1. ENGAGING ALL LEARNERS WITH STUDENT-CENTERED ACTIVITIES Practical strategies and applications that support HOTS (higher order thinking skills) and differentiation Presented by SIOP Coaches Beth Amaral and Carla Huck May 20, 2014

2. Content Objectives: Participants will be able to use three strategies cubing, think dots, and canned questions to develop differentiated instruction for small groups. Participants will be able to develop engaging activities based on specific content information, essential questions, and student needs. Language Objectives: Participants will formulate content-specific questions that promote higher order thinking. Participants will describe and share successful strategies and tools to promote student-centered learning.

3. DO YOU DIFFERENTIATE YOUR LESSONS?

4. WHY DIFFERENTIATION? The teacher is the one who knows the objectives for the lesson. Whole-class teaching prevails; desks are all in a row. Assignments, texts, and tasks are the same for all the students. The preponderance of talk is the teachers. High-level thinking questions and tasks are reserved for highest-achieving students. Both the teacher and the students know clearly the content and language objectives. Grouping of students is frequent and flexible. A variety of texts, tasks, and options is evident. Talk is shared between students and teacher. High-level thinking questions and tasks are the norm for all students. In Non-Differentiated Classrooms: In Differentiated Classrooms:

5. BLOOMS TAXONOMY AND HOTS ORIGINAL TERMS NEW TERMS Evaluation Synthesis Analysis Application Comprehension Knowledge Creating Evaluating Analyzing Applying Understanding Remembering ()

6. SENTENCE STARTERS FOR BLOOMS

7. INSTRUCTIONAL STRATEGY: CUBING Description: Cubing is an instructional strategy designed to help students think about a topic or idea from many different angles. A cube includes 6 commands, one on each of its six faces, followed by a prompt that describes the task the students should do related to the command. A concrete visual of a cube is used to consider multiple dimensions of a topic or levels of questioning according to Blooms Taxonomy. Students can roll the cube, or you can number each side and assign tasks to groups or individual members. What are the advantages to using Cubing? It is a simple way to differentiate, while still instructing each student on the same topic or skill. Each cube may contain the same commands, but the tasks on the cubes will be different according to the needs of the various groups. Rolling the die adds excitement and anticipation. It takes what may be a boring assignment and makes it fun and engaging. Cubing is an excellent strategy for the tactile/kinesthetic learners.

8. CUBING SUGGESTED FORMATS The Six Sides of the Cube: 1. Describe it (including color, shape, size (if applicable) How would you describe the issue/topic? 2. Compare it (what it is similar to or different from)Its sort of like 3. Associate it (what it makes you think of )How does the topic connect to other issues/subjects? 4. Analyze it (tell how it is made or what it is composed of) How would you break the problem/issue into smaller parts? 5. Apply it (tell how it can be used)How does it help you understand other topics/issues? 6. Argue for/against it (take a stand and support it)I am for this because/This works because/I agree because . . .

9. CUBING SCIENCE (Cells) Multiple ways of exploring one topic: 1. Describe: cell parts (structure) and function 2. Illustrate: a cell with organelles and functions 3. Analyze: how each cell part is related to others 4. Compare: location of the organelle with its functions and relationships 5. Connect: how interrelationships among organelle functions are like other interrelationships in life 6. Apply: what youve learned to predict how organism functions are like cell functions. Variations: Develop your own activities and questions using six levels of Blooms Taxonomy (*see our sample cubes) SHOW ME AN EXAMPLE

10. CUBING MATH (Fractions) 1. Locate: In two minutes, make a list of all of the places in which we find fractions in every day life. Have your partner time you. 2. Define: What is a fraction? How would you explain what a fraction is to a first grader? 3. Solve: Complete fraction problems 1-10 on page 65. Have your partner check your work. 4. Analyze: What are the parts of a fraction? Define each part and describe their relationships to one another. 5. Think About: When dividing fractions, why do we have to invert and multiply? Show your thinking on paper. 6. Illustrate: Create a childrens picture book about fractions. Use Give Me Half! as an example. SHOW ME AN EXAMPLE

11. CUBING How are cubes designed to support differentiation? Use more than one cube. Each cube should contain commands and tasks that are aligned with the ability levels of the different groups. Create 1 average ability cube first. Then, use those tasks as a guide to create 2 other cubes- low ability and high ability. Differentiate cubing questions by color-coding the cubes. But remember to change the colors periodically to align with different levels so that students do not get labeled as the low blue group, etc Differentiating by Interest or Learning Profile: Create many cubes for learning or review activities. 2-3 sides of all the cubes can have the same task. The remaining 3-4 sides can have tasks related to specific interests or learning profiles.

12. INSTRUCTIONAL STRATEGY: THINK DOTS Description After presenting a unit of study, Think Dots activities are used to lead students into deeper exploration of content knowledge, concepts and skills. This differentiation tool enables students to review, demonstrate, and/or extend their thinking according to levels of readiness, learning styles or interests. Teachers create six questions on an activity mat or on cards held on a ring, with corresponding dots. Students roll the die and complete corresponding activities. What are the advantages of Think Dots? Students have the opportunity to explore concepts deeply while utilizing different levels of Blooms Taxonomy. Activities can be tiered in a number of ways and across subject areas. Student can apply and demonstrate what they have learned in a variety of ways (use Think Dots as an alternative assessment) Think Dots can be used in cooperative learning groups.

13. THINK DOTS SHOW ME AN EXAMPLE ThinkDots: Seeing the Difference Projects Through Multiple Intelligences attachment #10 S. Orr, FCPS, AAMNVA project 2005 Write lyrics to a song or rap to show the similarities and differences you have noted between the Revolutionary War and the Civil War. Include information about 3 of the following: technology, weapons, clothing, architecture, leaders and locations. Musical/Rhythmic Design a brochure about the similarities and differences you have noted between the Revolutionary War and the Civil War. Refer to the images in the lesson to guide the elements you include in your brochure. Include information about 3 of the following: technology, weapons, clothing, architecture, leaders and locations. Visual/Spatial Create pantomimes that show the similarities and differences you have noted between the Revolutionary War and the Civil War. Include information about 3 of the following: the technology, weapons, clothing, architecture, leaders and locations. Be prepared to act them out for the class. Body/Kinesthetic Pretend you are a news reporter doing a story about the Revolutionary War or the Civil War. Write the script and use the class microphone to read it to the class. Include information about 3 of the following: technology, weapons, clothing, architecture, leaders and locations. Verbal/Linguistic Research statistics regarding the final battles that ended the Revolutionary War and the Civil War. Design graphs using Excel or hand drawn graphs to show your findings. Mathematical/Logical Design a mural to show the differences between the Revolutionary War and Civil War. Include information about 3 of the following: technology, weapons, clothing, architecture, leaders and locations. Visual/Spatial

14. THINK DOTS SHOW ME AN EXAMPLE

15. THINK DOTS Variations: Use colored paper and/or colored dots to indicate different readiness levels, interests or learning styles. Have student work in pairs. Assign a number value that will determine how many activities a student chooses to complete. For example, if 12 is assigned, a student could complete 6,5,1 or 5,4,2. Create an activity sheet to correspond to each set of think dots, for easy recording and management. (See Fractions example) Have students roll to complete a specific number of activities rather than the entire set.

16. INSTRUCTIONAL STRATEGY: CANNED QUESTIONS Description: Canned Questions is a strategy to assist students in answering questions on increasingly sophisticated levels of cognition. Write (on strips of paper) a variety of questions related to the particular topic being studied. The questions should range from lower to higher levels of thinking. Place the question strips in a can. Group students as partners or in small groups (to lower anxiety and to scaffold). The teacher draws out the questions, one by one, and students work together to answer them. What are the advantages? All students gain exposure to questions of varied cognitive levels, even though they are only responsible for answering the questions that are appropriate for their level of proficiency.

17. CANNED QUESTIONS Level 1: (Remembering/Understanding) What is air pollution? (Sci) What form of government does the USA have? (SS) What happens to Hamlet at the end of the play? (Eng) Can you explain the rules of golf? (PE) How would you describe a triangle? (Math) How would you summarize Picassos Blue Period? (Art) Level 2: (Applying/Analyzing) What are the historical and sociological causes of air pollution? (Sci) What are the advantages and disadvantages of a democratic form of government? (SS) Why did Hamlet take so long to act in revenge for his fathers death? (Eng) Why has golf become such a popular sport? (PE) How do triangles contribute to modern society? (Math) Why is Picasso seen by many as an influential figure in art history? (Art) SHOW ME AN EXAMPLE

18. CANNED QUESTIONS Level 3: (Evaluating/Creating) What cultural changes are necessary to stop air pollution? (Sci) Why is democracy an important form of government? (SS) Was Hamlet a good son? (Eng) Does golf have a future as one of Americas most popular sport? (PE) Why is geometry an important area of study? (Math) How does Picassos art represent current human experience? (Art) Variations: Students may also (individually or in groups) submit questions to the Question Can. These can be drawn for other students to answer. Teachers can teach students how to ask higher order questions using sentence frames. StickPic APP for Ipadset up classes with student specific levelsquestions stems appear

19. YOUR TURN! Step 1 Choose a station (you may work with a partner ) Read directions provided at that station Step 2 Select a topic from your standards-based curriculum / unit of study Develop your higher order questions Step 3 Using the materials and models provided, create an instructional tool to use in class Consider variations/adaptations

20. Content Objectives: Participants will be able to use three strategies cubing, think dots, and canned questions to develop differentiated instruction for small groups. Participants will be able to develop engaging activities based on specific content information, essential questions, and student needs. Language Objectives: Participants will formulate content-specific questions that promote higher order thinking. Participants will describe and share successful strategies and tools to promote student-centered learning. Did we meet our objectives?

21. SIOP COMPONENTS Strategies 13. Ample opportunities for students 14. Scaffolding techniques 15. Variety of question types/higher order thinking skills Interaction 16. Opportunities for interaction 17. Grouping configurations Practice / Application 20. Hands-on materials and manipulatives 21. Application of content language 22. Language skills (read, write, listen, speak) How is our work today connected to SIOP?

22. MARZANOS DESIGN QUESTIONS ADDRESSED TODAY: Domain 1: Classroom Strategies and Behaviors DQ3: Helping Students Practice and Deepen New Knowledge DQ5: Engaging Students DQ9: Communicating High Expectations for All Students Domain 2: Planning and Preparing Planning and Preparing for Lessons and Units Planning and Preparing for the Needs of English Language Learners Planning and Preparing for the Needs of Students Receiving Special Education Planning and Preparing for the Needs of Students Who Lack Support for Schooling Which Marzano elements did we address?

23. EXIT TICKET Take a turn and roll one of the Exit die on your table. Share your answers with your table-mates. Evaluation Sheets can be completed and left on your tables.

24. THANK YOU FOR YOUR PARTICIPATION!