Copyright 2017 Carol Tomlinson 1...Copyright 2017 Carol Tomlinson 10 A Kindergarten Concept-Based...
Transcript of Copyright 2017 Carol Tomlinson 1...Copyright 2017 Carol Tomlinson 10 A Kindergarten Concept-Based...
Copyright 2017 Carol Tomlinson 1
What does student engagement mean?
How does it look?
Why does it matter?
Take a couple of minutes to talk about these questions with two or three colleagues seated near you.
Student engagement refers to the degree of
Attention Curiosity Interest Optimism Passion
students show when they are learning or being taught.
Glossary of Education Reform. Retrieved 7-20-17
The 3 most powerful classroom elements for generating student engagement
An Invitational Learning EnvironmentA teacher with a growth mindsetStrong teacher/student connectionsStrong classroom community/teamSupport for the journey
Compelling CurriculumRelevant/authenticSense-makingMeaning-making
Dynamic InstructionAppropriate level of challengeJoy in learningVarietyChoice
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1) An Invitational Learning Environment A teacher with a growth mindset Strong teacher/student connections Strong classroom community/team Support for the journey
MINDSET CONNECTIONS COMMUNITY
Growth Mindset Message
1.Your effort predicts your success.
2. If you work hard and smart, you will grow inthe required knowledge understanding, & skill.
3. If you continue that pattern there is no reason you can’t achieve & even exceed those goals.
4. The way we work in this class will help you see the link between your effort &your success.
5. I believe in you and will work with you to supportyour success.
Copyright 2017 Carol Tomlinson 3
With a growth mindset, we ask ourselves questions such those Jaime Escalante asked himself when helping his inner-city Hispanic students pass college-level calculus: “How can I teach them?” not “Can I teach them?” and “How will they learn best?” not “Can they learn?”
Hoopes, Kyle (6-29-15). Connected Principals Blog, http://connectedprincipals.com/archives/11700
Mindset isn’t just about believing.
It’s about enacting those beliefs—living them out—hour by
hour, day by day, plan by plan. It’s about owning
and accepting responsibility for the success of each
student we teach.
Everything else that follows about differentiation has the aim
of helping us live out the belief that every student
is capable and worthy—
That they can do what’s necessary for success—
And that we can do what’s necessary to support that success.
https://www.teachingchannel.org/videos/meet-dorina-sackman-2014-ntoy-finalist
Copyright 2017 Carol Tomlinson 4
“I’ll tell you what my teacher did for me. She believed in me so much that she tricked me into believing in myself.”
Victor Rios, 2015
MINDSET CONNECTIONS COMMUNITY
Teacher-Student Connections Bridge the Risk of Learning
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Teachers discover that they need to develop and maintain personal relationships with the students they teach -- because for most students, meaningful interaction with a teacher is a precursor to academic learning.
Huberman, 1983 in
The New Meaning of Educational Change
(3rd Edition) by Michael Fullan2001, New York: The Teachers College Press, p. 33
What is Ms. Kornowski trying to accomplishwith her use of Google Forms?
It seems like what she’s doing would be abit time-consuming since she teaches about150 students. Would you suggest to her thatshe’s using her time wisely or poorly giventhat she has lots of curriculum to cover andWhat’s your reasoning. Be as specific and detailed as possible in your answer.
What’s your guess about student achievementin Ms. Kornowski’s science class vs. in similar classes where teachers feel they don’t have time to get to know students?
“An average student with a teacher whose teacher-
student interactions scored 1 standard deviation
below the mean in Emotional Support would, on average,
place in the 41st percentile in end-of-year tests.
The same student with a teacher whose interactions
scored 1 standard deviation above the mean in
emotional Support would, on average, place in the
59th percentile in end-of-year tests.”
Allen, J., Gregory, A., Mikami, J, Hamre, B., & Pianta, R. Predicting Adolescent Achievement with the CLASS-S Observation Tool. A CASTL Research Brief. University of Virginia, Curry School of Education
Researc
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Teacher Emotional Support:
I see you. I understand. I know this is hard. You can do hard things. I’m here for you.
MINDSET CONNECTIONS COMMUNITY
The message:
You are important in this place.
We need you.
We are a team.
We support one another.
You should never feel alone as a learner.
When you don’t understand something,
you are surrounded by people who can help.
Learning is a team sport in this class.
We succeed when we help one another succeed.
Copyright 2017 Carol Tomlinson 7
Cris Lozon’s kindergarten students doing “monster math” “Best day ever!”
A Learning Team
• Shared vision about the nature and purpose of the class• Shared responsibility for classroom operation• Competition against self rather than against one another• Emphasis on growth and celebration of growth• Partnership with the teacher in making learning work for everyone• Learned responsibility for self, others, and the group as a whole• Interdependent work in which the absence of any member lessens
the effectiveness of the group
Wikipedia--Team
2) Compelling Curriculum Relevant/authentic Sense-making Meaning-making
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The brain needs two ingredients in order to learn.
(Without those two, it does not learn!)
1) Meaning (personal relevance—I care about this! I see myself in it.)
2) Understanding (sense making—I see how this works. I get it.)
Meaning + Understanding = Success
Sousa, D., & Tomlinson, C. (2017). Differentiation & the Brain: How Neuroscience Supports a Learner-Friendly Classroom (2nd Ed.). Bloomington, IN: Solution Tree
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Kindergarten Concepts and TopicsCooperation Communication Culture Change Exploration
Welcome to school
Self and others
Family
Basic needs/goods
and services
Pilgrims/Indians
Community
Sharing and caring
Problem solving
Literature
Listening/Speaking
Conversation-
Listening, speaking,
Writing, AV materials
Drama
Senses
Poetry-Rhyme, Rhythm
Signs/Symbols
Mexico
Native
American
Holiday
Seasons
Light/Shadows
Matter
Nature
Metamorphosis
Growth
Earth
Animals
Geography
Farms
Self
Weather
Environment
Cooking
Plants
Problem Solving
Math Their Way
Patterns
Graphs
Coins
Caring for Self
Dental, Body Systems,
Music, Careers,
Classifying
Science
Magnets, Air, Weight,
Senses
Positions
Estimation
Nutrition
Art
Movement
Comparison
Seeds
Colors
Construction
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A Kindergarten Concept-Based Unit:Patterns and Changes in the Animal Kingdom
Rationale: There are patterns and changes in all animals including humans.
Concept: Patterns
Generalizations:
1. Scientists classify animals by using patterns
2. A category of animals has predictable patterns in it
3. We can classify animals by patterns in their size, movement, body features, habitat, food type, etc.
4. There are patterns in the life cycles of animals
5. There are patterns in animal “families”
6. Weather and habitat determine basic patterns in animals’ bodies and lives
7. There are patterns of interdependence in lives of humans and other animals
8. There are patterns in how and why animals communicate
Concept: Change
Generalizations:
• Animals change as they grow
• Metamorphosis is a complete change
• Ways in which animals move, see, protect themselves, etc. change among classifications of animals
• Animals which do not adapt to change in their environments become extinct
• Some animals change their habits
• Some animals change their coloration to protect themselves
The Wolf that Would Forgive: Incorporating Standards in Meaningful Work
http://modelsofexcellence.eleducation.org/resources/wolf-would-forgive-illuminating-standards-video
KUDs for The Wolf That Would Forgive
KNOW:Personal narrative, voice, fable, audience, purposeCharacteristics of a personal narrativeCharacteristics of a fable
Craftsmanship, characteristics of craftsmanship
UNDERSTAND:Experience contains the seed of powerful writing.Humans share common experiences.
To write effectively for an audience, the writer must know the audience.
It’s possible to convey the same message in many ways.
Craftsmanship is the result of painstaking effort.
DO:Write a personal narrative that uses your own voice to
convey an experience.Adapt your personal narrative to the form of a fable
and for an audience of first or second graders.Create a block print that represents your message and
conveys its tone to your audience.
Exhibit the traits of craftsmanship in your writing and art.
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Making meaning is good.
Doing meaningful things
is better.
Johnston, P. (2012). Opening minds: Using language to change lives. Portland, ME: Stenhouse, p 124.
https://www.teachingchannel.org/videos/common-core-teaching-division
7minGr4math
Reasoning about Division
Where is Lynn Simpson’s curricularfocus in this example—on Ks, Us orDs? What’s your evidence?
In what ways does her approach to curriculum and instruction seem to be an example of “teaching up”?
In a blog response, Ms. Simpsonnotes that this is “just a whole classlesson.” Do you think she will need to use more differentiation or less than teachers with a more “traditional” approach to curriculum and instruction? Why do you say so?
Do you think she will have any students who need differentiation at all after this lesson (and other similar lessons)? If so,then how does she think about addressing that?
What can we learn about engagement& understanding from this clip?
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3) Dynamic Instruction Appropriate level of
challenge Teaching up Joy in learning Variety Choice/Interest
There is no formula or recipe that works for all learners in all times.
There is no set of lesson plans or units that can engage the range of learningapproaches and intelligences that are likely to gather in one classroom.
Ayres, W. (2010). To teach: The journey of a teacher (3rd Ed.). New York: Columbia
University Press, p. 103.
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Why Can’t they all be Zoo Designers?
What if we all “Taught Up”?
TASKS:
Clear KUDs
Require careful thought
Focus on understanding
Problems to solve/Issues to address
Use key knowledge & skills to explore,
or extend understandingsAuthentic
Require support, explanation, application,
evaluation, transfer
Criteria at or above “meets expectations”
Require metacognition, reflection, planning,
evaluation
“Nobody succeeds beyond his or her wildest expectation unless he or she begins with some wild expectations.”
Washor, E. and Mojkowski, C. (2013). Leaving to Learn: How out-of-school time learning increases student engagement and reduces dropout rates, Heinemann.
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However we conceive it, every lesson plan should be, at its heart, a
motivational plan. Young learners are motivated and engaged by a
variety of conditions. Among those are:
novelty
cultural significance
personal relevance or passion
emotional connection
product focus
choice
the potential to make a contribution or
link with something greater than self
Tomlinson • 2003 • Fulfilling The Promise...
Certain motivational states interfere with learning. Two
adverse conditions are especially dangerous:
anxiety and boredom
Anxiety occurs primarily when teachers expect too much
from students; boredom occurs when teachers expect too
little. When curricular expectations are out of sync with
students’ abilities, not only does motivation decrease, but
also achievement.
Talented Teenagers by Csikszentmihalyi, Rathunde, Whalen
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When challenges and skills are in balance,
The activity becomes its own reward.
Talented Teenagers by Csikszentmihalyi, Rathunde, Whalen
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BRAIN RESEARCHReticular Activating System
RAS = “Toggle Switch”
HIGH MIDDLE LOW
Hot (EEG) Mild (EEG) Cold (EEG – sleeplike)
Limbic aroused Cortical arousal Sleep (depression)
Flight / Fight Problem Solving Relaxation
Out of Control In Control Off Duty
Carbohydrates Proteins Carbohydrates/Dairy
Burnout Achievement Depression
Extreme Challenge Moderate Challenge No Challenge
Only one of these three states is activated (aroused) at a time:
“Certain motivational states which interfere with learning condition are especially
dangerous: anxiety and boredom. Anxiety occurs primarily when teachers expect too
much from students; boredom occurs when teachers expect too little.” – Howard Gardner
Learning only happens when the toggle switch is in the middle position
“The compelling nature of computer games is an excellent example ofdifferentiating instruction to the students’ ZPD…
The most popular computer games take players through increasingly challenging levels. As skill improves, the next challenge motivates practice and persistence because the player feels challenge is achievable.
Similar incremental, achievable challenges in the classroom, at the appropriate level for students’ (current) abilities, are motivating andbuild mastery by lowering the barrier, not the bar.”
Willis, J. (2010). The current impact of neuroscience on teaching and learning. in D. Sousa (Ed.), Mind Brain, and Education.Bloomington, IN: Solution Tree, pp. 44-66
Differentiating for Student Readiness
Sustaining learning requires a balanced success to effort ratio.
Success Effort
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Struggling Learner Imbalance
Great Effort
Little Success
Advanced Learner Imbalance
Great Success
Little Effort
Effective differentiation keeps students’ success-to-effort ratios balanced.
That’s important for motivation to learn, growth mindsets, and achievement!
Tomlinson 2013
There are MANY ways to Address Readiness Needs
Small group instruction
Adjusting text difficulty
Reading/writing in a student’s
first language
Highlighting texts
Text digests
Readings at different levels
Reading buddies
Podcasts with scriptsThink-Pair-Share
Learning contracts, menus
Learning stations/Learning
Centers
Hint cards
Targeted formative feedback
Differentiated homework
Peer critiques
Planning calendars
Rubrics w/ personalized goals
Graphic organizers to guide
thinking, data gathering,
writing
Models of student work at ZPD
levels
Recorded textContemporary lecture
Storyboarding before writing
Time adjustments
Peer tutoring
Experts of the day
Compacting
Brainstorming groupsTiering
The goal is to have a student work with tasks that are a little too hard for that student—in a community of support.
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Differentiation By InterestSocial Studies
Mrs. Schlim and her students were studying the Civil War. During the
unit, they did many things -- read and discussed the text, looked at
many primary documents (including letters from soldiers, diaries of
slaves), had guest speakers, visited a battlefield, etc.
As the unit began, Mrs. Schlim reminded her students that they would
be looking for examples and principles related to
culture, conflict change and interdependence.
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A Sidebar Study7th Grade Social Studies
Mrs. Schlim and her students were studying the Civil War. During the
unit, they did many things -- read and discussed the text, looked at
many primary documents (including letters from soldiers, diaries of
slaves), had guest speakers, visited a battlefield, etc.
As the unit began, Mrs. Schlim reminded her students that they would
be looking for examples and principles related to
culture, conflict change and interdependence.
Differentiation By Interest
A Sidebar Study (cont’d)
She asked her students to list topics they liked thinking
and learning about in their own world. Among those
listed were:
music reading food books
sports/recreation transportation travel
mysteries people heroes/ villains
cartoons families medicine
teenagers humor clothing
Differentiation By Interest
A Sidebar Study (cont’d)
Students had as supports for their work:
- a planning calendar
- criteria for quality
- check-in dates
- options for expressing what they learned
- data gathering matrix (optional)
- class discussions on findings, progress, snags
-mini-lessons on research (optional)
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Using personalized math problems not only made it easier for
students to understand what was being asked, but also helped
boost the confidence of students who may have been intimidated
by the subject.
A researcher at SMU surveyed 145 9th graders about their
interests in areas such as sports, music, and movies. Then she randomly assigned them to take the linear-equation unit either
receiving standard word problems or one of four variations
tailored to their interests.
Students who received personalized word problems solved them
faster, more accurately, and with more confidence than students
who received the standard questions, particularly when it came
to translating the story scenarios into symbolic equations.
Strongest gains were found for students who were struggling
most before the personalization.
Sparks, S. (2012, Sept. 25). Studies find payoff in “personalizing” algebra. Education Week, 32(5), pp. 1, 14-15.
Student Interest Impacts Algebra Performance
• The teacher presents one, two, or three options for format and/or mode
of expressing learning.
• Students can propose alternate avenues for teacher consideration/approval.
• Student-proposed options must demonstrate competence with the same
learning goals delineated in the original task assignment.
“I like this class because there’s something
different going on all the time. My other classes, it’s like peanut butter for lunch every single day. This class, it’s like my
teacher really knows how to cook. It’s like she
runs a really good restaurant with a big
menu and all.”
Comment from a
course evaluation
written by a 7th grader
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Don’t forget the joy!!