Download FrTchrWrkshop

Freshman Teacher Workshop
Thursday, September 17, 2009
•Introduction
-What is RtI?
-Why Freshman Teachers?
•Strategic Differentiation
-A Portrait of Three Teachers
-Clear Objectives + Pre-Assessment
•KUD (Know Understand Do)
-Know vs. Understand
-Standards vs. Performance Descriptors
-Example
-Course Groups
•Pre-Assessment
-Ability, Interest, Learning Profile, Gates Data
•Conclusion
Response to Intervention
Overview
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•
•
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It
It
It
It
is a 3-Tiered Service Delivery System
is NOT a Special Education Initiative
is NOT a General Education Initiative
IS:
◦
◦
◦
◦
An EVERY EDUCATION Initiative
About Prevention and NOT waiting to fail
About Instructional strategies and NOT
placement
About using Scientifically Based Intervention
and Progress Monitoring Practices
Multi-Tier Model
ACADEMIC SYSTEMS
BEHAVIORAL SYSTEMS
3
3
Tier
Intensive, Individual Interventions
• Individual Students
• Assessment - based
• High intensity
• Of longer duration
5%
15%
5%
Tier
Intensive, Ind. Interventions
• Individual Students
• Assessment - based
• Intense, durable procedures
15%
2
Tier
Targeted Group Interventions
• Some students (at-risk)
• High efficiency
• Rapid response
Tier 1 Core Instr. Interventions
• All students
• Preventive, proactive
80% 80%
STUDENTS
2
Tier
Targeted Group Interventions
• Some students (at-risk)
• High efficiency
• Rapid response
1
Tier
Core Instr. Interventions
• All settings, All students
• Preventive, proactive
Problem Solving Method
Problem Identification
Is there a problem? What is it?
Problem Analysis
Why is it
happening?
Plan Evaluation
Did our plan
work?
Plan Development
What shall we do
about it?
A Portrait of Three Teachers
from “Mapping a Route Toward Differentiated Instruction”
by Carol Ann Tomlinson
Mr. Appleton
Unit of Study = Ancient Rome
Instructional Approach =
•Reading the textbook
•Taking notes
•Answering questions at the end
of the chapter
•Lecturing
•Quizzing students on notes and
the chapter
•Reviewing with a handout
•Unit testing
Ms. Baker
Unit of Study = Ancient Rome
Instructional Approach =
•Graphic Organizers for reading the
textbook chapter
•Pictures of art & architecture
•Lectures about Roman influence on
Western architecture, language, &
laws
•Students dress in togas
•Roman banquet
•Word searches/puzzles
•Movie clip from Gladiator
•Reads aloud myths
•Project choices—travel brochure,
poem, building model, maps, etc.
Mrs. Cassell
Unit of Study = Ancient Rome
Instructional Approach =
•Review groups of
mixed readiness
•Review games of
like readiness
•Whole class plan,
work, review, debate
•Final project—
journal entries, oral
monologue,
videotape
presentation
•Key concepts for year-long study of history
Ex. Culture, change, interdependence
•Defined set of facts & terms essential for
student literacy Ex. Republic, patrician,
plebeian, veto, villa, Romance language
•Essential question: How would your life &
culture be different if you lived in a different
time and place?
•Tasks—assume the role of an ancient
Roman citizen Ex. Soldier, farmer, slave
•Compare/contrast student lives to those of
students in ancient Rome (complexity of
scenario based on student skill level in
researching and thinking about history)
Looking at the Three Classrooms
•Mr. Appleton teaches facts
•NO key concepts,
•NO guiding principles,
•NO essential questions
•He does not respond to
student differences/lacks
engagement
•No real attention to student
engagement or understanding
•Ms. Baker’s class may not be any more
successful than Mr. Appleton’s
•Lacks clarity
•Student engagement
•Lack of teacher focus
•Nothing ties the ideas together
•Students studying “something about Rome”
•Students work with different tasks not
differentiated ones
•Mrs. Cassell begins with key concepts
that help students relate to, organize,
and retain what they study in history
•Develops principles that govern how
the concepts work
•Essential questions that engage
students in a quest for understanding
•Assesses students for readiness,
interests, ability, learning profile
•Modifies her instruction accordingly
•Plans for what students should know,
understand, and be able to do at the end
of a unit
Knowledge
Understanding
•The facts
•A body of coherent facts
•The meaning of the facts
•The theory that provides
meaning and coherence to
those facts
•Fallible, in process theories
•A matter of degree or
sophistication
•I understand why it is, what
makes it knowledge
•I judge when to and when
not to use what I know
•Verifiable claims
•Right or wrong
•I know something is true
•I respond on cue with what
I know
K.U.D. tied to Standards
Standard
Understand the
history of rhetoric
Connection to
College
Readiness
Standard:
English - Topic
Development in
Terms of Purpose
and Focus 28-32
Create effective
introductions and
conclusions to
speeches
Connection to
College
Readiness
Standard:
English - Topic
Development in
Terms of Purpose
and Focus 16-19
Know
Rhetoric
Oratory
Ethos
Pathos
Logos
Aristotle
Time period:
Ancient Greece
Understand
The Aristotelian
persuasive
appeals model still
applies to today’s
effective public
speakers.
Do
Utilize the three
rhetorical appeals
effectively when
presenting
speeches.
Attention Getter
Link to Topic
Thesis
Bridge
Review of points
Final thought (So
what/Now what?)
These different
parts of a speech
work together to
build an effective
argument.
Write and present
speeches with
effective
introductions and
conclusions.
Assessment
Assess
Before
Assess
Instruct
After
Instruct
Assess
During
Assessment of
learning
 summative
Assessment for
learning
diagnostic,
formative
 set goals, monitor
Assessment as 
learning
growth, for both
students and
teachers
Pre-Assessment
• Why would you pre-assess before
beginning a unit?
• Why would you NOT pre-assess?
• How have you used preassessments?
• What did you do with the results?
Pre-Assessment
• What is the KUD for this unit of
study?
• In what ways are students most
likely to vary significantly?
• Where in the unit is it most
appropriate to differentiate?
Pre-Assess for
Ability
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•
•
•
Gates
Baseline Writing
Quiz
Vocabulary Activity
Rate Your Words
A = I do not know it
C = I might know
WORD
A
B = I think I have seen/heard
D = I know and can use it
B
C
D
EXAMPLE
WORD SPLASH
Group the following words in any way you deem appropriate and write 1-3
sentences explaining why you think they belong together.
Pre-Assess for Interest
Reading Inventory Star Rating Survey Thematic Question