Differentiated Instruction: Getting in Synch with Our Students Presenter: Bill Rich Charlotte...
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Transcript of Differentiated Instruction: Getting in Synch with Our Students Presenter: Bill Rich Charlotte...
Differentiated Instruction:
Getting in Synch with Our Students
Presenter: Bill [email protected]
Charlotte Central School February 1, 2011
Working with Bill“The main problem with educational systems and corresponding innovation and policy making is that they are intrinsically, endemically, inevitably overloaded and fragmented. Therefore, the main solutions have to be ones that contribute to coherence making and connectedness.”
-Michael Fullan
Forecast Exit Card/Google Survey
1. What are 2-3 of the most meaningful ideas and/or tactics raised during today’s session with Bill?2. Describe one or two simple ways that you can use what we considered today to help get in better synch with your students. 3.Do you have any suggestions/observations/requests for Bill?
Individual Retrieval Task
For the next 5 minutes, write down/organize (as best as you can) what you recall from Bill’s August 30 presentation.
Partner Retrieval Task
Team Task1. Listen to these two stories.
2. Identify the key concepts that educators could transfer from these stories to their classroom.
3. Prioritize the list.
4. Prepare to share your list with all of us.
5. Have some fun.
Partner Retrieval Task
With as much detail as you can recall, describe the two stories that Bill read to us.
Daniel Coyle’s The Talent Code
Story #1Clarissa & Her Clarinet: The Thirteen-Year-Old
Girl Who Did a Month’s
Practice in 6 Minutes
Story #2Clifford’s Quest: Discovering the Secret to Brazil’s Soccer Success
Partner Retrieval Task
After reading the stories, Bill identified four key concepts from the stories, concepts that we could apply in our settings to increase the velocity of our students’ learning. What are the four key concepts?
Four Key Concepts1. Mental Models (Absorb the whole thing.)
2. Targeted Practice (Compress the field.)
3. Rapid Feedback (Tighten the loop.)
4. Emotional Trigger (Find the feeling.)
Partner Retrieval Task
Bill talked with us about the book How People Learn, a groundbreaking meta-analysis of the scientific findings from cognitive science and education research. Bill shared the three key findings from this text.
With as much specificity as you can, recall these three key findings.
Fish is FishLeo Lionni
Three Key Findings fromHow People Learn
1. Students come to the classroom with preconceptions about how the world works. If their initial understanding is not engaged, they may fail to grasp the new concepts and information that are taught, or they may learn them for purposes of a test but revert to their preconceptions outside of the classroom.
Fish is FishLeo Lionni
Three Key Findings fromHow People Learn
2. To develop competence in an area of inquiry, students must: (a) have a deep foundation of factual knowledge, (b) understand facts and ideas in the context of a conceptual framework, and (c) organize knowledge in ways that facilitate retrieval and application.
Three Key Findings fromHow People Learn
3. A “metacognitive” approach to instruction can help students learn to take control of their own learning by defining learning goals and monitoring their progress in achieving them.
This Hand Gesture Means?
Wiki Remindercharlottelearning.pbworks.com
New Learning
4-Way Thinking
Radio Lab
How does this connect to what we know about
how people learn?
Three Key Findings fromHow People Learn
3. A “metacognitive” approach to instruction can help students learn to take control of their own learning by defining learning goals and monitoring their progress in achieving them.
Four Key Concepts1. Mental Models (Absorb the whole thing.)
2. Targeted Practice (Compress the field.)
3. Rapid Feedback (Tighten the loop.)
4. Emotional Trigger (Find the feeling.)
Dr. Robert DukeOur least favorite questions that students ask?
What kind of questions would we like to hear?
What matters most?
Learning Habits
Cultivating a Growth Mindset in Our Students
Mindsetby Carol Dweck
Fixed Mindset Growth Mindset
-Believes that intelligence is fixed;-Desires to look good so avoids mistakes;-Resists complex challenges.
-Believes that intelligence is malleable;-Desires to learn, and understands that learning requires mistake making;-Embraces complex challenges.
Learning is like...walking up a snowy hill,
slipping and struggling as you go. go.
To grow more neurons (to get
smarter) we must practice:
Persisting!
The brain is like...
Dweck’s Math Experiment
Exit Card/Google Survey
1. What are 2-3 of the most meaningful ideas and/or tactics raised during today’s session with Bill?2. Describe one or two simple ways that you can use what we considered today to help get in better synch with your students. 3.Do you have any suggestions/observations/requests for Bill?