insights into conflicts

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Role-a-die-RAFTROLE AUDIENCE FORMAT TOPIC

1)Settler Adult Government Song Tell of the journey

2) Native Adult back home Sketch What lies ahead

3) Scout Native Leader Poem Trials & Tribulations

4) Government Child back home Model Need resources

5) Military Diary Letter HELP!

6) Settler Child Person in another country

Map How exciting

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Story StartersWHAT WHO WHERE WHEN

1) Scared Romeo Chapel Late at night

2) Happy Juliet Bedroom Early morning

3) Brave Benvolio Court yard Noon

4) Forgetful Nurse Public Square Twilight

5) Angry Lord Capulet Balcony After the party

6) Sad Lady Montague

At home Before the party

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Practicing with RAFT• Using either the CD Roms, examples from the

power point, or the handouts, construct a choice board with your table.

• Transfer the template choice board to a transparency.

• Select a spokesperson to present your board to the group.

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Role Audience Format Topic

Practice with RAFT

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Totally 10: Differentiated Scores

• Scores are calibrated according to Bloom• Tasks are scored at various levels depending on

level of challenge• Students must “score” a 10• Students must select tasks from at least 2

categories• Projects are graded on quality• Weight your grades based on level of challenge

and contribute to a final overall grade

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Totally 10: A Mythology exampleScore 2 (20% of final grade)

• Construct a family tree with various mythological creatures

• Create a poster showing corresponding Greek and Roman gods and goddesses and creation myths

• Create a story featuring a mythical creature

See Heacox, D. Differentiating Instruction in the Regular Classroom, Free Spirit Press

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Totally 10: A Mythology exampleScore 4 (40% of final grade)

• Make a chart or diagram comparing and contrasting a mythical character from another culture to one from Greece or Rome

• Select a contemporary super hero and write a newspaper article describing how this hero has mythical traits

• See Heacox, D. Differentiating Instruction in the Regular Classroom, Free Spirit Press

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Totally 10: A Mythology exampleScore 6 (60% of total grade)• Write an original dialogue between two mythical

characters. Make sure their discussion is consistent with their adventures and characteristics as detailed in our readings.

• Design a mystery book of mythical characters with enough details to help a knowledgeable reader discover their identities

See Heacox, D. Differentiating Instruction in the Regular Classroom, Free Spirit Press

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Totally 10: A Mythology example

Totally 10 (100% of final grade)• Create a mythical character for the present

time. Write a sketch to identify your character’s personality, appearance, and powers. Including mythical elements, dramatize, do storytelling, make a video, create a comic book, or select another way to tell one of your creation’s adventures.

• See Heacox, D. Differentiating Instruction in the Regular Classroom, Free Spirit Press

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Totally 10 Practice2 pts 4pts 6pts 10pts

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• Choice boards


• Tiering



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Triarchic (Sternberg’s) Intelligence

• Analytic intelligence: these people do well with school tasks such as organizing information, seeing cause and effect, taking notes, and memorizing.

• Practical intelligence: these people like to see how things “work,” and learn better by using ideas rather than just learning ideas. They need to solve problems in a meaningful context.

• Creative intelligence: these people like to experiment with ideas and come at things in fresh and surprising ways. They think divergently.

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Sample DI Lessons using Triarchic Intelligence: Biology

Know

• Cell Parts and functions

Understand

• A cell is a system of interrelated parts

Be able to

• Analyze the interrelations of cell parts and functions

• Present understandings in a clear, useful, interesting, and fresh way

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• Analytical

Use a cause & effect chain to show how cell

parts are interrelated and how they function

together.

All Triarchic lessons adapted from C. Strickland & Cheryl Dobbertin, ASCD

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• Practical

Find or create a system that would serve as

an analogy to the cell system. Illustrate your

system in a way that will help viewers

understand the cell system better.

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• Creative - Choice A

Use unlikely material to depict the structure

and function of a cell. Select materials and

arrange them in a way that will explain the

cell to viewers.

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• Creative Choice - B

Tell a story that helps us understand the cell

as a system. Use characters and develop a

plot, setting, conflict and other literary

devices.

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Sample DI Lessons using Triarchic Intelligence: Division

• Know

How division works

• Understand

The importance of division

• Be able to

Apply the principles of division in novel

settings

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Sample DI Lessons using Triarchic Intelligence: Division

• AnalyticalYour friend needs a really clear step-by-stepexplanation of how division works. Please createone and use both words and numbers to explain.• PracticalShow how someone would use division at home,school, and work. Show examples.• CreativeFind a new way to demonstrate what division is allabout and how it works.

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Sample DI Lessons using Triarchic Intelligence: Language Arts

Experts suggest that an effective plot has

events that:• Follow a logical sequence• Has compelling characters• Has a convincing resolution

Your job is to evaluate or create a plot based

on these criteria by completing one of the

following:

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Analytical choices

A. Select a story you believe has an effective plot based on “expert” criteria and provide specific support from the story to defend your position. Or

B. Select a story you believe has an effective plot, despite the fact that is violates “expert” criteria, and explain how the author accomplished this.

84

Practical choice

Make a digital video based on a literary

work of your choice. Be sure your story

boards fit the criteria for an effective plot

and be able to defend your plot line with a

narrative, bullet points, or a graphic

organizer.

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Creative choice

• Propose an original story with an effective plot. You may write the story, stroyboard it, or may a flow chart. Then defend your work and prove it has a compelling plot!

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Practicing with Sternberg

Using “Handout 14” as a guide:• Create three (or more) tasks all built around

the same outcome/goal, providing at least one analytical, practical, and creative option.

• Transfer the template to a transparency.• Select a spokesperson to present to the

group.

87



• Choice boards


• Tiering



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Tiering Defined

Varied levels of activities are offered to ensure that students explore ideas at a level that builds on their prior knowledge and prompts continued

growth.Tomlinson, 1995

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Tiering’s benefits

“When a teacher tries to teach something to the entire class at the same time, chances are one-third of the kids already know it; one-third will get it; and the remaining one-third won’t, so two-thirds are wasting their time.”

Lilian Katz, cited in ASCD inquiry kit, 1996.

90

Tiered Assignments

• Parallel tasks at varied levels of complexity, depth, and abstractness with various degrees of scaffolding, support or direction

• All activities are engaging, offer an appropriate level of challenge and respectful

• Assignment can be based on teacher assessment or student choice

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Tiered Assignments can be “tiered” by:

• Difficulty– Number of steps to the complete the process– Level of language used

• Complexity of content (concept)– Lower to higher level of concepts used

– Select a template that stratifies difficulty• Complexity of process (thinking skills)

– Lower to higher level of thinking skills used– See Blooms’ Taxonomy

• Product (learning style)– Mode of presentation– See Sternberg or Gardner

92

Sample DI Lesson: Tiering • KnowThe format and language appropriate for a

complaint letter • UnderstandHow to use persuasive language effectively• Be able toProduce an effective complaint letter in the

appropriate format based on a prompt

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Step Two: Pre-assess• Imagine you have found a bug in your

cheeseburger. Write a complaint letter to McBurgers.

• From this you discover that all students know how to complain, but:

No one knew the proper format

About 1/2 knew the appropriate language

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Step Three: Pre-assessment• Create folders of effective complaint letters,

ineffective letters, and non-complaint letters

• Ask students to sort the letters into three groups. Check for understanding.

• Ask students to analyze the key characteristics of the language and format of effective complaint letters.

95

Step Four: Layered Complexity

• Group B (those who get the language, but not the format)

Provide a folder containing complaint letters

with grade level readability and consistent

Format.

• This is the middle level task

96

Be able to do: B• Situation: One of the two games you ordered from

Super Software - Tomb Raider - came in a ripped package and does not work. The other game - Off Road Adventures - works fine.

• Your task: Write a complaint letter to Super Software using the information provided.

• Use the correct language and format, including only the necessary - but sufficient - information.

97

Equalize for Struggling Learners• Group A students don’t get the language or the

format. Therefore their task is

Simpler: fewer letters to analyze

More concrete: Letters in the folders are easier to read and have consistent, straightforward formats

More scaffolding: teacher or designee works more closely with this group as needed

98

Be able to do: A• Situation: A game you ordered from Super Software -

Tomb Raider - came in a ripped package and does not work.

• Your task: Write a complaint letter to Super Software using the information provided.

• Use the correct language and format, including only the necessary - but sufficient - information.

99

Equalize for advanced students• Group C students immediately grasped the

format and already had the language.

Therefore:

• Put some distracters in their folder.

• They should have more complicated and sophisticated letters to analyze and a much “fuzzier” problem to address.

• They will receive less scaffolding.

100

Be able to do: C• Situation: You recently ordered a video game

system from a software company. The game does not work and you intend to return it.

• Your task: make up a name and address for the company. Think of all the details you would have to include in your complaint letter and the approach you will take to resolve the issue.

• Write an effective complaint letter using appropriate language and format.

101

Tiered Assessment• Tasks for A, B, and C are of different

complexity but with the same outcome:How will you assess each group?How will you assess each individual?How will you grade each group?How will you grade each individual?What do parents, students, and administration

need to know about this?

102

Tiered examples• Grade level three, math “patterns.”Know• How to tell time to the nearest 5 minute interval and to the

nearest minute, using analog and digital clocks.Understand• Time follows a pattern.• Time helps us organize our lives.Be able to• Read the time on an analog clock. • Match analog time to digital time.• Match the time on an analog clock to it written form.Essential question: Why is being able to tell time important?

103

After pre-assessment, groups are formed based on readiness

• Telling time on the quarter hour and half hour.

• Telling time at 5 minute intervals.• Telling time to the nearest minute.All students build a clock to satisfy their

respective tasks. Students who finish early have a Time Memory Game to play as an anchor activity.

104

Generic examples of tiering• Students work on the same outcome, but with

different levels of difficulty (leveled books, for example)

• Students work on the same content or materials, but different outcomes are expected (students are reading maps, but the tasks are stratified by complexity).

• Students work on the same topic or themes, but use different materials and/or have different outcomes (in a holocaust unit, different novels are required with choices of varying complexity as a product).

105

Practicing tiering

http://www.doe.state.in.us/exceptional/gt/tiered%5fcurriculum/welcome.html• Using the website above, the CD ROM, or

“Handout 29,” construct a tiered lesson.• Transfer the lesson from the template to a

transparency.• Select a spokesperson to share your product

with the class.

http://www.doe.state.in.us/exceptional/gt/tiered%5Fcurriculum/welcome.html

http://www.doe.state.in.us/exceptional/gt/tiered%5Fcurriculum/welcome.html

106



• Choice boards


• Tiering



107

Layered Curriculum• Compatible with Brain Research

• Aligned with Bloom’s Taxonomy

• Allows for choice and learning preference

• Student-centered

• Creates a defensible and understandable grading structure

Nunley, K. www.help4teachers.com

108

Layered Grading Template

A LayerCritical

Thinking

B LayerApplication

C LayerKnowledge

109


A LayerCritical

Thinking

B LayerApplication

C LayerKnowledge

110

Layered Curriculum• Compatible with Brain Research

• Aligned with Bloom’s Taxonomy

• Allows for choice and learning preference

• Student-centered

• Creates a defensible and understandable grading structure


111


A LayerCritical

Thinking

B LayerApplication

C LayerKnowledge

112


A LayerCritical

Thinking

B LayerApplication

C LayerKnowledge

113

B LAYER

A LAYER

C LAYER

A ALAYER

B LAYER

C LAYER

Dr Kathie Nunley’s Layered CurriculumAdditional information and support available at: http://Help4Teachers.com

http://help4teachers.com/

114

C LAYER: Basic rote learning. Facts, vocabulary, skills. Students demonstrate a basic understanding of material. Differentiate instruction - especially in this layer. Offer a wide variety of assignment choices to meet the learning styles and ability of all your students.

A LAYER: Critical thinking and analysis of real world issues.

A LAYER

B LAYER

B LAYER: Application of ideas gained in the C layer. Each assignment should reflect a unique student perspective.

Dr Kathie Nunley’s Layered CurriculumAdditional information and support available at: http://Help4Teachers.com

http://help4teachers.com/

115

Layered Curriculum:Sample Plant Unit

Level C: Maximum 65 points in this section. • Listen to the lecture. Take notes (5 pts daily)• Design a poster of the pine tree life cycle (15)• Choose one or two worksheets (5 pts each)• Do the seed lab&complete the worksheet (10)• Read text 1, chapter 12, and do the worksheet (10)• Find 10 leaves showing 3 different venations. Make rubbings

and label them. (5)• Read text 2 and be able to answer questions 9-16 on page 343.


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Level B: Maximum 15 points. Choose one. – Flower dissection (bring in a flower, dissect and

mount individual parts and label them)– Scavenger hunt - see list on board (this requires an

outside pass)– Does Miracle-Gro work? Design and implement a

lab to prove or disprove your hypothesis


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Level A: Maximum 20 points. Choose one.

• Are bio-engineered plants safe to eat?

• Can we prevent bio-terrorism?

• Are pesticide on crops safe to eat?

Nunley, k. @ www.help4teachers.com

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Practicing with layered curriculum

• Using the website: www.help4teachers.com

• The “Layered Curriculum” workbook, or

• The examples provided:

• Create a “mini-unit” with a “C,” “B,” and “A” layer. Make sure you identify the content area, grade level, and essential questions or KUD’s

http://www.help4teachers.com/

1 DI & GT Workshop Part Two Facilitated by: Dr. Stephen Schroeder-Davis [email protected].

Documents

Transcript of 1 DI & GT Workshop Part Two Facilitated by: Dr. Stephen Schroeder-Davis [email protected].