DIFFERENTIATED INSTRUCTION, CSCOPE, AND RIGOR

Objectives for TodayContent Objective: We will•Gain a clearer understanding of differentiating instruction using CSCOPE and “best practices”

•Use CSCOPE documents to analyze and create rigorous questioning

•Create lessons for upcoming unitsLanguage Objective: We will describe differentiation, rigor, and CSCOPE pacing verbally with a partner and with the group.

Agenda Review of Differentiated Instruction

Learning Styles CSCOPE Lesson Examples Rigor and DOK Review CSCOPE and Leveling Questions Creating Lessons Wrap Up!

What Is Differentiated Instruction?

Circle Map

DI

Brainstorm: Activate your

prior knowledge.

Frame of Reference

Who/What influenced your

knowledge?

What is Differentiated Instruction?

o Instruction that MAXIMIZES

learning for ALL students.

o Best teaching practices.

Differentiate through:

Content (what is taught)

Process (how it is taught)

Product (what they produce)

Differentiate because:

Readiness

Learning styles

Interests

How Do We Differentiate?

Sort Activity

Learning Styles Inventory

Sort Activity

Sharing OutWhat were the correct responses for each category?

Ways to help ELL students…

•Modeling•Hands-on activities•Manipulatives•Realia•Pictures•Smartboard

•Demonstrations•Multimedia•Timelines•Graphic organizers•Bulletin boards•Maps

CSCOPE Lesson Format

Engage Explore Explain Elaborate Evaluate

ContentContent

/Process

Process Process Product

Video ClipThinking

MapSong

Hands-on Activity

Scavenger Hunt

FlipchartFoldableJournalNotes

DiscussionGames“I Have

Who Has?”

ModelsProjects

Performance Indicator

CSCOPE Lesson Example•Grade 5•Mathematics•Unit 11: Possible Lesson 02 (7 days)•TEKS: 5.13A, 5.13B, 5.13C•Process TEKS 5.14A, 5.14D, 5.15A, 5.15B, 5.16B

•Topic: Line Graph and Data Tables(2 days)

•Topic: Mean, Median, Mode (2 days)

•Topic: Pictograph, Bar Graph, Double Bar Graph (2-3 days)

Have they seen these concepts before?Graphs and Data Tables (5.13A)

Mean, Median, Mode

• 2nd Grade – Picture graphs and bar-type graphs with and without keys

• 3rd Grade – (Readiness) Introduces sets of data in Pictographs, Bar Graphs

• 4th Grade – Not directly taught

• 5th Grade – (Supporting) Tables of related number pairs (x and y data sets) Line Graphs Introduced

• 5th Grade – Introduced to mean, median, mode

• 6th Grade – Mean with concrete objects and transitions to pictorial models

Graphs and Data Tables (5.13C)• 3rd Grade – (Supporting)

Pictographs, Bar Graphs, Introduces graphs using various scales, Focuses on constructing pictographs and bar graphs

• 4th Grade – (Readiness) Single and double bar graphs, Label graphs

• 5th Grade – (Supporting) Pictographs, Bar Graphs, related number pairs (x and y data sets) Line Graphs Introduced

Will the students see this again this year?

TEKS Verification Chart

Topic: Line Graphs and Data Tables

GraphsAnd Data Tables

Brainstorm: Activate your

prior knowledge

about graphs and data tables.

Why are they useful?

Real Life Examples

EXPLAIN: FLIPCHART

Engage 1

Explore/Explain 1

Explore/Explain 2

Exit Slip/Entrance Ticket

1)Write a reflection on the day’s activities.

2)Create a cartoon of the day’s activities.

3)Relate the day’s activities to an outdoor event or function.

4)Write a song or sing a song about the day’s activities.

5)Create a graphic organizer to explain the day’s activities.

6)Create or perform a skit about today’s activities.

7)Create a game to review the day’s activities.

Intrapersonal or Verbal/Linguistic

Visual/Spatial

Naturalist

Musical

Logical/Mathematical or

Visual/Spatial

Verbal/Linguistic or Interpersonal or

Bodily/Kinesthetic

Could be all depending on the activity

Topic: Mean, Median, Mode

Engage 2 – Individual Student Whiteboard Activity

Instructional Procedures:

1. Distribute a whiteboard and dry erase marker to each student. Instruct students to print their first name on their whiteboard then count and record the number of letters in their first name. Allow time for students to complete the activity. Monitor and assess students to check for understanding.

2. Instruct students to arrange themselves from least number of letters to greatest number of letters across the front and/or side of the classroom. Allow time for students to complete the activity. Monitor and assess students to check for understanding. Facilitate a class discussion to debrief student solutions.

Ask:

• What is the least number of letters recorded? Greatest? Answers may vary.

• How many numbers are there in all? Answers may vary, but students should indicate that the number matches the number of students in the room, or the total number of data collected.

• Which number, representing the number of letters in first names, occurs most often? How do you know? Answers may vary. There are 3 students with the same number of letters in their first name and everyone else has a different number of letters; etc.

• What does that tell you about the data collected? Answers may vary. That more people have __ number of letters in their name than any other number; etc.

EXPLAIN: FLIPCHART

Engage 2

Mean, Median, Mode Rap

Explore/Explain 3

Elaborate 1

BINGOAverage

Median

Mode

Range Average

Circle Graph

20

10 25

BEGIN

Topic: Pictograph, Bar Graph, Double Bar Graph

Explore/Explain 4

Foldable or Thinking Map

Elaborate 2

Evaluate

Topic: Statistics (7 days)

CSCOPE Activities Activities Added• Bean Growth Grid and Table

(Engage 1)• Focus Activity – CD Sales

(Explore/Explain 1)• Making a Line Graph

Practice (Explore/Explain 1)

• Reading and Making a Line Graph (Optional)

• Reading and Understanding a Line Graph (Optional)

• Line Graph Data Booklet (Explore/Explain 2)

• Individual Student Whiteboard Activity (Engage 2)

• Median, Mode, and Range Practice (Explore/Explain 3)

• Data Decisions (Elaborate)• Double Bar Graph Practice

(Explore/Explain 4)• Creating Bar Graphs

Activity (Explore/Explain 4)

• Types of Graphs (Optional)• What’s My Data?

(Evaluate)

• Circle Map (Activate prior knowledge of data tables and graphs (Engage 2)

• Flipchart to review graphs and introduce line graphs (Explain)

• Exit Ticket/Entrance Slip (Evaluate)

• Flipchart to introduce mean, median, mode (Explain)

• Mean, median, mode Rap (Engage 3)

• Mean, median, mode Bingo (Elaborate 1)

• Foldable or Thinking Map on Types of Graphs (Explain/Elaborate)

• Jeopardy (Elaborate 2)

10 min

15 min

10 min (HW)(Tutoring or Enrichment)

20 min

30 min

20 min

30 min

Not Used30 min

30 min

Not Used15 min

10 min

20 min

10 min

30 min

5 min

20 min

15 min

30 min

Evaluate 2 – Unit Assessment & Performance Indicator

Create a bar graph, line graph, or pictograph for each set of data displayed in the following tables:

For both graphs, include the following: (1) the graph title; (2) a label of both the horizontal and/or vertical axes; (3) an appropriate interval; (4) a question that could be answered using the data in the graph with the solution; and (5) a justification, in writing, of why the graph you chose is the most appropriate representation for the data.

Create a journal entry explaining how to determine the median, mode, and range of wind speed in knots per hour from the given table of data.

Mr. Garza’s math class surveyed students in Grade 5 to determine their top five favorite foods. This table shows the results of the survey.

The table below shows the wind speed in knots per hour over a ten hour period of time.

RIGOR and DEPTH OF KNOWLEDGE (DOK)

Remember: DOK….

…is descriptive.…focuses on how deeply a student has to

know the content in order to respond.

…is NOT the same as difficulty.…is NOT the same as Bloom’s Taxonomy.

Simpson County Schools

Recall and Reproduction: Level 1

DOK 1 requires recall of information, such as a fact, definition, term, or performance of a simple process or procedure.

Answering a Level 1 item can involve following a simple, well-known procedure or formula. Simple skills and abilities or recall characterize DOK 1.


Recall and Reproduction: DOK 1 Examples

•List animals that survive by eating other animals

•Locate or recall facts explicitly found in text

•Describe physical features of places•Determine the perimeter or area of

rectangles given a drawing or labels•Identify elements of music using

musical terminology•Identify basic rules for participating

in simple games and activitiesSimpson County

Schools

Skills/Concepts: Level 2

DOK 2 includes the engagement of some mental processing beyond recalling or reproducing a response. Items require students to make some decisions as to how to approach the question or problem.

These actions imply more than one mental or cognitive process/step.


Skills/Concepts: DOK 2 Examples

•Compare desert and tropical environments

•Identify and summarize the major events, problem, solution, conflicts in literary text

•Explain the cause-effect of historical events

•Predict a logical outcome based on information in a reading selection

•Explain how good work habits are important at home, school, and on the job

•Classify plane and three dimensional figures

•Describe various styles of music


Strategic Thinking: Level 3

DOK 3 requires deep understanding as exhibited through planning, using evidence, and more demanding cognitive reasoning. The cognitive demands at Level 3 are complex and abstract.

An assessment item that has more than one possible answer and requires students to justify the response they give would most likely be a Level 3.


Strategic Thinking DOK 3 Examples

•Compare consumer actions and analyze how these actions impact the environment

•Analyze or evaluate the effectiveness of literary elements (e.g., characterization, setting, point of view, conflict and resolution, plot structures)

•Solve a multiple-step problem and provide support with a mathematical explanation that justifies the answer Simpson County

Schools

DOK Level 3 Examples

•Develop a scientific model for a complex idea

•Propose and evaluate solutions for an economic problem

•Explain, generalize or connect ideas, using supporting evidence from a text or source

•Create a dance that represents the characteristics of a culture


Extended Thinking: Level 4

DOK 4 requires high cognitive demand and is very complex. Students are expected to make connections—relate ideas within the content or among content areas—and have to select or devise one approach among many alternatives on how the situation can be solved.

Due to the complexity of cognitive demand, DOK 4 often requires an extended period of time.


However, extended time alone is not the distinguishing factor.Task Thinking

Collecting data samples over several months

Recall

Organizing the data in a chart Skills/concepts

Using this chart to make and justify predictions

StrategicThinking

Developing a generalized model from this data and applying it to a new situation

ExtendingThinking


Extended Thinking: DOK 4 Examples

•Gather, analyze, organize, and interpret information from multiple (print and non print) sources to draft a reasoned report

•Analyzing author’s craft (e.g., style, bias, literary techniques, point of view)

•Create an exercise plan applying the “FITT (Frequency, Intensity, Time, Type) Principle”


Extended Thinking: DOK 4 Examples

•Analyze and explain multiple perspectives or issues within or across time periods, events, or cultures

•Specify a problem, identify solution paths, solve the problem, and report the results

•Write and produce an original play


•The Depth of Knowledge is NOT determined by the verb, but by the context in which the verb is used and the depth of thinking required.



DOK 3- Describe a model that you might use to represent the relationships that exist within the rock cycle. (requires deep understanding of rock cycle and a determination of how best to represent it)

DOK 2- Describe the difference between metamorphic and igneous rocks. (requires cognitive processing to determine the differences in the two rock types)

DOK 1- Describe three characteristics of metamorphic rocks. (simple recall)

Same verb—three DOK levels

CSCOPE and Leveling Questions

Next Steps for Creating Lessons


PowerPoint or Flip Chart/Take notes/Class Discussion

Geometry Match-Up Cards and Questions / Group or Individual

Organization Chart with Name, Definition, Type of 3-D Figure, and Drawing of Net in Interactive Student Notebook (ISN)

Vocabulary foldable in ISN

Problem-Solving

“I Have. Who Has? Vocabulary review

Student Reflections

3-D Challenge

Tic-Tac-Know

Written Assessment/Problem-solving activity

Project

Student Choice Activities: Geometry

Exit Slip/Journal

Video clip

Song or Rap

Brainstorm / Create a Thinking Map about Geometric Figures (Use real-life examples)

Scavenger Hunt

Create 3-D models

Interactive lesson on Volume and Surface Area

3 – Dimensional Bliss Activity

Lesson Example Grade 8 (8.2D; 8.7B; 8.8ABC)

Review Game (Jeopardy, Bingo, Are You Smarter Than a 5th

Grader?)

▫I learned …

▫I wonder …

▫I feel …

▫I think …

Outcome Sentence Activity

Bodily/Kinestheti

c

• Foldable• Activity with

Counters• Exit

Ticket/Entrance Slip

• Flipcharts

Interpersonal

• Class Discussion• Games• Group/Partner

Work• Exit


Intrapersonal

• Thinking Map/Foldable

• Personal Reflection• Working

Individually• Exit


Logical/Mathemati

cal

• Organizational Chart

• Exit Ticket/Entrance Slip

• All Activities were Mathematical!

Musical

• Mean, Median, Mode Rap


• Moving with Transformations

Natural

• Sports and Outdoor Examples


Verbal/Linguistic

• Foldable• Notes/Written

Explanations• Discussions• Exit


Visual/Spatial

• Thinking Map/Foldable

• Flipcharts• Organizational

Chart• Exit


Foldable

NatureVideo

Ticket Out the Door

Graphic Organizer

PuzzleEducational

Song

Journal Reflection

Group

Activity

Manipulative Activities

Thinking Map

Outside Activity

Pictures

Math Mystery

GamesProject

Demonstration

Multimedia

Interactive White Board (IWB)

SPATIAL

Picture Smart

MUSICAL

Music Smart

NATURALIST

Nature Smart

BODILY-KINESTHETIC

Body Smart

INTRAPERSONAL

Self Smart

LINGUISTIC

Word Smart

LOGICAL-MATHEMATICA

L

Logic Smart

INTERPERSONAL

People Smart

DIFFERENTIATED INSTRUCTION, CSCOPE, AND RIGOR

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