This presentation shows how to balance direct instruction and whole class assignments with project based learning consisting of multiple intelligence and authentic literacy activities that measure student knowledge and cognition of key academic concepts, promote student choice, and foster student engagement.
Cath gordon teaching and learning conference ppt 2012
A Balanced Approach: Combining Traditional and Differentiated Instruction
1. A Balanced Approach
Using 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
2. 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?
3. TRADITIONAL INSTRUCTION
Teacher teaches concept.
Teacher provides practice.
Student practices concept. Student does not practice concept.
Passing Grade Failing Grade Student receives 0 for not
Student receives
A, B, C, D F doing work.
credit for work.
Extra Help Extra Help
Grade < A
TEST
Passing Grade Failing Grade
A, B, C, D F
4. DISADVANTAGES TO
TRADITIONAL INSTRUCTION
x Inflexible
x 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.
5. 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
6. 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)
7. 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.
8. WHY DIFFERENTIATE?
T
AGE MEN MAINSTREAM
ENG
H MENT GIFTED
ENRIC
DIFFERENTIATION
INTERVENTION SPECIAL
RIGOR EDUCATION
LANGUAGE ENGLISH
DEVELOPM LANGUAGE
ENT
RELE LEARNERS
RELA VANC
TION E LOW
SHIP
S SOCIO-ECONOMIC
STATUS
9. LEARNING PYRAMID
Lecture Average
5% Retention
Reading Rate
10%
Audio-‐Visual
20%
Demonstration
30%
Discussion
50%
Practice by Doing
75%
Teach Others
90%
Adapted from National Training Laboratories. Bethel, Maine
10. LEARNING PYRAMID
Lecture Average
5% Retention
Reading Rate
10%
Audio-‐Visual
20%
Demonstration
TRADITIONAL 30% PASSIVE
DIFFERENTIATED Discussion ACTIVE
50%
Practice by Doing
75%
Teach Others
90%
Adapted from National Training Laboratories. Bethel, Maine
11. LEARNING PYRAMID
H Lecture L
I
S
A
Average
C A M
S I 5%
R N A Retention
T
O
E Reading
T G T Rate
N U H
R C A
Y
10%
M E
E U G M
Audio-‐Visual
S E A
I T
20% A I
C
Demonstration R C
P T S
H
TRADITIONAL i 30%
. S PASSIVE
g
E
Discussion
DIFFERENTIATED h
. ACTIVE
S
c
50%
h
C
Practice by Doing
o .
o T
l 75%.
Teach Others
E
.
90%
Adapted from National Training Laboratories. Bethel, Maine
12. LEARNING PYRAMID
T Lecture DIRECT Average
R
A
D
5% INSTRUCTION Retention
I Reading Rate
T
I
O
10% WHOLE CLASS
N
A
Audio-‐Visual ASSIGNMENT
L
20%
D Demonstration
I
F 30%
F
E Discussion ESSENTIAL QUESTIONS
R
E 50% AUTHENTIC LITERACY
N
T Practice by Doing MULTIPLE INTELLIGENCE
I
A 75% ACTIVITIES
I
T Teach Others PROJECT BASED
E
D 90% LEARNING
Adapted from National Training Laboratories. Bethel, Maine
13. 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.
14. A BALANCED APPROACH
DIFFERENTIATED TRADITIONAL
INSTRUCTION Teacher introduces concept.
INSTRUCTION
Teacher poses essential questions
Multiple Intelligence
Direct Instruction
Activities
Project Based Whole Class
Learning Assignments
Self
Assessment
Peer
Evaluation
TEST
Teacher evaluates knowledge and cognition.
15. A BALANCED APPROACH
DIFFERENTIATED TRADITIONAL
INSTRUCTION Teacher introduces concept.
INSTRUCTION
Teacher poses essential questions
Multiple Intelligence
Activities
GRADING Direct Instruction
Project Based 2 5% 2 5% Whole Class
Learning Assignments
25% 25%
Self
Assessment
Peer
Evaluation
TEST
Teacher evaluates knowledge and cognition.
20. PROJECT BASED LEARNING
Standards
Learning Objectives
Essential Questions
Curriculum
Content
Textbooks
Research
Visual
Verbal
Logical
Bodily-Kinesthetic Multiple
Musical
Interpersonal Intelligences
Intrapersonal
Naturalist
Project Based
Technical
Learning
Communication and
Presentation Skills
Organization andTime
21st
Management Skills
Research and Inquiry Skills
Century
Self Assessment and
Reflection
Skills
Group Participation
Leadership
Reading
Authentic
Writing Literacy
Discussing
21. COLLEGE AND CAREER READINESS
COLLEGE CAREER
Academic Knowledge Academic Skills
Application of Academic Knowledge in
Foundational Academic Knowledge
Authentic Situations
Academic Behaviors Employability Skills
Intellectual Openness and Growth Critical Thinking
Inquisitiveness Adaptability
Interpretation Problem Solving
Precision and Accuracy Collaboration/Teamwork
Problem Solving Creativity
Self-Awareness Responsibility
Self-Monitoring Professionalism
Self-Control Technology Use
Contextual Skills and Awareness Technical Skills
Systematic understanding of the postsecondary Job-Specific Knowledge
education system Training
Specific knowledge of norms, values,
conventions
Human relations skills
22. 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.
25. HIGHER ORDER THINKING PLAN
H. O. T. PLAN
VISUAL VERBAL LOGICAL
Think and learn in images Think and learn in words. Think and learn by
and pictures. reasoning.
VISUAL VERBAL LOGICAL
TECHNICAL NATURALIST MUSICAL
Think and learn using Think and learn using Think and learn via
STUDENT
surroundings and rhythms and
MULTIPLE technology.
INTELLIGENCES TECHNICAL ORIGINAL
environment. MUSICAL
melodies.
ACTIVITIES
COMBO
INTRAPERSONAL INTERPERSONAL BODILY-
Think and learn by Think and learn by KINESTHETIC
working independently. working with others. Think and learn via
BODILY-
INTRAPERSONAL INTERPERSONAL physical action.
KINESTHETIC
26. HIGHER ORDER THINKING PLAN
H. O. T. PLAN
VISUAL
VISUAL VERBAL
VERBAL LOGICAL
LOGICAL
Think and learn in imagesWrite an original story Calculate the probability
Draw a comic book Think and learn in words. Think and learn by
depicting a key event in that takes place in World of success and.or failure
and pictures. reasoning.
World War II.
VISUAL War II.
VERBAL of a key battle from
LOGICAL
World War II.
TECHNICAL
TECHNICAL
NATURALIST MUSICAL
MUSICAL
Make an educationalusing
Think and learn or Think and learn using Write and perform a
Think and learn via
STUDENT
MULTIPLE technology.
fictional video about STUDENT
surroundings and rhythms and
patriotic song
INTELLIGENCES TECHNICAL
World War II. ORIGINAL
environment. MUSICAL
melodies.
supporting the Allies in
ACTIVITIES ORIGINAL
COMBO World War II.
WORLD COMBO
WAR II
INTRAPERSONAL INTERPERSONAL BODILY-
INTRAPERSONAL
Think and learn by INTERPERSONALby
Think and learn BODILY-
KINESTHETIC
Create alternative ways working with others. KINESTHETIC via
working independently. Debate with a partner Think and learn
BODILY-
INTRAPERSONAL whether Harry Truman
for countries to solve INTERPERSONAL Research the training
physical action.
their conflicts without should have dropped the KINESTHETIC
regimen of soldiers
resorting to warfare. atomic bomb on Japan. during World War II.
27. HIGHER ORDER THINKING PLAN
H. O. T. PLAN
VISUAL
VISUAL
VISUAL VERBAL
VERBAL LOGICAL
LOGICAL
Think and learnof an
Draw a picture book
comic in imagesWrite an original story Calculate the probability
Think a first person words. Think and charter
Write and learn in Calculate and learn by
depicting a key eventits that takes from theWorld of success and.or failure
animal, coloring it by in
and pictures.key narrative place in point the size reasoning. of
and growth
proper color, labeling
World War II. of view War II.
of an animal in an of a keyand determine
animal battle from
VISUAL VERBAL LOGICAL
body parts. Describe which it describes itself, its World War II.
the benefits and
how an animal’s physical environment, and how it drawbacks of being that
appearance helps it
survives. size.
survive.
TECHNICAL
TECHNICAL
NATURALIST MUSICAL
MUSICAL
NATURALIST MUSICAL
Think and learn using Write and perform a
Think and learn via
Make an educationalusing
Think and learn or
Describe how an animal STUDENT Write arhythms andthe
STUDENT song about
MULTIPLE
musttechnology.
fictionaladapt to its
video about STUDENT
surroundings and patriotic song its
INTELLIGENCES TECHNICAL
World War II. ORIGINAL
ORIGINAL
environment. animal, describing
MUSICAL in
melodies.
supporting the behavior,
ACTIVITIES environment in order to ORIGINAL appearance, War II. its Allies
survive. COMBOCOMBO andWorld
its environment.
COMBO
ANIMALS INTRAPERSONAL INTERPERSONAL BODILY-
INTRAPERSONAL Plan a presentation on
Think about why an INTERPERSONAL KINESTHETIC BODILY-
INTRAPERSONAL
Think and learn by INTERPERSONALby
animal is important to its how to prevent an animal
Think and learn BODILY-
KINESTHETIC
Describe and
Create alternativefood
ecosystem or its ways
working independently. Debate becoming an
from with a partner KINESTHETIC via
working with others. demonstrate the unique
Think and learn
chain and share your BODILY-
INTRAPERSONAL whether Harry Truman
for countries to solve Research the training
INTERPERSONAL physical abilities of an
endangered species. physical action.
reasons.
their conflicts without KINESTHETIC
should have dropped the animal and of soldiers
regimen how it helps
resorting to warfare. atomic bomb on Japan. during World War II.
them survive in its
environment.
28. HIGHER ORDER THINKING PLAN
H. O. T. PLAN
VISUAL
VISUAL
VISUAL VERBAL
VERBAL
VERBAL LOGICAL
LOGICAL
LOGICAL
Think anddifferent an
Draw a picture book
Drawcomic of imagesWriteaan original story Calculate the probability
learn in Write storylearn in words. Think and charter
Think a firstin which
Write and person Explain theand learn by
Calculate following:
depicting a key eventits the characters mustpoint - How size reasoning. a of
animal, coloring it by in that takes from theWorld of success and.or failure
and pictures.key narrative place in use
geometric shapes and the would you split
and growth
proper color, labeling
World Wardivide
how to II.
show VISUAL of view Warorder toin dozen doughnuts between
fractions in II.
of an animal an of a keyand determine
animal battle from
VERBAL LOGICAL
bodyinto halves, thirds, which it describes itself, itsfour people? Warand
them parts. Describe solve a problem. the benefits II.
World
how an animal’s physical
fourths and fifths. Shade environment, and how it - How would of being that
drawbacks you
appearance helps it distribute six drinks to
the amount in the survives. size.
survive. three people?
numerator.
TECHNICAL
TECHNICAL
NATURALIST How would you divide an
- MUSICAL
MUSICAL
NATURALIST MUSICAL
Think and learn orange for eight people? via
Think educationalusing STUDENTusing Write and perform a
Make an and learn or Think and learn
Describe how an animal STUDENT
MULTIPLE technology.
fictionaladapt to its
video about
TECHNICAL
must STUDENT Write arhythms andthe
surroundings and song about
patriotic song
MUSICAL its
INTELLIGENCES TECHNICAL
World War II. to ORIGINAL Write MUSICAL in
STUDENT ORIGINAL
environment. animal, describing
melodies.
ACTIVITIES
Create a PowerPoint
environment in order ORIGINAL aboutWorldto orAlliessupporting the behavior,
appearance, its poem
a song
presentation that
survive. COMBO
ORIGINAL COMBO and how War II. and
form
its environment.
explains how to form COMBO reduce fractions to their
and use fractions.
FRACTIONS INTRAPERSONAL COMBO
INTERPERSONAL lowest form?
BODILY-
INTRAPERSONAL Plan a presentation on
Think about why an INTERPERSONAL KINESTHETIC BODILY-
INTRAPERSONAL INTERPERSONAL
INTRAPERSONAL BODILY-
Think and learn by INTERPERSONALby KINESTHETIC
animal is important to its how to prevent an animal
Think about whatwaysare
Think and class
learn
Presentwith a partner
to the
BODILY-
KINESTHETIC
Describe and
Create alternativefood
ecosystem or its
independently. Debate becomingand
workingsituations to working with an
from KINESTHETIC via
others. demonstrate the unique
thecountries to your
best
chain and share solve
for demonstrations
whether Harry Truman Show howand training
Think you learn
BODILY-
Research the would
INTRAPERSONALexamples on how to use divide your abilities of an
INTERPERSONAL physical class evenly so
endangered species. physical action.
theirfractions to show
use conflicts without
reasons. KINESTHETIC
should have dropped the animal and of soldiers
regimen how it helps
resorting to whole.
parts of a warfare. fractions.
atomic bomb on Japan. each group would the
during World War II.
them survive in its
same amount of people.
environment.
29. HIGHER ORDER THINKING PLAN
H. O. T. PLAN
VISUAL
VISUAL
VISUAL
VISUAL VERBAL
VERBAL
VERBAL LOGICAL
LOGICAL
LOGICAL
Think andpicture inan
Draw aapicture book
Draw comic of imagesWriteaan rulelearn in words. Thinkoffensive and
Draw different a
learn of Think a original story Calculate the probability
Write first person
Write aand in which
Write story book on Explain theand charter
Calculate following:
Analyze and learn by
depicting a key eventits thehow tofrom mustpoint - How size reasoning. a of
animal, coloring it by in thatcharacters theWorld defensive and growth
and pictures.key narrative placesoccer
geometric shapesand
soccer uniform and takes play in use of success and.or soccer
the would you in failure
plays split
proper color,importance
show how labeling
World Wardivide
the to II.
explainVISUAL includingofin order toin dozen doughnuts between
of view War II.
fractions identifying the ananda determine from
an animal of keyand determine
animal battle their
VERBAL LOGICAL
bodyinto equipment
of parts. Describe
them the halves, thirds, which it describes itself, itsfoureffectiveness against
objectaof the game,
solve problem. people? Warand
the benefits II.
World
how an animal’s physical
fourths and fifths. Shade explaining what tohowon - How would of beingor in
including how it drawbacks you
environment, and do it specific opponents that
appearance helps it
the amount in the
improves someone’s
survive. and defense, and distribute six situations.
offense survives. certainsize. to
drinks
numerator. three people?
performance and how to perform key
TECHNICAL
TECHNICAL
provides safety.
NATURALIST How would you divide an
plays.
- MUSICAL
MUSICAL
NATURALIST MUSICAL
Think and learn orange for eight people? via
Think educationalusing STUDENTusing Write and perform a
Make an and learn or Think and learn
Describe how an animal STUDENT
MULTIPLE TECHNICAL
technology.
fictionaladapt to its
TECHNICALvideo about
must an instructional STUDENT WriteMUSICALpoem
surroundings and
STUDENT
a song about the
rhythms and
patriotic song
MUSICAL its
INTELLIGENCES Produce TECHNICAL
World War II. to
Create a PowerPoint ORIGINAL Write MUSICAL in
STUDENT ORIGINAL
environment. animal, song or
describing
Write a melodies.
supporting the behavior,
a song orAllies
ACTIVITIES environment inslide
video or order ORIGINAL about Worldto playpoem
ORIGINAL about how toWar II. and
appearance, its soccer
presentation that
survive. COMBO
ORIGINAL COMBO and how form
its environment.
presentation on how to
explains how to form COMBO
COMBO
or someone who plays
reduce fractions to their
SOCCER
play soccer.
and use fractions.
INTRAPERSONAL
COMBO
INTERPERSONAL
soccer.
lowest form?
BODILY-
INTRAPERSONALINTERPERSONAL
INTRAPERSONAL
Think about why an INTERPERSONAL KINESTHETIC
Plan a presentation on BODILY-
BODILY-
INTRAPERSONAL INTERPERSONAL
INTRAPERSONAL BODILY-
Think about why soccer INTERPERSONALby
animal is important to its how to prevent an animal
Think and learn by Debate with a partner
Think and class
learn BODILY-
KINESTHETIC
KINESTHETIC
Describe and
Think about whatways
ecosystem or its food
Create successful and are Presentwith a partner
to the KINESTHETIC
KINESTHETIC via
is a alternative
independently. Debate becomingand
workingsituations to whether a national
working with an
from Demonstrate different
others. demonstrate the unique
thecountries to your
best share solve
chain andprofessional
for demonstrations
whether Harrysoccer Show howand training
Think you learn
BODILY- would
popular professional Truman physical the action.
Research
INTERPERSONALplays in soccer.evenly so
INTRAPERSONALexamples on how to use divide your abilities of an
endangered species. physical Explain
use fractions to show
reasons. class
KINESTHETIC
sport conflictsthe world should havewould be the animal and of play is
their around without league dropped regimen how it helps
why each soldiers
resorting to whole.
parts of a warfare.
but not in the United
fractions.
atomic bomb on Japan.
successful in the United
each group would the
during World War II.
important on offense
them survive in its
same amount of people.
States. States. and/or defense.
environment.
30. 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.
31. FIRST DAYS OF SCHOOL
DAY 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: SCHOOLOGRAPY
Have 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 THINGS
Have students communicate what they like to do, their interests,
their hobbies, places they like to go, etc.
DAY FOUR: CAREER DAY
Have students communicate what they want to be when they grow
up.
DAY FIVE: THERE GOES MY HERO
Have students communicate about people they admire and why.
32. DATA DRIVEN DECISION MAKING
DAY ONE: MY M. I. PROFILE
Measures cognition, metacognition, and self-awareness. Provides
quantitative and qualitative data about students’ learning styles.
DAY TWO: SCHOOLOGRAPY
Measures 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 THINGS
DAY FOUR: CAREER DAY
DAY FIVE: THERE GOES MY HERO
Measures cognition and self-awareness.
Provides qualitative data on how to engage students.
33. Name Erik Francis Grade 4 Teacher Mr. Kotter
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.
Section 1 Section 2
x I enjoy reading books. I am very neat, clean, and organized.
x I enjoy reading magazines. x I prefer step-by-step directions.
I like to solve puzzles, riddles, and
I keep a journal or a diary.
mysteries.
I like word games like crossword puzzles,
x I am very good at working with numbers.
word jumbles, or Scrabble.
Writing things down or taking notes helps
x I can solve math problems in my head.
me remember things.
x I like to text message or e-mail. x I like to put things in alphabetical order.
I cannot begin an assignment without
x I like to talk. x
knowing exactly what I need to do.
I like to write stories, reports, and/or
x I prefer structure and order.
poetry.
x I like to tell jokes and riddles. I enjoy figuring out solutions to problems.
x I like to share and express my ideas. x Things have to make sense to me.
8 Total Number of Responses 5 Total Number of Responses
34. Name Erik Francis Grade 4 Teacher Mr. Kotter
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.
Section 3 Section 4
I like decorating, designing, and/or
x I play a musical instrument.
redesigning things.
I enjoy drawing, painting, and/or I like to have music playing in the
x x
scuplting. background when I do things.
I remember better using pictures or
x x I am sensitive to noise and sounds.
visuals.
I perform in a band and/or sing with a
I like making 3-D models and/or models.
group.
I enjoy or prefer seeing the movie or TV
x x I like moving to a beat.
version of a story.
I like to read comic books and/or graphic I enjoy creating music and/or writing
x x
novels. lyrics.
Charts, graphs, and/or tables help me I like singing songs with my friends
x x
understand better. and/or when I am alone.
A music video can make me enjoy a song
I easily remember song lyrics.
more.
I prefer musicals over dramatic
x I can easily picture things in my head.
performances.
I remember things by putting them to a
x I am good at reading maps.
rhyme or a song
7 Total Number of Responses 6 Total Number of Responses
35. Name Erik Francis Grade 4 Teacher Mr. Kotter
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.
Section 5 Section 6
x I learn by doing things. x 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
x I enjoy being outdoors.
long periods of time.
I like to go to the woods and/or the
x I use my hands when I communicate.
country.
x I exercise to make myself feel better. I like to work in a garden.
I prefer to make lists with the important
x I enjoy dancing. x
things on top.
I like working with tools. x I like animals and/or own a pet.
x I play a sport and/or exercise. I recycle.
I enjoy camping, fishing, hiking, and/or
I enjoy hands-on activities.
hunting.
I enjoy studying about animals, plants,
x I enjoy watching sporting events.
and/or anything involving nature.
7 Total Number of Responses 3 Total Number of Responses
36. Name Erik Francis Grade 4 Teacher Mr. Kotter
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.
Section 7 Section 8
I like working with a partner and/or with
x I prefer to work on things by myself.
a group of people.
I learn best by working with others. x I learn best when I can work by myself.
I make my own choices and decisions
x I enjoy talking to people.
without any help from others.
I like spending time in places where there
I am very quiet and/or shy.
are large crowds.
I do not like to be interrupted when I am
x I am often put in charge of things. x
doing or working on something.
My family and/or friends are very Fairness and what I believe is right are
x x
important to me. important to me.
I need to know why I need to do
I am a "team player".
something before I do it.
I belong to a team, a club, or an I put more effort into something if I
x
organization. believe in it.
I am willing to sign a petition or protest
I dislike being by myself.
something I believe is wrong.
I enjoy spending time with my family Working alone is just as if not more than
x x
and/or friends. productive than working in a group.
4 Total Number of Responses 6 Total Number of Responses
37. Name Erik Francis Grade 4 Teacher Mr. Kotter
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.
Section 9 Section 10
x I like working with computers. Religion is important to me.
Technology helps me learn and
x I enjoy learning about philosophy.
understand things.
I prefer to do my work on a computer I need to see and understand my role in
x x
than use a pen/pencil and paper. the "big picture".
I question whether there is intelligent life
I enjoy playing video games. x
beyond earth.
I learn most of my information from the
x Relaxation and mediatation helps me.
internet.
I prefer to learn from a web page than
x I question the meaning of life.
reading a book.
I write a blog. I think a lot about life and death.
I believe it is my responsibility to
I enjoy designing web pages. x
contribute positively to this world.
I like making audio and video recordings
x x I believe in spirits or ghosts.
with a camera and/or a computer
I prefer to communicate using text, e- Learning new things is easier when I
x
mail, or socializing in a chat room. understand their value.
6 Total Number of Responses 5 Total Number of Responses
38. MY M.I. PROFILE
Erik Francis
Verbal
Logical
Visual
Musical
Bodily Kinesthetic
Naturalist
Interpersonal
Intrapersonal
Technical
Existential
0 1 2 3 4 5 6 7 8 9 10
41. Focus:
Elevating the Essentials to Radically Improve Student Learning
Standards WHAT Curriculum
Objectives WE Unit of Study
TEACH
Instructional Reading
Strategies HOW
AUTHENTIC
WE Writing
Best LITERACY
TEACH
Practices Discussion
- Schmoker (2011)
42. 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.
43. HIGHER ORDER THINKING
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...?
44. Three Types of Assessment
AREA MEASUREMENT COGNITION
Remember
What do you Recall
CONTENT
know? Recognize
Understand
How do you do it? Apply
PROCESS
Create
Analyze
AFFECTIVE How do you feel?
Evaluate
47. SELF ASSESSMENT
Student 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)
48. 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)
50. 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?
51. PREPARE YOUR STAFF
Have 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.