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Delivery of Instruction for Effective Teaching and Learning. Day 1: Knowing and Engaging the Learner Tuesday, July 17, 2012. Outcomes:. Participants will deepen knowledge and explore strategies for k nowing their learners e ngaging their learners l eading the learning in their classroom
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Delivery of Instruction for Effective Teaching and Learning Day 1: Knowing and Engaging the Learner Tuesday, July 17, 2012
Outcomes: Participants will deepen knowledge and explore strategies for • knowing their learners • engaging their learners • leading the learning in their classroom • assessing the learning of their students.
A definition… "What we share in common makes us human. How we differ makes us individuals. In a classroom with little or no differentiated instruction, only student similarities seem to take center stage.
A definition… In a differentiated classroom, commonalities are acknowledged and built upon, and student differences become important elements in teaching and learning as well ....
A definition… Students have multiple options for taking in information making sense of ideas expressing what they learn.
A definition… In other words, a differentiated classroom provides different avenues to acquiring content processing or making sense of ideas and developing products." Carol Ann Tomlinson
Differentiation Concepts Student characteristics Readiness Interest Learning Profile
How well do I know my students? Think of a particular student. Create a web of information you know about that student.
How well do I know my students? Highlight and label the learner characteristic for each item Learning profile = LP Interest = I Readiness = R
How well do I know my students? What don’t you know that would be helpful? Reflect on how you might get to know that student better.
Differentiation Concepts Student characteristics Readiness Interest Learning Profile
Collecting formative data on readiness • Inspiration rapid fire web
2009 High School Survey on Student Engagement 66% bored every day 81% material not interesting 42% material lacks relevance 33% work is not challenging http://ceep.indiana.edu/hssse/index.htm
Quotes from the 2009 HSSSE • I like attending school. I work hard in my classes. But I would like them to be a little more interesting, interactive. • Many teachers don't understand that people learn in different ways. • I like hands on things and group projects… because they help me focus and really feel excited and I interact more. It makes me want to learn and (makes) the material that I'm learning interesting.
So, what is engagement anyway? • Is it about entertainment? Attention? • What does an engaged student look like? • How do I write it into my lesson plans? • What does an engaged classroom look and sound like? Think. Ink. Share.
1. Engagement2. Strategic Compliance3. Ritual Compliance4. Retreatism5. Rebellion Student Motivation & Engagement (Schlechty)
Clock Watchers • The Six C’s: Creating Context That Motivates Students and Nurtures Engagement • Caring Class Community • Checking In and Checking Out • Choice • Collaboration • Challenge • Celebration
The Highly Engaged ClassroomMarzano and Pickering (2011) How do I feel? Am I interested? Is this important? Can I do this? 31
Student Engagement Observation Forms www.education.ky.gov
Global citizen • Creative • Active • Mission-driven • Civically-engaged • Knowledge-hungry • Innovator • Independent thinker • Problem solver • Collaborative • Visionary
Motivating students to engage in class activities • Relate learning to real life • Give students control over learning • Assign challenging but achievable tasks • Arouse students’ curiosity • Design projects that allow students to share/work with others
The Engage-O-Meter Think about the most engaging activity you have ever experienced in a classroom setting. How many of the qualities did that activity have?
Differentiation based on research and writings of: Carol Ann Tomlinson Professor of Educational Leadership University of Virginia
What is differentiated instruction? “In a differentiated classroom, the teacher proactively plans and carries out varied approaches to content, process, and product in anticipation of and response to student differences in readiness, interest, and learning needs.” How to Differentiate Instruction in Mixed-Ability Classrooms (Tomlinson, ASCD, 2001)
Differentiation Non-Negotiables • Supportive learning environment • Continuous assessment • High-quality curriculum • Respectful tasks • Flexible grouping
The Cogs of Differentiation Tomlinson, 2003
Differentiation is a teacher’s response to learners’ needs guided by general principles, such as Respectful Tasks Flexible Grouping Continuous Assessment Teachers can differentiate Content Process Product according to students’ Interests Learning Profile Readiness through a range of strategies
Differentiation concepts Classroom elements • Content • Process • Products • Learning Environment/ Affect • Assessment
Look back at your puzzle • With the knowledge you just gained, how would you change a clue on your puzzle?
Differentiation Strategies • Learning Centers • Tiered Assignments • R.A.F.T.s • Choice Boards • Flexible Grouping
Let’s Dive into Some DI-nalysis At each station, you will 1. Choose an artifact and analyze it using your organizer. 2. Process the strategy with the group using the prompt provided.