Module 5: Classroom Strategies for Mixed-Ability CTE

Lawrence Dennis

Robert Baer

Dee Sturgill

A. Mixed Ability Classroom: the Challenge Compared to teaching students

of similar abilities, teachers who teach students with mixed abilities have to manage and monitor many activities simultaneously. They must:

1. Create the learning environment

2. Manage group and individual learning activities

3. Manage differentiated assignments

4. Grade differentiated products (Tomlinson, 2001).

2. Managing Learning Activities

1. Creating the Learning

Environment 3. Quality Assignments

6. The Key Concepts

3. Last Unit: Module 4: Tech-Prep and Students with Disabilities

1. This Unit: Module 5: Classroom Strategies for Mixed-ability CTE

4. Next Unit: Individualized Problem Solving for CTE

5. Big Question: How do we structure the classroom toavoid problems related to mixed abilities?

2. Is about? 2. Is about?

7. Self-test Questions1. What are key elements of a mixed ability learning environment?

2. What do the “Comparison and Mastery Routines” help students do?

3. What are key elements in managing small group activities?

4. What are two ways that teachers can allow flexible pacing?

5. What do the acronyms PLAN, PACE, and REACT mean

6. Name grading that can be used in addition to traditional grades

8. Tasks1. Lecture learning environments2. Small group discussion3. Lecture learning activities4. Small group discussion5. Lecture assignments and grading6. Small group activity

LESSON ORGANIZER MATRIX

1. CREATE THE LEARNING ENVIRONMENT

a. Everyone feels welcomed

b. Mutual respect is non-negotiable

c. Growth is the goal

d. Teachers and students collaborate for success

e. Teachers may co-teach to create more learning options

1.a. Everyone feels welcomed!

Classrooms that contain student work and other student designed artifacts are inviting

Flexible and comfortable seating options Time during the day when students and the teacher can

talk about the day and life in general

Build bridges between learning and the world of the learner

1.b. Mutual respect is a non-negotiable

Teacher helps students learn to solve problems in

constructive ways that attend to the issue at hand without making a person or group feel smaller

Humor plays a central role in a welcoming and respectful classroom – sarcasm and sharp words do not

Students feel safe in the classroom

From Desjardins, Grauer, Inselman, & Shaw, 2010

1.c. There is a pervasive expectation of growth Students learn to chart their own growth

Students should be encouraged to discuss their learning goals and ways of achieving them

Growth of each student is a matter of celebration

1.d. Teachers and students collaborate for success Teacher’s can:

Set the tone for the classroom environment Continually coach students to be contributing

members of a group

Student’s can: Help develop routines for the classroom Help one another Keep track of their work

All students need to be guided in assuming a growing degree of responsibility and independence as a learner and member of a community of learners

1.e. Teachers May Co-Teach to Expand Learning Options

Complementary

Teaching

Station

Teaching

Parallel

Teaching

Alternative Teaching

Shared

Teaching

Lead teacher models organization of the content: Support teacher assists

Sequence 4

Lead teacher and support teacher divide the number of stations they are to teach

Sequence 5

Lead teacher and support teacher divide students into two groups

Sequence 3

Lead teacher and support teacher develop remedial or enriched lessons

Sequence 2

Lead teacher and support teacher teach simultaneously to the whole class

Sequence 1

Support teacher provides content support to lead teacher’s lesson and teaches components to small groups

Lead teacher and support teacher segment learning to small groups or individuals

Lead teacher and support teacher independently deliver the lesson plan

Lead teacher conducts teaching and support teacher implements supplemental activities

Both the lead teacher and the support teacher conduct formal training

DE

SIG

ND

ELIV

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Y

2. MANAGING LEARNING ACTIVITIES

a. Introduce the lesson using a graphic organizer (See Module 1)

b. Provide study materials/guided notes (See Module 1)

c. Compare and contrast key concepts to ensure foundational understanding

The “Concept Comparison Routine” (Bulgren, Shumaker, & Deshler, 1998) can improve unit test passage 13-20%.

d. Break into small groups, practice pairs, and I.S.

e. Provide opportunities for students to move at their own pace

6. The Key Concepts

3. Last Competency: 1. This Competency: 4. Next Competency:

5. Big Question:

2. Is about: 2. Is about:

7. Self-test Questions 8. Tasks

2.a. Use a Graphic Organizer to Introduce Lesson

2.b. Provide Guided Notes and Individualized Study Materials

Guided note question: What are the four key concepts to learn in the Module 5: Classroom Problem Solving for CTE?

1. C____________ the

L___________ E__________

2. M_____________ the C_____________________

3. M _____________ A_________________

4. G ______________ for M__________________

A______________

1. Concept 1. Concept

2 Overall Concept

3. Characteristics 3. Characteristics

4. Like Characteristics

6. Unlike Characteristics 6. Unlike Characteristics

8. Summary

5. Like Categories

7. Unlike Categories

9. Further Study

2.c. Compare Concepts (Comparison Routine)C = ComparingO = Obtain overall conceptM = Make lists of characteristicsP = Pin down like characteristicsA = Assemble like characteristicsR = Record unlike characteristicsI = Identify like catagoriesN = Nail down a summaryG = Go beyond the basics

Bulgren, Shumaker, & Deshler 1998

Like Characteristics (cont’d)

1. CONCEPT

WORKING FOR YOURSELF

1. CONCEPT

WORKING FOR AN EMPLOYER

2 OVERALL CONCEPTEMPLOYMENT OPTIONS

3. CHARACTERISTICSMAKE MONEYPROFITSTAXESHAVE TO BE RESPONSIBLECOULD GET SUEDIRREGULAR SCHEDULE

3. CHARACTERISTICSMAKE MONEYSALARYTAXESHAVE TO BE RESPONSIBLEMEDICAL BENEFITSREGULAR SCHEDULE

4. LIKE CHARACTERISTICS MAKE MONEY TAXES HAVE TO BE RESPONSIBLE

6. UNLIKE CHARACTERISTICSPROFITS

COULD GET SUEDIRREGULAR SCHEDULE

6. UNLIKE CHARACTERISTICS SALARY MEDICAL BENEFITS REGULAR SCHEDULE

8. Summary : Working for yourself or working for an employer are both forms of employment. They are alike in that they both generate income, have to pay taxes, and require personal responsibility. They are different in the type of income, type of insurance, and type of working schedule. Working for yourself makes profits, requires liability insurance, and has an irregular schedule. Working for an employer provides a regular salary, medical benefits, and a regular schedule.

7. UNLIKE CATEGORIES TYPE OF INCOME

TYPE OF INSURANCE TYPE OF SCHEDULE

9. Further Study•Explore what is required to start your own business.

2.c. Comparison Routine C = ComparingO = Obtain overall conceptM = Make lists of characteristicsP = Pin down like characteristicsA = Assemble like characteristicsR = Record unlike characteristicsI = Identify like catagoriesN = Nail down a summaryG = Go beyond the basics

5. LIKE CATEGORIES INCOME TAXESRESPONSIBILITY

Group Activity

Divide into groups of 4-6

Identify a concept (e.g., diesel engines) and compare it with another concept (e.g., gasoline engines) using the concept comparison routine and following the numbers

Remember to identify an area that students can pursue for greater in-depth knowledge

2d. – Break into Practice Pairs, Small Groups, and Independent Study

1. For students who need to work on basic concepts develop practice pairs and drill sheets

2. For students who need to explore concepts more in-depth form small groups (see “Think Tac Toe” and “Jigsaw” Modules 2 and 3)

3. For students who want advanced above-level knowledge develop independent studies to apply concepts in real settings

SIMULTANEOUSLY OCCURRING

2.e. Provide Opportunities for Students to Move at Their Own Pace through “Compacting”

1. Offer students who can pass end of chapter lessons a chance to opt out of some whole class activities

2. Allow opting out students the opportunity to conduct an independent study

1. Allow student to pursue an independent study related to applying the topic to the real world

Include this work in the student portfolio for extra credit

3. Have opting out students take final test with other students for grade

(Tomlinson, 2001)

Areas of Strength Documenting Mastery Alternate Activities

Student’s Name: ________________________________

From Desjardins, Grauer, Inselman, & Shaw, 2010

2.e. (cont’d)

3. QUALITY ASSIGNMENTS

a. PLAN—What the teacher does to create a quality assignment

b. PACE—What the students need to do to learn to monitor their own work.

c. REACT—What do students need to do the make sure they understand their assignment

Rademacher, Deshler, Shumaker, & Lenz, 2001

3.a. Plan the assignment

P = Purpose—describe what will students will be expected to do and why is it important

L = Link—provide options for students to link the assignment to their personal interests and needs (see Think Tac Toe-Module 3).

A = Arrange—provide clear directions regarding student action steps, needed supplies, and grading criteria and due dates

N = Note—After the assignment has been handed in and graded, note what worked well and what didn’t for future reference

Rademacher, Deshler, Shumaker, & Lenz, 1998

3.b. Provide ways for students monitor their own work (PACE) P = Prompt—students should guarantee that their

assignments are turned in on time A = Arranged—students should monitor their

assignments for neatness, even margins, and organization

C = Complete—students should ensure that all of the directions were followed

E = Edited—students should double check their work for handwriting, spelling, and punctuation; read their work aloud to test for clarity; and ensure that the contents are accurate

Rademacher, Deshler, Shumaker, & Lenz, 1998

3.c. Provide ways for students to assess understanding and ask questions (REACT)

R = Reread the instructions

E = Ensure that you understand the action steps, supplies, and grading criteria

A = Ask questions if you did not hear, understand, or need more information

C = Create a plan that breaks the assignment into steps and that schedules time for completion

T = Target your own goals to improve your spelling, organization, and ask the teacher to assist as needed

Rademacher, Deshler, Shumaker, & Lenz, 1998