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Engaging Students in the KUD

Engaging Students in the KUD. Differentiated Instruction Cadre March 20, 2012 Facilitated by: Ann Craig, Linda Mannhardt, & Nicole Peterson. Announcements. Welcome and Opening Thoughts Housekeeping WikiSpace Today’s Materials and Agenda Expectations. Data Around Today’s Goals….

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Engaging Students in the KUD

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  1. Engaging Students in the KUD Differentiated Instruction Cadre March 20, 2012 Facilitated by: Ann Craig, Linda Mannhardt, & Nicole Peterson

  2. Announcements Welcome and Opening Thoughts Housekeeping WikiSpace Today’s Materials and Agenda Expectations

  3. Data Around Today’s Goals…. Uses students to seek, understand, and communicate curriculum

  4. Data Around Today’s Goals….

  5. KUD Focus • Differentiation begins with defensible, clearly articulated curriculum and instruction that is continuously assessed. • Working toward unit goals through challenging and engaging tasks leads to higher levels of student achievement, motivation and efficiency of learning for all students.

  6. Embrace your Inner 8th Grader Engaging students in the KUD

  7. Engaging Students in the Focus of the KUD Utilizing students to seek, understand, and communicate curriculum at the start of class

  8. Students will UNDERSTAND that: Good readers use a variety of skills and strategies to comprehend text. We communicate differently depending on the purpose and audience.

  9. Your Turn Create a way in which to engage your students in some aspect of the KUD you brought with you today (if you didn’t bring a KUD, create one first). The goal is to create something that utilizes the students to seek, understand and communicate the curriculum. “Play teacher” with the “students” at your table- verbalize your KUD activity with your tablemates as if they are the students in your class and give each other feedback.

  10. Engaging Students in Respectful Tasks connected to the KUD Utilizing students to seek, understand, and communicate curriculum during Respectful Tasks

  11. Preassessment Douglass, Frederick. Narrative of the Life of Frederick Douglass an American Slave, Written by Himself (1845) How did Douglass learn how to read when running errands? In what ways does Douglass’ life differ from the white boys’ lives? Douglass is describing events from the past. These “boys” are now adult men, so why would he avoid giving their names? Write a probing (interpretive and evaluative) question with regard to this text.

  12. As you read and talk: Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text. (RI.8-2.) Analyze how a text makes connections among and distinctions between individuals, ideas, or events (RI.8-3.) Employ the full range of research-based comprehension strategies, including making connections, questioning,, making inferences, and summarizing. (IA.1.) Draw evidence from literary or informational texts to support analysis, reflection, and research. (W.8.9.) Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly (SL.8.1.)

  13. Preamble to the Constitution We, the People of the United States, in Order to form a more perfect Union, establish Justice, insure domestic Tranquility, provide for the common defense, promote the general Welfare, and secure the Blessings of Liberty to ourselves and our Posterity, do ordain and establish this Constitution of the United States of America.

  14. Your Turn Create a set of respectful tasks connected to your KUD that could follow the warm-up you’ve designed- if you have preassessment data, use that to guide you as well. The goal is to create respectful tasks that utilizes the students to seek, understand and communicate the curriculum. Strategy ideas are located on the Wikispace. “Play teacher” with the “students” at your table- verbalize your Respectful Tasks with your tablemates as if they are the students in your class and give each other feedback.

  15. Engaging Students in Formative Assessment of the KUD Utilizing students to seek, understand, and communicate curriculum through FA

  16. Students will UNDERSTAND that: Good readers use a variety of skills and strategies to comprehend text. We communicate differently depending on the purpose and audience.

  17. On Your Own Put Marshall’s ideas into your own words in a brief two to three sentence paraphrase; carefully consider sentence structure as you do. Choose one and write one paragraph to explain: Explain how the notion of who “the people” were has changed over time in America. How does Thurgood Marshall’s presence on the Supreme Court illustrate the evolution of the constitution? Analyze Monk’s explanation of the modifications that have been made to the Constitution. Write on paper or email answers to acraig@aea9.k12.ia.us

  18. Your Turn Create a formative assessment check connected to your KUD to measure the impact of your instruction and respectful tasks. The goal is to create a formative assessment that utilizes the students to seek, understand and communicate the curriculum. It should also connect to your preassessment “Play teacher” with the “students” at your table- verbalize your FA with your tablemates as if they are the students in your class and give each other feedback.

  19. Chart your Reflection Working toward unit goals through challenging and engaging tasks leads to higher levels of student achievement, motivation and efficiency of learning for all students. Go back to the chart- after the work we did this morning, where are you on the same scale? How prepared do you feel you are to set up opportunities for students in your classroom?

  20. Formative Assessment form Next steps- using formative assessment information • As a way to gather information on the effectiveness of a lesson • As a way to see where student readiness levels are with KUD content • As a way to plan next steps in instruction

  21. Information about May 10 Presentations on your Cadre experience and work. Must include: • All components of the unit planning cycle • Student work examples • Your reflection of YOUR journey- showing how your planning of these units evolved over the course of the semester Ma y include: • Pictures/videos of your students in action • Summative assessment data • Reflection on student behavior- from you or them

  22. Between now and then Coaching conversations (by May 10) Planning conversation (optional) FA follow-up Observe the lesson Would like to see utilization of students to seek, understand and communicate the curriculum through: • the KUD, • Respectful Tasks, and • A formative assessment check

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