2012 classroom makeover day 4
DESCRIPTION
TRANSCRIPT
Monday: Foundational Support
Tuesday: Additions
Wednesday: Customization
Thursday: More Customization
Today’s Objective
O Participants will be able to apply the cubing method to increase the degree of higher-order thinking used in their classrooms.
Talk & Listen 30 minutes Do
30 minutes
Synthesize 30 minutes
From the Center for Media Literacy in New Mexico
“If we are literate in our subject, we can:
access (understand and find meaning in)
analyze,
evaluate
and create
the subject or medium.”
Talk & Listen 30 minutes Do
30 minutes
Synthesize 30 minutes
Tiered ActivitiesTiered ActivitiesTiered Instruction features:Whole group introduction and
initial instruction Identification of developmental
differences Increase or Decrease the:
AbstractionExtent of SupportSophisticationComplexity of goals, resources, activities & products
The “Equalizer”
Based on the work of Carol Ann Tomlinson
1. Foundational Transformational
2. Concrete Abstract
3. Simple Complex
4. Fewer Facets Multi-facets
5. Smaller Leap Greater Leap
6. More Structured More Open
7. Clearly Defined Problems Fuzzy Problems
8. Less Independence Greater Independence
9. Slower Quicker
What is the concept?Pairs of students are given a set of “real-number” cards and a blank number line. Students must sort their cards and decide where to place each on the number line. Students complete the lesson by writing each number on the number line.
Pairs of students are given a set of “real-number” cards and a blank Venn diagram which has three overlapping circles labeled as follows: numbers greater than 1½, numbers less than 3.5, and numbers between 0 and 15. Students write each number in the appropriate circle.
Pairs of students are given a set of “real-number” cards and a blank Venn diagram which has three overlapping circles which are not labeled. Students must sort their cards and decide on labels for each of the circles. Then students write each number in the appropriate circle.
Which tier is which?
Is this lesson tiered by content, process, or product?
Pairs of students are given a set of “real-number” cards and a blank number line. Students must sort their cards and decide where to place each on the number line. Students complete the lesson by writing each number on the number line.
Pairs of students are given a set of “real-number” cards and a blank Venn diagram which has three overlapping circles labeled as follows: numbers greater than 1½, numbers less than 3.5, and numbers between 0 and 15. Students write each number in the appropriate circle.
Pairs of students are given a set of “real-number” cards and a blank Venn diagram which has three overlapping circles which are not labeled. Students must sort their cards and decide on labels for each of the circles. Then students write each number in the appropriate circle.
Is this lesson tiered by interest, learning style, or readiness?
Pairs of students are given a set of “real-number” cards and a blank number line. Students must sort their cards and decide where to place each on the number line. Students complete the lesson by writing each number on the number line.
Pairs of students are given a set of “real-number” cards and a blank Venn diagram which has three overlapping circles labeled as follows: numbers greater than 1½, numbers less than 3.5, and numbers between 0 and 15. Students write each number in the appropriate circle.
Pairs of students are given a set of “real-number” cards and a blank Venn diagram which has three overlapping circles which are not labeled. Students must sort their cards and decide on labels for each of the circles. Then students write each number in the appropriate circle.
4th Grade MathThis lesson is tiered in product according to readiness. Tier I: Basic Learners• Pairs of students are given a set of “real-number” cards and a
blank Venn diagram which has three overlapping circles labeled as follows: numbers greater then 1½, numbers less than 3.5, and numbers between 0 and 15. Students write each number in the appropriate circle.
Tier II: Grade Level Learners• Pairs of students are given a set of “real-number” cards and a
blank Venn diagram which has three overlapping circles which are not labeled. Students must sort their cards and decide on labels for each of the circles. Then students write each number in the appropriate circle.
Tier III: Advanced Learners• Pairs of students are given a set of “real-number” cards and a
blank number line. Students must sort their cards and decide where to place each on the number line. Students complete the lesson by writing each number on the number line. http://ideanet.doe.state.in.us/exceptional/gt/tiered_curriculum/welcome.html
IDENTIFY OUTCOMESWHAT SHOULD THE STUDENTS KNOW, UNDERSTAND, OR BE ABLE TO DO?
THINK ABOUT YOUR STUDENTSPRE-ASSESS READINESS, INTEREST, OR LEARNING PROFILE
INITIATING ACTIVITIESUSE AS COMMON EXPERIENCE FOR WHOLE CLASS
GROUP 1
TASKGROUP 2
TASK
GROUP 3
TASK
Video
• Cubing example
Cubing
Exploration Cube ExampleHow is exploration
from the past different to more current
exploration?
How should explorations be
conducted in the 21st century?
What is Exploration? What benefits are there to exploration?
What common characteristics do all explorers possess?
How has exploration changed over time?
Talk & Listen 30 minutes Do
30 minutes
Synthesize 30 minutes
Average Level
Advanced Level
Remedial Level
Primary Objectives / Topics / Skills
Talk & Listen 30 minutes Do
30 minutes
Synthesize 30 minutes
What Can Be Tiered?
• Assignments • Activities • Homework • Learning Centers
• Experiments • Materials • Assessments • Writing Prompts
Management Tips
The number of tiers will depend on the range in the classroom.
Form tiers based on assessment of your students’ abilities to handle the material.
Students are re-grouped the next time you use tiering as a strategy.
Match the task's degree of difficulty and its pacing to student readiness.
Tiering by Interest
Look at student characteristics other than ability level.
Teachers give all students choices of content, process, or product that are at approximately the same ability level.
These tiers are similar to those in a layer cake—all the same size.
Group Sizes May Vary
The number of groups per tier will vary. The number of students per tier will vary. Form groups based on the readiness needs of
individual students. Tier One may have two groups of three students,
Tier Two five groups of four students, and Tier Three may have one group of two students.
Managing Groups
Think about how to give directions to different groups
Quick Tip for Forming Groups• Color Swish = Readiness Level
(Blue, Red, Green, Purple)
• Letter = Learning Style (A, B, C, D)
• Number = Random Assignment or Specific Tasks(1, 2, 3, 4)
Modified for Specialists
B 2
Minimum Requirements
Build a complex machine which is made up of at least two simple machines and can move a roll of pennies 3 feet.
All thinking begins with wonder.
- Socrates
“Our job is not to make up anybody’s mind, but to open minds and to make the agony of decision-
making so intense you can escape only by thinking.”
-Fred FriendlyBroadcaster
Questions??