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DIFFERENTIATED INSTRUCTION, CSCOPE, AND RIGOR

DIFFERENTIATED INSTRUCTION, CSCOPE, AND RIGOR. Objectives for Today . Content 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 units

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DIFFERENTIATED INSTRUCTION, CSCOPE, AND RIGOR

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  1. DIFFERENTIATED INSTRUCTION, CSCOPE, AND RIGOR

  2. Objectives for Today Content 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 units Language Objective: We will describe differentiation, rigor, and CSCOPE pacing verbally with a partner and with the group.

  3. Agenda • Review of Differentiated Instruction • Learning Styles • CSCOPE Lesson Examples • Rigor and DOK Review • CSCOPE and Leveling Questions • Creating Lessons • Wrap Up!

  4. What Is Differentiated Instruction? Circle Map

  5. Frame of Reference Who/What influenced your knowledge? Brainstorm: Activate your prior knowledge. DI

  6. What is Differentiated Instruction? • Instruction that MAXIMIZES learning for ALL students. • Best teaching practices.

  7. How Do We Differentiate? Differentiate because: • Readiness • Learning styles • Interests Differentiate through: • Content (what is taught) • Process (how it is taught) • Product (what they produce)

  8. Sort Activity

  9. Learning Styles Inventory

  10. Sort Activity Sharing Out What were the correct responses for each category?

  11. Ways to help ELL students… • Modeling • Hands-on activities • Manipulatives • Realia • Pictures • Smartboard • Demonstrations • Multimedia • Timelines • Graphic organizers • Bulletin boards • Maps

  12. Content • Video Clip • Thinking Map • Song • Content/Process • Hands-on Activity • Scavenger Hunt • Process • Flipchart • Foldable • Journal • Notes • Process • Discussion • Games • “I Have Who Has?” • Product • Models • Projects • Performance Indicator CSCOPE Lesson Format

  13. CSCOPE Lesson Example • Grade 4 • Mathematics • Unit 8: Possible Lesson 03 (5 days) • TEKS: 4.9A (not STAAR tested), 4.9B, 4.9C • Process TEKS 4.14A, 4.15A, 4.15B, 4.16A, 4.16B • Topic: Congruent Figures (½ to 1 day) • Topic: Transformations (3 days TOTAL) • Topic: Translations (1 day) • Topic: Rotations (1 day) • Topic: Reflections (1 day) • Topic: Symmetry and Transformations (1 day)

  14. Have they seen these concepts before? Congruent Figures Transformations • 3rd Grade – Introduced to Congruency (Supporting) • 4th Grade – Unit 7: Measurement • 4th Grade – Introduced to Transformations • Translations • Rotations • Reflections • 5th Grade – Transformations moved to the coordinate plane (Quadrant I only) • 7th Grade – Graphed transformations, including translations and reflections (All Quadrants) • 8th Grade – Graph transformations, including translations, reflections, and dilations (All Quadrants) Symmetry • 3rd Grade – Introduced to Symmetry using concrete models (Supporting) • 4th Grade – Use reflections to verify symmetry of a shape • 5th Grade – Not Taught

  15. Will the students see this again this year?TEKS Verification Chart 4.8A 4.8B 4.8C

  16. Topic:Congruent Figures Review (1/2 to 1 Day)

  17. Topic: Transformations

  18. Engage

  19. Explore/Explain

  20. EXPLAIN: FLIPCHART

  21. Explore/Explain

  22. Exit Slip/Entrance Ticket Intrapersonal or Verbal/Linguistic • Write a reflection on the day’s activities. • Create a cartoon of the day’s activities. • Relate the day’s activities to an outdoor event or function. • Write a song or sing a song about the day’s activities. • Create a graphic organizer to explain the day’s activities. • Create or perform a skit about today’s activities. • Create a game to review the day’s activities. Visual/Spatial Naturalist Musical Logical/Mathematical or Visual/Spatial Verbal/Linguistic or Interpersonal or Bodily/Kinesthetic Could be all depending on the activity

  23. Translation Reflection Rotation Transformations

  24. Elaborate

  25. Explain

  26. Explain/Elaborate

  27. Explain/Elaborate

  28. Homework

  29. Optional (Tutoring/Intervention)

  30. Topic: Transformations (3 days) 10 min 15 min 10 min 10 min 30 min 30 min 15 min 10 min 15 min 30 min Not used Homework Tutoring CSCOPE Activities Activities Added • Geometric Cutouts and Grid Paper (Explore/Explain 1,2,3) • Translation, Rotation, Reflection Practice (Finish for Homework) (Explore/Explain 1,2,3) • Moving with Transformations (Elaborate) (Optional) • Symmetry Design Cards with Recording Sheets (Explain) • Transformation Cards, Symmetry Cards and Recording Sheets (Explain/Elaborate) • Transformations Graphic Organizer • Symmetry Practice • Alphabet Symmetry (Optional) • Dinosaur Video Clip (Engage) • Flipchart to Introduce Translations, Rotations, and Reflections (Explain) • Exit Ticket/Entrance Slip (Evaluate) • Thinking Map or Foldable (Explain) • Transformers Game (Elaborate)

  31. Evaluate – Unit Assessment & Performance Indicator Create a booklet of transformations and symmetrical figures. Model and record the following: (1) three pages for transformations that include one page for each type of transformation: translation, rotation, and reflection; (2) three pages of figures that include one page for each type of symmetry: no lines of symmetry, one line of symmetry, and more than one line of symmetry. Select and use the following figures for your booklet. For each of the first three transformation pages, record the following: (1) the title of each page with the transformation name; (2) the transformation definition; and (3) a written justification, which includes the term congruency, describing how the transformation was determined. For each of the three pages modeling lines of symmetry, record the following: (1) the title of each page based on the lines of symmetry in the figure; (2) the lines of symmetry that can be drawn on the given figure; and (3) a written justification describing how the lines of symmetry were determined. (TEKS: 4.9A, 4.9B, 4.9C; 4.14A; 4.15A, 4.15B; 4.16A, 4.16B) (ELPS: 1E; 5B)

  32. RIGOR and DEPTH OF KNOWLEDGE (DOK)

  33. 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

  34. 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. Simpson County Schools

  35. Recall and Reproduction: DOK 1Examples 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 activities Simpson County Schools

  36. 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. Simpson County Schools

  37. 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 Simpson County Schools

  38. 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. Simpson County Schools

  39. 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

  40. 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 Simpson County Schools

  41. Extended Thinking: Level 4 DOK 4 requires high cognitive demand and is very complex. Students are expected to make connections—relateideas 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. Simpson County Schools

  42. However, extended time alone is not the distinguishing factor. Simpson County Schools

  43. 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” Simpson County Schools

  44. 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 Simpson County Schools

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