a balanced approach: combining traditional and differentiated instruction

A Balanced ApproachUsing Traditional and Differentiated Instruction

to Measure Knowledge and Cognition,Foster Student Engagement,

and Promote Personal Responsibility

Erik M. Francis, M. Ed., M. S.(c) 2011

ESSENTIAL QUESTIONS

What do you want your students to know?

What do you want your students to do?

What do you want your students to understand?

What do you want your students to accomplish?

TRADITIONAL INSTRUCTIONTeacher teaches concept.

Student practices concept. Student does not practice concept.

Student receives 0 for not doing work.

Student receives credit for work.

Passing GradeA, B, C, D

Failing GradeF

TEST

Passing GradeA, B, C, D

Failing GradeF

Extra HelpExtra HelpGrade < A

Teacher provides practice.

DISADVANTAGES TO TRADITIONAL INSTRUCTION

x Inflexiblex Does not meet the diverse needs of students.x Subject matter is not upgraded to keep

students’ general knowledge and skills current.

x Learning focuses more on rote memorization and completion of assigned tasks.

x Meets the needs of only half the students in the classroom.

WARNING!ADVANTAGES TO

TRADITIONAL INSTRUCTION✓ Structured, controlled environment

✓ Immediate interaction with the teacher

✓ Uniform and consistent

✓ Subject and skills taught in a specific order

✓ Diverse course offerings without tracking

WARNING!WARNING!WARNING!WARNING!WARNING!WARNING!

WHAT IS DIFFERENTIATION?

✓ Different ways to learn the information

✓ Different amounts of time to complete the work

✓ Different levels of learning

✓ Different approaches to teaching and learning

✓ Different assignments for students in the same classroom

✓ Different means to assess what has been learned

✓ Different options for learning

- Coil (2004)

WARNING!WHAT IS NOT DIFFERENTIATION

x The assumption that one instructional methodology benefits all students

x The assumption that one disciplinary practice works for all students

x The assumption that individualized instruction means planning assignments for each individual student

x The assumption that all work is “fun and games”

x The assumption that one educational philosophy or practice is better or more effective than all others

x The misconception that differentiated instruction is a comprehensive school reform model.

WARNING!WARNING!WARNING!WARNING!WARNING!

DIFFERENTIATION

WHY DIFFERENTIATE?

GIFTED

MAINSTREAM

ENGLISH LANGUAGE LEARNERS

SPECIALEDUCATION

LOWSOCIO-ECONOMIC

STATUS

ENGAGEMENT

ENRICHMENT

INTERVENTION

LANGUAGE DEVELOPMENTRELEVANCERELATIONSHIPS

RIGOR

Lecture5%

Reading10%

Audio-‐Visual20%

Demonstration30%

Discussion50%

Practice by Doing75%

Teach Others90%

LEARNING PYRAMIDAverage

Retention Rate

Adapted from National Training Laboratories. Bethel, Maine

Lecture5%

Reading10%

Audio-‐Visual20%

Demonstration30%

Discussion50%


Teach Others90%


Retention Rate


TRADITIONAL

DIFFERENTIATED

PASSIVE

ACTIVE

Lecture5%

Reading10%

Audio-‐Visual20%

Demonstration30%

Discussion50%


Teach Others90%


Retention Rate


H ISTORY

LANGUAGE

ARTS

MATHEMATICS

ART

MUSIC

P.E.

C.T.E.

SCIENCE

High

School

TRADITIONAL

DIFFERENTIATED

PASSIVE

ACTIVE

Lecture5%

Reading10%

Audio-‐Visual20%

Demonstration30%

Discussion50%


Teach Others90%


Retention Rate


TRADITIONAL

DIFFERENTIAITED

DIRECT INSTRUCTION

WHOLE CLASS ASSIGNMENT

ESSENTIAL QUESTIONSAUTHENTIC LITERACY

MULTIPLE INTELLIGENCE ACTIVITIES

PROJECT BASED LEARNING

WARNING!One is not

better than the other!Traditional instruction is not “bad teaching”. It is most effective in serving its purpose - to provide structure and direct instruction.

Differentiated instruction can be detrimental to learning if staff and students are not comfortable with or used to such instruction.

WARNING!WARNING!WARNING!WARNING!WARNING!

A BALANCED APPROACHTeacher introduces concept.

Teacher poses essential questions

Direct Instruction

Whole Class Assignments

TEST

Multiple Intelligence Activities

Project Based Learning

SelfAssessment

PeerEvaluation

Teacher evaluates knowledge and cognition.

TRADITIONAL INSTRUCTION

DIFFERENTIATED INSTRUCTION

A BALANCED APPROACHTeacher introduces concept.

Teacher poses essential questions

Direct Instruction


TEST



SelfAssessment

PeerEvaluation

Teacher evaluates knowledge and cognition.

TRADITIONAL INSTRUCTION

DIFFERENTIATED INSTRUCTION

25%

25% 25%

25%

GRADING

HIGHER ORDER THINKING PLANH. O. T. PLAN

Unit of Study CurriculumCurriculumCurriculum

Learning Objectives

Common Core StandardsEssential Elements of InstructionBloom’s TaxonomyMarzano’s New Taxonomy



Essential Questions

FactualAnalyticalHypothetical

AffectiveReflectivePersonal

AffectiveReflectivePersonal


(WCA)

Direct InstructionGuided PracticeIndependent Practice

Note-takingClassworkHomework

QuizTestEssay


(MIA)

Differentiated InstructionMultiple IntelligencesProject Based LearningResearchExpressive WritingSelf-AssessmentPeer Evaluation



©

HIGHER ORDER THINKING PLAN

© Erik M. Francis, 2012 [email protected]

UNIT OF STUDY

STANDARDS

OBJECTIVES The learner will… • remember/recall/recognize • understand • apply • analyze • evaluate • create

ESSENTIAL QUESTIONS FACTUAL • Who • What • Where • When

ANALYTICAL • How • Why

HYPOTHETICAL • What if • What would happen • What could happen

AFFECTIVE • What do you think • How do you feel • What is your opinion

REFLECTIVE • What is the effect • What is the impact • What is the result

PERSONAL

WHOLE CLASS ASSIGNMENT ASSIGNMENT TASK ASSESSMENT

1. 1. 1. 2. 2. 2. 3. 3. 3. 4. 4. 4.

MULTIPLE INTELLIGENCE ACTIVITY Choose one of the activities listed below. Explain how you researched and applied the key academic concepts and addressed the essential questions of the unit through written communication.

VISUAL / SPATIAL

VERBAL / LINGUISTIC

LOGICAL / MATHEMATICAL

1. 2. 3.

TECHNICAL / MECHANICAL

BODILY- KINESTHETIC

MUSICAL / RHYTHMIC

4. 5. 6.

INTRAPERSONAL / INSIGHT

INTERPERSONAL / SOCIAL

NATRUALIST / ENVIRONMENTAL

7. 8. 9.

COMBINATION

STUDENT CREATED


ESSENTIALQUESTIONS

Factual Requires students to uncover the facts and truth.

Analytical Requires students to apply procedures and explain reasons and results.

HypotheticalRequires students to consider possibilities, viewpoints, outcomes, and the future.

AffectiveRequires students to form opinions and express their attitudes, beliefs, and feelings.

ReflectiveRequires students to examine the impact and relevance a subject has on their life and the world.

Personal Requires students to consider what they want to understand, discover, or explore.

©


WHOLE CLASS

ASSIGNMENT

Direct Instruction

Teach the concept through lecture and demonstration.

Guided Practice

Have students practice application of concepts with teacher supervision.

Independent Practice

Provide students the opportunity to work with concepts at their own pace.

AssessmentsProvide assessments that measure factual and procedural knowledge, understanding, and application. Emphasize communication.

Cooperative Learning

Provide tasks that foster teamwork and collaboration using individual skills and talents.

DifferentiatedAssignments

Requires students to consider what they want to understand, discover, or explore.

©

PROJECT BASED LEARNING


Content

21st Century

Skills

StandardsLearning ObjectivesEssential Questions

CurriculumTextbooks

Research

Communication and Presentation Skills

Organization andTime Management Skills

Research and Inquiry SkillsSelf Assessment and

ReflectionGroup Participation

Leadership

MultipleIntelligences

ReadingWriting

Discussing

Authentic Literacy

VisualVerbalLogical

Bodily-KinestheticMusical

InterpersonalIntrapersonal

NaturalistTechnical

COLLEGE AND CAREER READINESSCOLLEGE CAREER

Academic Knowledge Academic Skills

Foundational Academic KnowledgeApplication of Academic Knowledge in

Authentic Situations

Academic Behaviors Employability SkillsIntellectual Openness and Growth

InquisitivenessInterpretation

Precision and AccuracyProblem SolvingSelf-AwarenessSelf-Monitoring

Self-Control

Critical ThinkingAdaptability

Problem SolvingCollaboration/Teamwork

CreativityResponsibility

ProfessionalismTechnology Use

Contextual Skills and Awareness Technical SkillsSystematic understanding of the postsecondary

education systemSpecific knowledge of norms, values,

conventions Human relations skills

Job-Specific KnowledgeTraining

WARNING!DIFFERENTIATION IS NOT

ALL FUN AND GAMES!✓ Projects must be authentic learning activities.

✓ Projects must meet the objectives of the unit.

✓ Projects must respond to essential questions.

✓ Projects must require using higher order thinking skills.

✓ Authentic literacy activities must be incorporated to express knowledge and cognition.

WARNING!WARNING!WARNING!WARNING!WARNING!WARNING!WARNING!WARNING!


MULTIPLEINTELLIGENCES

ACTIVITIES

VISUALThink and learn in images

and pictures.

VERBALThink and learn in words.

LOGICALThink and learn by

reasoning.

TECHNICALThink and learn using

technology.

NATURALISTThink and learn using

surroundings and environment.

MUSICAL Think and learn via

rhythms and melodies.

INTRAPERSONAL Think and learn by

working independently.

INTERPERSONAL Think and learn by working with others.

BODILY-KINESTHETICThink and learn via

physical action.

©



ACTIVITIES


and pictures.



reasoning.


technology.









physical action.

VISUAL VERBAL LOGICAL

TECHNICALSTUDENTORIGINALCOMBO

MUSICAL

INTRAPERSONAL INTERPERSONAL BODILY-KINESTHETIC



ACTIVITIES


and pictures.



reasoning.


technology.









physical action.

WORLD WAR II



MUSICAL


VISUALDraw a comic book

depicting a key event in World War II.

VERBALWrite an original story

that takes place in World War II.

LOGICALCalculate the probability of success and.or failure

of a key battle from World War II.

TECHNICALMake an educational or

fictional video about World War II.

STUDENTORIGINAL

COMBO

MUSICALWrite and perform a

patriotic song supporting the Allies in

World War II.

INTRAPERSONALCreate alternative ways for countries to solve their conflicts without resorting to warfare.

INTERPERSONALDebate with a partner whether Harry Truman

should have dropped the atomic bomb on Japan.

BODILY-KINESTHETIC

Research the training regimen of soldiers during World War II.



ACTIVITIES


and pictures.



reasoning.


technology.









physical action.

ANIMALS



MUSICAL










STUDENTORIGINAL

COMBO



World War II.




BODILY-KINESTHETIC


VISUALDraw a picture of an

animal, coloring it by its proper color, labeling key

body parts. Describe how an animal’s physical

appearance helps it survive.

VERBALWrite a first person

narrative from the point of view of an animal in

which it describes itself, its environment, and how it

survives.

LOGICALCalculate and charter the size and growth of

an animal and determine the benefits and

drawbacks of being that size.

NATURALISTDescribe how an animal

must adapt to its environment in order to

survive.

STUDENTORIGINAL

COMBO

MUSICALWrite a song about the

animal, describing its appearance, its behavior,

and its environment.

INTRAPERSONALThink about why an

animal is important to its ecosystem or its food chain and share your

reasons.

INTERPERSONALPlan a presentation on

how to prevent an animal from becoming an

endangered species.

BODILY-KINESTHETIC

Describe and demonstrate the unique physical abilities of an

animal and how it helps them survive in its

environment.



ACTIVITIES


and pictures.



reasoning.


technology.









physical action.

FRACTIONS



MUSICAL










STUDENTORIGINAL

COMBO



World War II.




BODILY-KINESTHETIC









survives.






survive.

STUDENTORIGINAL

COMBO






reasons.



endangered species.

BODILY-KINESTHETIC



environment.

VISUALDraw different

geometric shapes and show how to divide

them into halves, thirds, fourths and fifths. Shade

the amount in the numerator.

VERBALWrite a story in which the characters must use

fractions in order to solve a problem.

LOGICALExplain the following:

- How would you split a dozen doughnuts between four people?- How would you distribute six drinks to three people?- How would you divide an orange for eight people?

TECHNICALCreate a PowerPoint

presentation that explains how to form

and use fractions.

STUDENTORIGINAL

COMBO

MUSICALWrite a song or poem about how to form and reduce fractions to their

lowest form?

INTRAPERSONALThink about what are the best situations to use fractions to show

parts of a whole.

INTERPERSONALPresent to the class demonstrations and

examples on how to use fractions.

BODILY-KINESTHETIC

Show how you would divide your class evenly so

each group would the same amount of people.



ACTIVITIES


and pictures.



reasoning.


technology.









physical action.

SOCCER



MUSICAL










STUDENTORIGINAL

COMBO



World War II.




BODILY-KINESTHETIC









survives.






survive.

STUDENTORIGINAL

COMBO






reasons.



endangered species.

BODILY-KINESTHETIC



environment.

VISUALDraw different

geometric shapes and show how to divide

them into halves, thirds, fourths and fifths. Shade

the amount in the numerator.

VERBALWrite a story in which the characters must use

fractions in order to solve a problem.

LOGICALExplain the following:

- How would you split a dozen doughnuts between four people?- How would you distribute six drinks to three people?- How would you divide an orange for eight people?

TECHNICALCreate a PowerPoint

presentation that explains how to form

and use fractions.

STUDENTORIGINAL

COMBO

MUSICALWrite a song or poem about how to form and reduce fractions to their

lowest form?

INTRAPERSONALThink about what are the best situations to use fractions to show

parts of a whole.

INTERPERSONALPresent to the class demonstrations and

examples on how to use fractions.

BODILY-KINESTHETIC

Show how you would divide your class evenly so

each group would the same amount of people.

VISUALDraw a picture of a soccer uniform and

explain the importance of the equipment including how it

improves someone’s performance and provides safety.

VERBALWrite a rule book on how to play soccer

including identifying the object of the game,

explaining what to do on offense and defense, and

how to perform key plays.

LOGICALAnalyze offensive and

defensive plays in soccer and determine their effectiveness against

specific opponents or in certain situations.

TECHNICALProduce an instructional

video or slide presentation on how to

play soccer.

STUDENTORIGINAL

COMBO

MUSICALWrite a song or poem

about how to play soccer or someone who plays

soccer.

INTRAPERSONALThink about why soccer

is a successful and popular professional

sport around the world but not in the United

States.

INTERPERSONALDebate with a partner

whether a national professional soccer

league would be successful in the United

States.

BODILY-KINESTHETIC

Demonstrate different plays in soccer. Explain

why each play is important on offense

and/or defense.

WARNING!DIFFERENTIATE SLOWLY AND SMART ✓ Focus on two or three multiple intelligences in

the beginning (Verbal, Visual, maybe Bodily-Kinesthetic).

✓ Build opportunities with each unit as you get to know your students and they become comfortable with the process of instruction.

✓ Be sure to include and emphasize authentic literacy through oral and written communication.

WARNING!WARNING!WARNING!WARNING!WARNING!WARNING!WARNING!WARNING!

FIRST DAYS OF SCHOOLDAY ONE: MY M. I. PROFILE

Give a Multiple Intelligence Survey the first day of school. Have students create a bar graph showing their strengths, skills, and interests.

DAY TWO: SCHOOLOGRAPYHave students communicate their experiences in school or with a specific subject (e.g. mathography, literography, writography, sciography, histography, physical edography, artography, musicography).

DAY THREE: THESE ARE A FEW OF MY FAVORITE THINGSHave students communicate what they like to do, their interests, their hobbies, places they like to go, etc.

DAY FOUR: CAREER DAYHave students communicate what they want to be when they grow up.

DAY FIVE: THERE GOES MY HEROHave students communicate about people they admire and why.

DAY ONE: MY M. I. PROFILEMeasures cognition, metacognition, and self-awareness. Provides quantitative and qualitative data about students’ learning styles.

DAY TWO: SCHOOLOGRAPYMeasures knowledge, cognition, and self-awareness. Provides qualitative data on students’ attitudes, beliefs, and feelings about education.

DAY THREE: THESE ARE A FEW OF MY FAVORITE THINGSDAY FOUR: CAREER DAYDAY FIVE: THERE GOES MY HEROMeasures cognition and self-awareness. Provides qualitative data on how to engage students.

DATA DRIVEN DECISION MAKING

Name Grade 4 Teacher

x

x x

x

x

x x

x x

x

x

x x

8 5

I like to write stories, reports, and/or poetry.

Things have to make sense to me.

Total Number of Responses Total Number of Responses

I like to tell jokes and riddles.

Place an "X" next to each statement you feel accurately describes you. If you do not identify with the statement, leave the box next to it blank.

I enjoy reading books.

I can solve math problems in my head.

I like to put things in alphabetical order.

Writing things down or taking notes helps me remember things.

I like to text message or e-mail.

Section 2

I enjoy reading magazines.

I keep a journal or a diary.

I am very good at working with numbers.

I like to share and express my ideas.

I cannot begin an assignment without knowing exactly what I need to do.

I prefer structure and order.

I enjoy figuring out solutions to problems.

Section 1

I am very neat, clean, and organized.

I prefer step-by-step directions.

I like to solve puzzles, riddles, and mysteries.

I like word games like crossword puzzles, word jumbles, or Scrabble.

I like to talk.

Erik Francis Mr. Kotter

Name Grade 4 TeacherPlace an "X" next to each statement you feel accurately describes you. If you do not identify with the statement, leave the box next to it blank.


x

x x

x x

x x

x x

x x

x

x

7 6

I like decorating, designing, and/or redesigning things.

I play a musical instrument.

Section 3 Section 4

I enjoy or prefer seeing the movie or TV version of a story.

I like moving to a beat.

I enjoy drawing, painting, and/or scuplting.

I like to have music playing in the background when I do things.

I remember better using pictures or visuals.

I am sensitive to noise and sounds.


A music video can make me enjoy a song more.

I easily remember song lyrics.

I can easily picture things in my head.I prefer musicals over dramatic performances.

I am good at reading maps.I remember things by putting them to a rhyme or a song

I like to read comic books and/or graphic novels.

I enjoy creating music and/or writing lyrics.

Charts, graphs, and/or tables help me understand better.

I like singing songs with my friends and/or when I am alone.

I like making 3-D models and/or models.I perform in a band and/or sing with a group.



x x

x

x

x

x x

x

x

x

7 3

Section 5 Section 6

I learn by doing things. I enjoy classifying things.

I enjoy making things with my hands. I am concerned about the environment.

I do not like to sit still in one place for long periods of time.

I enjoy being outdoors.

I use my hands when I communicate.I like to go to the woods and/or the country.

I exercise to make myself feel better. I like to work in a garden.

I enjoy dancing.I prefer to make lists with the important things on top.

I like working with tools. I like animals and/or own a pet.

I play a sport and/or exercise. I recycle.

I enjoy hands-on activities.I enjoy camping, fishing, hiking, and/or hunting.

I enjoy watching sporting events.I enjoy studying about animals, plants, and/or anything involving nature.




x

x

x

x x

x x

x

x x

4 6

Section 7 Section 8I like working with a partner and/or with a group of people.

I prefer to work on things by myself.

I learn best by working with others. I learn best when I can work by myself.

I enjoy talking to people.I make my own choices and decisions without any help from others.

I like spending time in places where there are large crowds.

I am very quiet and/or shy.

I am often put in charge of things.I do not like to be interrupted when I am doing or working on something.

My family and/or friends are very important to me.

Fairness and what I believe is right are important to me.

I am a "team player".I need to know why I need to do something before I do it.

I belong to a team, a club, or an organization.

I put more effort into something if I believe in it.

I dislike being by myself.I am willing to sign a petition or protest something I believe is wrong.

I enjoy spending time with my family and/or friends.

Working alone is just as if not more than productive than working in a group.




x

x

x x

x

x

x

x

x x

x

6 5

Section 9

I like working with computers.

Technology helps me learn and understand things.

I prefer to do my work on a computer than use a pen/pencil and paper.

I enjoy playing video games.

I learn most of my information from the internet.

I prefer to learn from a web page than reading a book.

I write a blog.

I enjoy designing web pages.

I like making audio and video recordings with a camera and/or a computer

I prefer to communicate using text, e-mail, or socializing in a chat room.

Total Number of Responses

Section 10

Religion is important to me.

I enjoy learning about philosophy.

I need to see and understand my role in the "big picture".

I question whether there is intelligent life beyond earth.

Relaxation and mediatation helps me.

I question the meaning of life.

I think a lot about life and death.

I believe it is my responsibility to contribute positively to this world.

I believe in spirits or ghosts.

Learning new things is easier when I understand their value.

Total Number of Responses

0 1 2 3 4 5 6 7 8 9 10

Erik F

ranci

s

MY M.I. PROFILE

Verbal

Logical

Visual

Musical

Bodily Kinesthetic

Naturalist

Interpersonal

Intrapersonal

Technical

Existential


© Erik M. Francis, 2011

UNIT OF STUDY

STANDARDS List the state standards that are addressed in this unit. • PO1: Review the rise of totalitarianism in Europe after World War I. • PO2: Analyze the major causes of World War II. • PO3: Trace the series of invasions and conquests in the European and

Pacific Theatres in World War II. • PO4: Describe the events leading to allied victory. • PO5: Describe how racism and intolerance contributed to the

Holocaust. • PO6: Summarize the outcomes of World War II. • PO7: Describe events resulting from World War II.

OBJECTIVES The learner will… • remember/recall key events and people related to World War II by

summarizing the outcomes of World War II. • understand key events and people related to World War II by

reviewing the rise of totalitarianism in Europe and describing the events leading to allied victim.

• apply key events and people related to World War II tracing the series of invasions and conquests in the European and Pacific Theatres in World War II.

• analyze key events and people related to World War II by analyzing the major causes of World War II and describing how racism and intolerance contributed to the Holocaust.

• Evaluate key events and people related to World War II by describing events caused by World War II.

• create presentations focusing on key events and people related to World War II.

ESSENTIAL QUESTIONS FACTUAL • Who were the key people involved in World War II? • What were the key events of World War II? • Where did most of the battles take place? • When did World War II begin/end? • When did the United states enter World War II? ANALYTICAL • Why does a nation decide to go to war? • How did the treaties, alliances, and political structures contribute to

World War II? • Why did the United States choose not to enter the conflict in Europe

when it first began? • How was the United States able to convince the public to support the

war effort? HYPOTHETICAL • What if the Axis Powers won the war? • What could have happened if the United States entered the war sooner? AFFECTIVE • Do you feel World War II could have been avoided? • Why do you think the Germans were so willing to follow Hitler? • Do you think the United States should have entered the war before the

attack on Pearl Harbor? • How do you feel about the way the Germans and Japanese were

portrayed and treated during World War II? • Do you believe Harry Truman was right to order the dropping of the

atomic bomb on Hiroshima and Nagasaki? • Do you think a war like World War II could happen again? REFLECTIVE • What effect did the outcome of World War II have on the world? • How did the outcome of World War II affect international politics,

economics, and culture? • What influence did World War II have on the way internal conflicts are

resolved? • How did World War II affect America’s perspective on its role in solving

international conflicts? PERSONAL

World War II


© Erik M. Francis, 2011

WHOLE CLASS ASSIGNMENTS ASSIGNMENT TASK ASSESSMENT

1. Read “World War II” chapter.

Page 385 1(all), 2, 3, 4, 5, 6

Short answer.

2. Summarize the cause and outcomes of World War II.

Summary 6 Traits Writing Scoring Guide

3. Research a key individual or event from World War II.

Research 6 Traits Writing Scoring Guide

4. Write a persuasive essay answering one of the following topics:

• “Could World War II have been avoided?”

• “Should the United States have entered World War II sooner?”

• “Could a war like World War II happen again?”

Persuasive Essay 6 Traits Writing Scoring Guide

MULTIPLE INTELLIGENCE ACTIVITY Choose one of the activities listed below.

Explain how you applied the key academic concepts and addressed the essential questions of the unit through written expression.

VISUAL / SPATIAL

VERBAL / LINGUISTIC

LOGICAL / MATHEMATICAL

Comic Book: Draw a comic book depicting a key event in World War II.

Short Story: Write an original short story that takes place or is related to World War II.

Battle Plan for Success: Calculate the probability of success or failure of a key battle from World War II.

TECHNICAL / MECHANICAL

BODILY KINESTHETIC

MUSICAL / RHYTHMIC

World War II Film: Make an educational or fictional video about World War II

Boot Camp Training: Research and demonstrate the training regimen of soldiers during World War II.

World War II: Write and perform a patriotic song supporting the Allies in World War II.

INTRAPERSONAL / INSIGHT

INTERPERSONAL / SOCIAL

NATURALIST / ENVIRONMENTAL

Alternative Measures: Discuss alternative ways for countries to solve their conflicts without resorting to warfare.

Should President Truman Have Dropped the Bomb?: Debate with a partner whether President Truman should have dropped the atomic bomb on Japan.

Environmental Influence on War: Discuss how the environment in which battles were fought affected the outcome of key battles.

COMBINATION

STUDENT CREATED

Focus:Elevating the Essentials to Radically Improve Student Learning

- Schmoker (2011)

WHAT WE

TEACH

HOW WE

TEACH

AUTHENTICLITERACY

Standards

Objectives

Curriculum

Unit of Study

Instructional Strategies

Best Practices

Reading

Writing

Discussion

AUTHENTIC LITERACY

Three Principles of Authentic Literacy

✓ Reading for Meaning

✓ Writing to Communicate Understanding

✓ Discussion of Attitudes, Beliefs, and Emotions

- Schmoker (2011)

COMMUNICATION IS KEY.

AUTHENTIC LITERACY• Insight/Opinion

- What do we think..?

- How do we feel...?

• Compare and Contrast /Pros and Cons

- What are the similarities and differences between..?

- What are the advantages and drawbacks...?

• Inference/Conclusions

- What inferences and conclusions can we make..?

• Argument/Debate

- Do we agree or disagree...?

HIGHER ORDER THINKING

Three Types of AssessmentAREA MEASUREMENT COGNITION

CONTENT

PROCESS

AFFECTIVE

What do you know?

RememberRecall

RecognizeUnderstand

How do you do it? ApplyCreate

How do you feel? AnalyzeEvaluate

LEARNINGOBJECTIVES


Self-SystemSelf-SystemSelf-SystemSelf-SystemSelf-SystemSelf-SystemSelf-SystemSelf-SystemSelf-SystemBeliefs about the importance of

knowledge

Beliefs about the importance of

knowledge


knowledgeBeliefs about abilityBeliefs about abilityBeliefs about ability

Emotions associated with knowledge



Metacognitive SystemMetacognitive SystemMetacognitive SystemMetacognitive SystemMetacognitive SystemMetacognitive SystemMetacognitive SystemMetacognitive SystemMetacognitive System

Specifying learning goals


Monitoring the execution of knowledge



Monitoring clarity

Monitoring clarity

Monitoring clarity

Monitoring accuracy

Cognitive SystemCognitive SystemCognitive SystemCognitive SystemCognitive SystemCognitive SystemCognitive SystemCognitive SystemCognitive SystemKnowledge Retrieval

ComprehensionComprehensionComprehension AnalysisAnalysisAnalysis Knowledge UtilizationKnowledge Utilization

RecallExecution

SynthesisRepresentation



MatchingClassifying

Error AnalysisGeneralization

Specifying

MatchingClassifying


Specifying

MatchingClassifying


Specifying

Decision MakingProblem Solving

Experimental Inquiry

Investigation



Investigation

Knowledge DomainKnowledge DomainKnowledge DomainKnowledge DomainKnowledge DomainKnowledge DomainKnowledge DomainKnowledge DomainKnowledge DomainInformationInformationInformation Mental ProceduresMental ProceduresMental Procedures Physical ProceduresPhysical ProceduresPhysical Procedures

MARZANOʼS TAXONOMY OF EDUCATIONAL OBJECTIVES

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LEARNINGOBJECTIVES


Self-SystemSelf-SystemSelf-SystemSelf-SystemSelf-SystemSelf-SystemSelf-SystemSelf-SystemSelf-SystemBeliefs about the importance of

knowledge


knowledge


knowledgeBeliefs about abilityBeliefs about abilityBeliefs about ability




Metacognitive SystemMetacognitive SystemMetacognitive SystemMetacognitive SystemMetacognitive SystemMetacognitive SystemMetacognitive SystemMetacognitive SystemMetacognitive System






Monitoring clarity

Monitoring clarity

Monitoring clarity

Monitoring accuracy

Cognitive SystemCognitive SystemCognitive SystemCognitive SystemCognitive SystemCognitive SystemCognitive SystemCognitive SystemCognitive SystemKnowledge Retrieval

ComprehensionComprehensionComprehension AnalysisAnalysisAnalysis Knowledge UtilizationKnowledge Utilization

RecallExecution




MatchingClassifying


Specifying

MatchingClassifying


Specifying

MatchingClassifying


Specifying



Investigation



Investigation

Knowledge DomainKnowledge DomainKnowledge DomainKnowledge DomainKnowledge DomainKnowledge DomainKnowledge DomainKnowledge DomainKnowledge DomainInformationInformationInformation Mental ProceduresMental ProceduresMental Procedures Physical ProceduresPhysical ProceduresPhysical Procedures

MARZANOʼS TAXONOMY OF EDUCATIONAL OBJECTIVES

CONTENT

CONTENT

CONTENT CONTENT

PROCESS PROCESS

PROCESS PROCESS PROCESS

PROCESS PROCESS

AFFECTIVE AFFECTIVE AFFECTIVE

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SELF ASSESSMENTStudent essays accompanying the MIA should address the following:

✓ An in-depth overview of the subject material of the MIA.

(Research - Content)

✓An insightful explanation of how the student applied the key concepts and addressed the essential questions of the unit using their individual skills and talents.

(Expository - Process/Affective)

PEER EVALUATION• Oral or written communication of conceptual

understanding

• Answer the following:

✓ How does the project meet the objectives of the unit? (Content)

✓ How are the essential questions of the unit addressed? (Process)

✓ Does the project provide new information or prompt further inquiry? (Affective)


© Erik M. Francis, 2012 [email protected]

PEER EVALUATION

Unit of Study

Project

Project Summary: Describe the project being presented.

How does the project address the objectives of the unit?

Which essential questions does the project answer?

What new information does the project provide?

What further information or inquiry does the prompt?

ESSENTIAL QUESTIONS FOR YOUR STAFF

Do your teachers understand what differentiated instruction is or looks like?

Are your teachers effectively trained to differentiate instruction?

Are your teachers comfortable with differentiating instruction?

What if teachers were given a multiple intelligence survey to determine their areas of skill and talent?

How can teachers differentiate instruction effectively and comfortably?

PREPARE YOUR STAFFHave the staff take a Multiple Intelligence Profile Survey to obtain data on their skills and talents.

Provide professional development opportunities.

Create content and engagement leaders.

Provide targeted (topical small group) and strategic (coaching, mentoring) interventions.

Allow for freedom and flexibility.

Not every unit or assignment needs to be differentiated or project-based.

FOR MORE INFORMATION

ERIK M. FRANCIS, M. Ed. , M. [email protected]

(602) 686-1396

a balanced approach: combining traditional and differentiated instruction

Documents

national training

view war ii

world war

debate becomingand

key narrative

animals physical

original story

technical