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Madison and Adams Professional Development December 15, 2010 We will be begin in...

Welcome!

(please log in to a computer)

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Our Commitments to each other…

• Begin and end on time
• Assume positive intent
• Be fully present for the learning
• Embrace divergent thinking
• Share air-time and listen well

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Guiding Question:

How do we do differentiated instruction, really?

Crafting­­ 2:00­2:30 Play DI tic­tac­toe strategy game Composing­­2:30 to 3:20 Sort strategies and plan a lesson Reflecting­­3:20 to 3:45 Share lesson ideas online Feedback­­3:45 to 3:50

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Create a Tic­Tac­Toe board using 9 of these terms: Carousel Brainstorm Tableau Word Splash Personal Meter Choice Board Discussion Dots P­M­I Ticket Out the Door 3­2­1 Text Message Summary Think Dots ABC Brainstorm Group Graffiti 4 Corners

wikiams.pbworks.com

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Strongly Agree Midly Agree S t r

• n

g l y D i s a g r e e M i d l y D i s a g r e e

4 Corners

• Present a controversial statement to the class. "Shoppers should have to bring reusable cloth bags to

carry their groceries home from the supermarket or they will not be able to purchase any products."

• Have students think about where they stand on the issue and write down their thoughts.
• Students go to the corner that best represents their stance.
• Groups come up with one statement to persuade others to change their opinions.
• Allow students to change groups after all ideas have been presented.

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Before having your students talk about a major topic, it's essential to activate their background knowledge about it. One way to do this is the ABC Brainstorm. The idea is meant to be fairly simple. Students try to think of a word or phrase associated with the topic, matched to each letter of the

• alphabet. For instance, if the topic were World War II,

students might list Allies, Bombers, Concentration Camps, Dachau, Europe, French Resistance, Germany, Hitler, Italy, Japan, and so on.

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3­2­1

Students fill out a 3­2­1 chart with something like this: 3 Things You Found Out 2 Interesting Things 1 Question You Still Have

What is it? The idea of this strategy is to give students a chance to summarize some key ideas, rethink them in order to focus on those that they are most intrigued by, and then pose a question that can reveal where their understanding is still uncertain.

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Choice Boards

This is an activity that offers options for class work and homework assignments. Generate a list of assignments a place them on a board. Students then choose any three assignments in a row.

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PMI

Have students look for: P (+)= Positive aspects of a topic M (-)= Minus or negative aspects of a topic I (!) = Intriguing or interesting aspects of a topic

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Carousel Brainstorm

Students work in groups of 3 or 4. Each group gets a piece of chart paper. Each group has a different subtopic written on the top and ONE color of marker. Give them a short time to think and write down on their chart all the words they can associate with their subtopic. When time is called, they pass their paper to the next group. On the final pass, groups should read all the answers and circle 3-5 words on the chart that best sum up their subtopic.

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Ticket Out The Door

Distribute a ticket to each student at the beginning of the

• lesson. Explain that they will be expected to sign and hand

in their tickets in order to leave class at the end of the period. On the board, post three options that students can write

• n their tickets:
• Something they learned in the lesson
• A question they have about the lesson
• A question they think someone else might have about

the lesson(important for struggling students, as it reduces the risk of embarrassment and increases the likelihood of honesty

• As students leave, collect the tickets.

More information/ideas at http://www.scsnc.org/curriculum/NewSchools/Ticket­Out­The­Door.pdf

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Text Message Summary

Read a short passage from a text "Pioneers had little time for fun, but sometimes they turned their work into a party. Whenever there was a big job to be completed in a short time, they invited neighbors to a special party called a bee. Bees were held to husk corn, build houses or barns, or sew quilts. There was always plenty of food, music, and sometimes dancing, too­­when the work was finished,

• f course. (Sinnot, 1999, p. 16)

Model for students how it might be summarized for a text message, then have students write their own text summaries. bee= pioneer work parT

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Think Dots

Using large foam dice, real dice, or online dice, each student in a group takes a turn rolling the die. When the number comes up, she looks at the corresponding question and answers it for the group. Play continues around the circle.

• 1. How might your mother (father, grandparent,

famous person) apply this math concept to her life?

• 2. Where might you find examples of this math

concept in nature?

• 3. If you had to apply a color to this math concept,

what would it be? Why?

• 4. If you were writing a fictional story that involved

this math concept, what would the title of the story be?

• 5. Does this math concept remind you of any others

we've studied this year? How?

• 6. How was this math concept used in a movie you

have seen or heard about?

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GroupĻGraffiti

T h i s a c t i v i t y c a n p r

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i d e s t u d e n t s w i t h a n artistic way of expressing strong

• pinions and ideas.

Clear a large space on the floor, and place a large sheet of butcher paper on the g r

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n d . With a wide marker, write the main concept being studied in the center of the paper. H a v e s t u d e n t s d r a w p i c t u r e s a n d u s e w

• r

d s

• r

p h r a s e s t

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x p r e s s t h e i r f e e l i n g s a n d knowledge about the concept.

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• A tableau is a dramatic activity where a group of students

are asked to physically construct a significant scene from a piece of literature, a historical event or a current issue ­ through body placement, facial expressions, and the use of a few props. This “freeze frame” invites students in the audience to identify the scene, its importance, and the significance of the characters, their actions, and reactions. “Tableaux With a Twist” invites students in the audience to push an “action button,” or tap a character in the scene, hearing what they have to say. The tapped characters in the scene explain what they are doing and why they are doing it.

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Personal Meter

Create personal meters using half­circle shapes, arrows, and brads. Choose what you want students to use:

• pro/con
• 1­10
• I understand/I'm frustrated

Pose a statement to which students should respond. "Your brain is affected by exercise." Have students hold up their meters. Allow students to scan the room to see other opinions. Strongly Agree S t r

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g l y Disagree

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Composing: Strategy Sort

2:20 to 3:20

Content Process Product

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Content: Multiple ways to deliver skill and content Process Multiple ways to make sense and meaning of content Product Multiple ways to show what is known and can be done

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Reflecting:

3:20 to 3:40

6th grade teachers go to: http://todaysmeet.com/nppd6 7th grade teachers, please go to: http://todaysmeet.com/nppd7 8th grade teachers, please go to http://todaysmeet.com/nppd8 Please share your lesson ideas with your grade level colleagues.

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Feedback: Please go to http://todaysmeet.com/npfeed

3:45­3:50

What was the best part of today's learning? What will you take back to your classroom? What is something that could have helped your learning experience today?

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Thank you for learning with us today!

Attachments Professional Development ­ Foldables.docx