Snowmageddon In Service

1. Snowmageddon In Service Learner Profiles and Tiered Learning

2. Our Agenda • Introduction • Cosmo Quiz • Vocabulary Quiz • Clean out the Closet • Plan Ahead

3. Why Differentiate When we teach the same thing to all the kids at the same time…. 1/3 of the kids Already know it 1/3 of the kids GET IT 1/3 of the kids Never will

4. Write A through H in a column: Put a check next to each statement you feel describes you. Tally each group. A - Example: A - √ √ √ √ 4 B - B - √ √ √ √ √ √ 6 C - C - √ 1 D - D - √ √ 2 E - E - √ √ √ √ √ √ 6 F - F - √ √ 2 G - G - √ 1 H - H - √ √ 2

9. How can we better teach these students? Gardner’s Multiple Intelligences

10. Analyze Arrange Choose Classify Compare Contrast Decide Define Design Differentiate Estimate Evaluate Express Hypothesize Identify Illustrate Interpret Judge Label List Name Organize Learner Outcomes are observable and measurable.They describe skills, knowledge and/or attitudes learners will be able to DEMONSTRATE as a result of an activity or unit of study. • Outline • Perform • Plan • Practice • Propose • Recall • Record • Restate • State • Summarize • Translate

14. What is tiered learning? In a differentiated classroom, a teacher uses varied levels of tasks to ensure that students explore ideas and use skills at a level that builds on what they already know and encourages growth. While students work at varied degrees of difficulty on their tasks, they all explore the same essential ideas and work at different levels of thought. Groups eventually come together to share and learn from each other. Tiered assignments should be: -Different work, not simply more or less work -Equally active -Equally interesting and engaging -Fair in terms of work expectations and time needed -Requiring the use of key concepts, skills, or ideas

15. How can we Tier our Activities? • By Challenge • By Complexity • By Process

16. Knowledge List the elements in the story of God giving Avram His blessing Comprehension Give a summary of the story Application What was Avram’s reaction to the blessing? Was that the reaction you expected? Analysis What do we learn about God’s relationship with Avram? Synthesis Create a conversation between Sarai and Avram based on the actions they are asked to take. Evaluation Would you have reacted the same way as Avram did? Why or why not? Tiering by Challenge

17. Tiering by Complexity When you tier by complexity, you provide varied tasks that address a student’s level of readiness, from introductory levels to more abstract, less concrete, advanced work. Be careful to provide advanced work to the higher level student, rather than just more work. Students read 15:4-8 Tier 1 Students create a diorama of the scene of Avram and the stars sequence. Students infuse the words from the Text into their art. Tier 2 Students find the “vay” words and assign them to a character. Students analyze the shoresh “zerah” and discuss its importance. Students act out the pesukim highlighting the “vay” words and the shoresh. Tier 3 Students create a chart showing what information God gives to Avram, and what He does not. Students then attempt to answer the question why is some of the information given, and other information is not.

18. Tiering By Process Students work on the same outcomes, but use a different process to get there. What are the characteristics of a beracha? Tier 1 What is a blessing? When is a blessing given? When have you felt blessed? Tier 2 Map out the 7 parts of the initial blessing in Lekh Lekha and assign a picture for each part. Tier 3 Rank the blessings from the most important to the least important, and be prepared to defend the order.

19. Tiered Activities When giving directions to groups; -Generic directions -Assign roles -Make sure to visit the groups in progress. -Be proactive with the assignment Let’s talk about ways we could tier your activities

21. Lesson Core Concept: Learner Outcome: Initiating Activity: Learner: Activity: Learner: Activity: Tiered activities with formative assessment imbedded

22. Make up of tiersTier I will be made up of students who I feel will benefit best from a simpler form of learning, such as defining and giving the significance of various key terms or people and answering basic questions.  Some of the terms they will be expected to identify will be: Slavery, Nat Turner, Elijah Lovejoy, William Lloyd Garrison, abolitionists, Henry Clay, John Calhoun, Stephan Douglas, popular sovereignty, Fredrick Douglass, Harriet Beecher Stowe’s Uncle Toms Cabin, John Brown and Harper’s Ferry, Dred Scott Case, Abraham Lincoln, republicans, democrats, Lincoln/Douglas debates, Kansas-Nebraska Act, and the Presidential Nominating Conventions of 1860, etc. Tier II would be comprised of students that I felt capable of taking historical facts and analyzing them to show how these people/events led to the escalation of conflict that led to the civil war.  I would give these students various questions that asked them to link certain events to the causes of the civil war.  Some example questions that I may ask of these students are: 1) How did the publishing of Harriet Beecher Stowe’s Uncle Toms Cabin help lead to civil war? 2) What did the Dred Scott Case decide?  What did it mean for slaves and former slaves?  Did the Supreme Court overstep its constitutional limits in their decision? 3) What were the differing points of view in the Lincoln/Douglas debates? 4) What key figure in this time period favored popular sovereignty?  How did other key figures react to his ideas? 5) What were the views of the abolitionists?  What were the differences in views held by Lovejoy, Garrison, and Douglass? 6) What role did John Brown and Harper’s Ferry play in escalating the rift between North and South? 7) What caused the Democratic Presidential Appointing Convention in Charleston, SC to break up?  What were the effects of this? These students will be expected to answer these questions in a complete manner.  Most answers should consist of at least one or two paragraphs, sometimes more.  They will be expected to show full understanding of these terms, and how they led to an escalation of conflict between the North and the South. Tier III students will be those students who I feel have a good grip on the ideas presented and can think critically and explain how these key terms/figures/events eventually led to the civil war.  I would ask these students to present a 3-4 page essay on how the key points of the lecture and readings ended up causing the civil war.  These students will be expected to provide their own ideas on why these situations occurred and what the effects of these events were.  These students will be given more freedom to handle the material.  Their own ideas will shape their responses and mold the essay. .

24. Tiered Reading Activities Tier 1 (Low) -How the character looks -What the character says -How the character thinks or acts -The most important thing to know about the character Tier 2. (Middle) Describe: -What the character says or does -What the character really means to say or do -What goals does the character have -What the character would mostly like us to know about him or her -What changes the character went through Tier 3. (High) Describe: -Clues the author gives us about the character -Why the author gives these clues -The author’s bottom line about this character

25. Lesson Core Concept: Learner Outcome: Initiating Activity: Learner: Activity: Learner: Activity: Tiered activities with formative assessment imbedded

26. Where Can I Find Sample Lessons? • http://performancepyramid.muohio.edu:8081/Differentiated-Instruction/Sample-LessonPlans.html • http://www.lessonplanspage.com/MDSSArtLACIDifferentiatedLearningEgyptProjects68.htm#(Egypt) http://www.derry.k12.nh.us/dvs/staff/cmccallum/differentiation/tiered.pdf (Reading)

27. What Now?