utilizing instructional best practices in academically diverse ......• learning objective –i...
TRANSCRIPT
Utilizing High Leverage Instructional
Practices in Academically Inclusive
Classrooms
Angela Allen, TAG Education Specialist
Which one is different, it does not
belong …
Math is fun...I promise!• Classroom math and engineering teacher for 13
years …
Advanced
Grade Level
EL/SPED
Co-taught (AVID, SPED, Highly Capable)
Independent Study/Blended Learning
• The three ring circus approach – student
centered learning
Academic Representation
• Students performing below grade level
• Students at grade level
• Highly capable/TAG
• English Learners
• Special Education
• 504
Mind the Gap
• Define each “Gap” and explain how
they’re all connected?
• Achievement Gap (Hilliard, 2003; NAEP
2015)
• Excellence Gap (Plucker-Peters, 2016)
• Belief Gap (Ladson-Billings, 2006)
• Opportunity Gap (Darling-Hammond,
2010)
Why we do what we do … High Leverage
Instructional Strategies/Practices• Research based – Robert Marzano, John Hattie, Eric Jensen, Zaretta Hammond,
Doug Reeves, Susan Winebrenner, Jaime Castellano, Dina Brulles, Charlotte
Danielson, Margaret Heritage, Rick Wormeli …
• Collaborative/cooperative learning
• Feedback
• Pre-assessments/formative assessments
• Higher order thinking
• Students carry cognitive load
• Independent vs. Dependent learners
• Personalized, differentiated, accessible
• Relevant/meaningful
• Non-linguistic approaches
• Intentional
• Relationships/Intellectually safe environments
Elevating Student Outcomes
• Pre-Assessment
• Formative Assessment as a Process
• Flexible Grouping Based on Readiness
• Maintaining High Cognitive Demand
• Visible Thinking/Learning
• CCSS Math Practices
• Sheltered Instruction
• Personalized Learning
• Differentiation
• Culturally Responsive practices
• Trauma Informed Practices
Responsive Teaching
• How would you define responsive
teaching?• Doing what’s fair/necessary for students (“Fair Isn’t Always Equal” –
Rick Wormeli) … equity
• It’s a collections of best practices strategically employed to
maximize students’ learning at every turn, including giving them the
tools to handle anything that is undifferentiated
• It requires us to do different things for different students some, or a
lot, of the time
• It’s whatever it takes and whatever works to advance the student
• It’s highly effective teaching Adapted from Rick Wormeli’s presentation on Cultivating Creativity in the Differentiated Classroom.
Evidence to Consider…
• TAG students are the most heterogeneous
group of students
• 97th percentile – 99th percentile
383 point difference
• 96th percentile …counted down 383 points
• 1st percentile
Grade Level Testing Above Grade Level Testing
TAG TAG
Differentiation vs Personalized
Learning1. 413 – 198
2. 51
7− 3
4
7
3. −4.9 − (−22
5)
4. (x3 + 3x2 + 5x – 4) – (3x3 – 8x2 – 5x + 6)
5.
All DOK 1 … change DOK level to achieve
higher cognitive demand
Pre-Assessment
• Grouping Strategies
• Readiness
• Flexible
• Drives student discourse
• Maintains high cognitive demand for all students
• Rate and Level – TAG OAR
Angela – ELA
Tayliah – Math
Jayden – Social Science
Xayda – Science
Maintaining High Cognitive
Demand
• English Language Proficiencies
• Webb’s Depth of Knowledge
• Bloom’s Taxonomy
• Hess’s Cognitive Rigor Matrix
Entry Routine• Seating chart based on formative assessment
• Learning Objective – I will learn how to solve
systems of equations algebraically when both
equations are in y = mx + b form
• Language Objective – The solution to a system of
linear equation is _______ and can be verified by
_______. Draw a of a system that has ______
solution(s).
• Math Practices
1. Make sense of problems and persevere in solving them
2. Use appropriate tools strategically
3. Model with mathematics
Blooms DOK LEVEL 1
Recall and Reproduction
DOK LEVEL 2
Basic Skills and Concepts
DOK LEVEL 3
Strategic Thinking and Reasoning
DOK LEVEL 4
Extended Thinking
Remember
(Knowledge)
Retrieve knowledge from long-term
memory, recognize, recall, locate,
identify.
Knowledge/Remember
Ra. Recall, observe, & recognize facts, principles,
properties
Rb. Recall/ identify conversions among
representations or numbers (e.g., customary and
metric measures
Understand
(Comprehend)
Construct meaning, clarify,
paraphrase, represent, translate,
illustrate, give examples, classify,
categorize, summarize, generalize,
infer a logical conclusion), predict,
compare/contrast, match like ideas,
explain, construct models.
Comprehend/Understand DOK1
Cc. Evaluate an expression
Cd. Locate points on a grid or number on
number line
Ce. Solve a one-step problem
Cf. Represent math relationships in words,
pictures, or symbols
Cg. Read, write, compare decimals in
scientific notation
Comprehend/Understand DOK2
Cm. Specify and explain relationships
Cn. Make and record observations
Co. Explain steps followed
Cp. Summarize results or concepts
Cq. Make basic inferences or logical predictions
from data/observations
Cr. Use models /diagrams to represent or explain
mathematical concepts
Cs. Make and explain estimates
Comprehend/Understand DOK3
CH. Use concepts to solve non-routine
problems
CI. Explain, generalize, or connect ideas using
supporting evidence
CJ. Make and justify conjectures
CK. Explain thinking when more than one
response is possible
CL. Explain phenomena in terms of concepts
Comprehend/Understand DOK4
Cee. Relate mathematical or
scientific concepts to other content
areas, other domains, or other
concepts
Cff. Develop generalizations of the
results obtained and the strategies
used (from investigation or readings)
and apply them to new problem
situations
Apply
Carry out or use a procedure in a
given situation; carry out (apply to a
familiar task), or use (apply) to an
unfamiliar task.
Application DOK 1
APh. Follow simple procedures (recipe-type))
APi. Calculate, measure, apply a rule (e.g.,
rounding)
APj. Apply algorithm or formula (e.g., area,
perimeter)
APk. Solve linear equations
APl. Make conversions among
representations or numbers, or within and
between customary and metric measures
Application DOK 2
APt. Select a procedure according to criteria and
perform it
APu. Solve routine problem applying multiple
concepts or decision points
APv. Retrieve information from a table, graph, or
figure- use it solve a problem w’ multiple steps
APw. Translate between tables, graphs, words, and
symbolic notations (e.g., graph data from a table)
APx. Construct models given criteria
Application DOK 3
APM. Design investigation for a specific
purpose or research question
APN. Conduct a designed investigation
APO. Use concepts to solve non-routine
problems
APP. Use & show reasoning, planning, and
evidence
APQ. Translate between problem & symbolic
notation when not a direct translation
Application DOK 4
APgg. Select or devise approach
among many alternatives to solve a
problem
APhh. Conduct a project that
specifies a problem, identifies
solution paths, solves the problem,
and reports results
Analyze
Break into constituent parts,
determine how parts relate,
differentiate between relevant-
irrelevant, distinguish, focus, select,
organize, outline, find coherence,
deconstruct (e.g., for bias or point
of view).
Analyze DOK 1
ANy. Retrieve information from a table or
graph to answer a question
ANz. Identify whether specific information is
contained in graphic representations (e.g.,
table, graph, T-chart, diagram)
ANA. Identify a pattern/trend
Analyze DOK 2
ANB. Categorize, classify materials, data, figures
based on characteristics
ANC. Organize or order data
AND. Compare/ contrast figures or data
ANE. Select appropriate graph - organize data
ANF. Interpret data from a simple graph
ANG. Extend a pattern
Analyze DOK 3
ANR. Compare information within or across
data sets or texts
ANS. Analyze and draw conclusions from data,
ANT. Generalize a pattern
ANU. Interpret data from complex graph
ANV. Analyze similarities/differences between
procedures or solutions
Analyze DOK 4
ANii. Analyze multiple sources of
evidence
ANjj. Analyze complex/abstract
themes
ANkk. Gather, analyze, and evaluate
information
Evaluate
Make judgments based on criteria,
check, detect inconsistencies or
fallacies, judge, critique.
Evaluate DOK 3
EVW. Cite evidence and develop a logical
argument for concepts or solutions
EVX. Describe, compare, and contrast solution
methods
EVY. Verify reasonableness of results
Evaluate DOK 4
EVll. Gather, analyze, & evaluate
information to draw conclusions
EVmm. Apply understanding in a
novel way, provide argument or
justification for the application
Create
(Synthesize)
Reorganize elements into new
patterns/structures, generate,
hypothesize, design, plan, produce.
Create/Synthesize DOK 1
SYZ. Brainstorm ideas, concepts, or
perspectives related to a topic
Create/Synthesize DOK 2
SYaa. Generate conjectures or hypotheses based
on observations or prior knowledge and experience
Create/Synthesize DOK 3
SYbb. Synthesize information within one data
set, source, or text
SYcc. Formulate original problem in a situation
SYdd. Develop a scientific/mathematical
model for a complex situation
Create/Synthesize DOK 4
SYnn. Synthesize information across
multiple sources or texts
SYoo. Design a mathematical model
to inform and solve a practical or
abstract situation
Hess Cognitive Rigor Math Matrix
Differentiating with DOK
• Robert Kaplinsky• DOK Steps Practice
• Illustrative Mathematics
• You Cubed
• Math Assessment Project Lessons
Doing Some Math!
• T Together, work to answer questions.
E Explain and give reasons.
A Ask questions and share ideas.
M Members of your team are your first resource.
S Smarter together than apart
• Definition of TEAMS – part of CPM (College Preparatory Mathematics) materials
Does .9 repeating = 1?
Justify your response using mathematical
practices
A Road Not Taken … DOK Style
• Why would you take a road less traveled?
• Number off 1-4
• Read the poem then write questions
based on your 1-4 level
• Share with your team
• Organized chaos … discourse and
collaboration
• Adapted from Andrew Johnson and Noel Tamez - PPS
The Standards…• CCSS.ELA-LITERACY.CCRA.R.4
Interpret words and phrases as they are used in a text,
including determining technical, connotative, and figurative
meanings, and analyze how specific word choices shape
meaning or tone.
• CCSS.ELA-LITERACY.CCRA.R.5
Analyze the structure of texts, including how specific
sentences, paragraphs, and larger portions of the text (e.g., a
section, chapter, scene, or stanza) relate to each other and
the whole.
• CCSS.ELA-LITERACY.CCRA.R.6
Assess how point of view or purpose shapes the content and
style of a text.
Formative Assessment as a Process
• Focuses on student growth – feedback is everything
• Adjusts instruction to ensure continuous progress and
growth
• Specific to what students know before and during
instruction
• It’s a process – NOT a test
• Used by teachers and students
• A series of intentional and carefully considered
actions
• Data/evidence is obsolete as soon as a teacher move
is crafted (or not)
Formative Assessment Benefits
and Outcomes
• Elevates student learning/achievement
• Visible thinking/learning
• Response to Instruction and Intervention for all
• Blends science of learning with art of teaching
(evidence based adjusting)
• Lends to student-centered learning
environments
Student Centered Writing Instruction
Using Formative Assessment Evidence
• Persuasive Essays
• Conclusion paragraphs
Learning Options
• Tiered
• Stations
• Extension Menus
Project Based
• MS-PS3
• MS – ETS 1
• MS – PS2
Flipped Teaching/Independent
Research
• DNA
• Genius Hour
• Oregon State Library
Presentations About
Differentiation
• Science/Social Studies
• Math
Wrap up & Questions
• Angela Allen, TAG Education Specialist