Transcript Presentation - GeorgiaStandards.Org

Social Studies
Day 5
Interventions and Differentiation
World Focus
Dr. Bill Cranshaw, Social Studies Program Manager
Changing our pedagogy
•NOT AGE OR
EXPERIENCE
RELATED!
Day 5 Overview
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PLU discussion
Updates from Systems
Social Studies DOE Updates
Brief review days 1-4
Intervention Pyramid
Differentiation in Social Studies
Group Norms and Housekeeping
Group Norms:
• Ask questions
▫ When they occur
▫ Are no dumb questions
• Work toward solutions
▫ Generally there are no right
answers
▫ There is no state list of
official concepts, tasks, or
correct units
• Honor confidentiality
▫ Discussions remain in
training room
Housekeeping:
• Parking Lot
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Questions
Concerns
Needs
Use yellow stickies
• Phone calls
▫ Please restrict to
emergencies
• Restrooms
▫ Use as needed
Professional Learning Units (PLUs)
• Local systems award PLUs
▫ MUST bring form to sign FROM SYSTEM
▫ DOE does not provide PLU forms
• Trainer will ONLY sign forms at end of day
▫ If you need to leave early for any reason, trainer will only
sign for time you were actually in training
• CANNOT sign forms retroactively
• All information was in training letter that went to
systems on June 13th, 2007.
Group Discussion: Local System Updates
• Take a few minutes to introduce yourself and get to
know the teachers at your table.
• Share with your group:
▫ How did your system handle GPS training
last year? Are there plans to change this
year?
▫ What organization is your system using for
the curriculum (locally developed, DOE,
other)?
 i.e., curriculum map, pacing, tasks, etc.
• Please complete the survey on pg. 27
7
Online Training
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Available through www.georgiastandards.org
At no cost to systems
Click on “Training” in the top right corner
Essentially follows the state face to face training
that you are receiving today
▫ Intended to be a supplement to face to face
training, NOT A SUBSTITUTE
▫ If you choose to use this option, you will become
the on-line facilitator
 Feedback and follow up with participants very
important
Day 6
• EXTREMELY important that you bring
student work samples
• Should be from a culminating performance task
• Will work better if you have multiple samples
• Written work is easiest logistically, but it does
not have to be written
DOE Updates
DOE GPS Updates
• 6-8th Grade, World Geography, American
Government/Civics, Economics, World History,
United States History are ALL GPS
• Tests have been developed and aligned with GPS
• CRCT and EOCT are purely based on GPS
material
• GHSGT will be dually aligned
• Will be converting 2 electives to GPS
• Adding more tasks
• Developing interventions for tasks
DOE GPS Updates: Frameworks
• Several units posted for each GPS course 6-12
• Remaining units in development and will be
posted by end of semester
• www.georgiastandards.org
• Click on “Social Studies” and click on
“frameworks”
What’s In A Framework?
• Essentially, everything that was discussed last
year in training
• All courses have a curriculum map, consistent
themes and enduring understandings (even
through different grade levels), balanced
assessment plan, and a sample performance task
with rubric and resources
• Sample units are on page 28 and 35 of your
Facilitator’s Guide
Graduation Rule
• Old Rule
▫ Different diplomas and
requirements (CP or TC)
▫ 22 or 24 credits, if want
with distinction
▫ Social Studies
 US History 1
 World Area Studies 1 (CP
World History required)
 American Gov’t ½
 Econ ½
• New Rule
▫ Single diploma with single
set of requirements
▫ 23 units all students
▫ Social Studies
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US History 1
World History 1
American Gov’t ½
Econ ½
May teach AG and Ec for 1
unit of credit.
EOCTs
• US History and Econ
▫ No plans at present to add any more
• Are completely based on the GPS
• Study guides
▫ Only QCC are posted, DO NOT use!!
▫ GPS are being developed, but not finished
• Content Descriptions
▫ Are complete and posted for Social Studies
• Econ EOCT
▫ Mid-semester administration grades in Dec
▫ Insufficient data to set standards until Dec.
EOCT Domain Percentages
Standards 1-5
Standards 6-10
Standards 11-14
Standards 15-20
Standards 21-25
GHSGT
• Domains
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US History to 1865 (26%)
US History from 1865 (25%)
World History (18%)
American Government (18%)
World Geography (13%)
• Core Skills are gone
▫ Are to be taught in context
▫ Will be assessed as applicable to the content
▫ Will not be reported separately
Social Studies Training Videos
• Developed Unit 1
▫ Explains the importance of teaching Enduring
Understandings at the beginning of the course
▫ Shows actual classroom instruction
• Plans
▫ Videos demonstrating content unit instruction
▫ Production early next year
Review of Days 1-4
Standards Based Education Model
(one or more)
Standards
Elements
Stage 1
Identify Desired Results
(Big Ideas) Enduring Understandings 
Essential Questions 
GPS
Skills and Knowledge
All above, plus
Tasks
Student Work
Teacher
Commentary
All above
Stage 2
Determine Acceptable Evidence
(Design Balanced Assessments)
(To assess student progress toward desired results)
Stage 3
Plan Learning Experiences and Instruction
(to support student success on assessments,
leading to desired results)
Importance of conceptual teaching
• Important to give students the BIG ideas and
enduring understandings at the beginning so
they can organize new knowledge
• Must teach them initially and continually use
throughout the course
• Every lesson should reinforce a
concept/enduring understanding
• EUs must be consistent in a course
Group Discussion: Concepts in your
classroom.
• How are you implementing conceptual teaching
this year?
• What concepts are you using?
• How are you ensuring student understanding?
• What techniques/strategies have you tried to
help students organize the knowledge?
• Please prepare to share any helpful information
with the group.
Pyramid of Interventions
The Pyramid of Interventions
• Focuses on 3 questions:
▫ Are students learning?
▫ How do we know that they are learning?
▫ What are we prepared to do when they do
not learn?
• The idea is to not wait until students have
large gaps in their learning that are
almost too great to overcome.
• Pro-active vs. re-active
Tier 1: Standards Based Classroom
Learning
• Should be happening for ALL students in ALL
classrooms
• Basic implementation of GPS through a standards
based approach using best practices
• For Social Studies, this means conceptual teaching,
varied assessments, and measuring understanding
through performance tasks.
Tier 2: Needs Based Learning
• Begins to answer the question: “What are we prepared
to do when they do not learn?”
• Pro-active measures that address known trouble areas
OR known “easier” areas for higher ability students.
For students having difficulty
• More time on trouble areas
• Pre-planned tutoring
• Pre-planned review material for
students that have problems in
certain areas
For students “ahead of schedule”
• Planned enrichment activity
• Prepared modified curriculum
• Student led tutoring or student led
teaching
• The same student may fall in both categories as the
year progresses!
Social Studies Example
• Identified trouble area: Analyzing Primary Source
Documents
• Major Issue: Reading level, analytical thinking
• Trouble for: ESOL, sub-level readers, linear thinkers
• Easy for: High level readers, critical thinkers
Social Studies Example
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Tier 2 Intervention ideas
Have shorter versions for lower readers focusing more
on major ideas.
Pair students high/low for help
Have “modern day” versions prepared
Have high end students work alone and have a backup assignment for enrichment ready to go
Tier 3: Student Support Team
Driven Instruction
• This is where students begin being referred to
specialized teams (SST).
• More individualized instruction
• May have completely different assessments
• Different from tier 2 in terms of specificity and
individualization
• Typically includes a system-level plan
Tier 4: Specially Designed Instruction
• Should be the fewest number of students
• If tiers 1-3 are used effectively, fewer students will
require this level
• Gifted Ed or Special Ed self-contained classes are an
example
• Tier 4 can take place in the general ed classroom as
well.
• Takes tier 2 to a much larger level
• DOES NOT MEAN CHANGING CURRICULUM!!!!
▫ All students are expected to meet standards
Developing tier 2 interventions
• Select 2 areas in your course that cause
instructional problems except READING.
• On a piece of chart paper write the following:
▫ The area that causes problems.
▫ Identify the specific difficulty (i.e. reading level)
▫ AT LEAST 2 interventions you use/could use to solve
that problem.
• Repeat those bullets for BOTH areas of concern you
choose. Look at the entire curriculum, not just what
you are currently teaching.
• Example on page 43.
Differentiation Strategies
Group Activity: Define differentiation.
• In your group define the word “differentiation”.
• Prepare it as though you were about to explain it to a
group of non-teachers.
• Share with the large group.
What is Differentiation?
Differentiation can be defined as a way of teaching
in which teachers proactively modify curriculum,
teaching methods, resources, learning activities,
and student products to address the needs of
individual students and/or small groups of
students to maximize the learning opportunity for
each student in the classroom.
--Facilitator’s Guide for At Work in the Differentiated Classroom, 103.
What is Differentiation?
• Differentiation adapts what we teach, how we
teach to the ways students learn, and how
students show what they have learned based on
the readiness levels, interests, and preferred
learning modes of students.
• Differentiation is classroom practice that looks
eyeball to eyeball with the reality that kids differ,
and the most effective teachers do whatever it
takes to hook the whole range of kids on learning.
--Facilitator’s Guide for At Work in the Differentiated Classroom, 103, 113.
Essential Principles of Differentiation
1. Good Curriculum Comes First
2. All Tasks Should Be Respectful of the
Learner
3. When in Doubt, Teach Up
4. Use Flexible Grouping
5. Become an Assessment Junkie
6. Grade for Growth
--Tomlinson & Eidson, Differentiation in Practice, Grades 5-9, 13-15.
Why Do We Differentiate?
The key reasons for differentiating the learning
experience are:
access to learning
motivation to learn
efficiency of learning
--Tomlinson, The Differentiated Classroom
Access to Learning
Students cannot learn that which is
inaccessible because they don’t
understand.
--Tomlinson, The Differentiated Classroom
Motivation to Learn
• Students cannot learn when they are
unmotivated by things far too difficult or things
far too easy.
• Students learn more enthusiastically when they
are motivated by those things that connect to
their interests.
--Tomlinson, The Differentiated Classroom
Efficiency of Learning
• Students learn more efficiently when they have a
suitable background of experience.
• Students learn more efficiently when they can
acquire information and express understanding
through a preferred mode.
--Tomlinson, The Differentiated Classroom
What Do We Target to
Differentiate?
We determine what to differentiate by assessing the
readiness
interests
learning profile
of particular students
or groups of students
How Do We Differentiate?
Content
Process
DIFFERENTIATION
Product
Learning
Environment
Differentiating Content
(Pg. 45 In FG)
• Ideas, concepts, descriptive information, and facts,
rules, and principles that the student needs to learn.
• Content can be differentiated through depth, complexity,
novelty, and acceleration.
•DOES NOT MEAN CHANGING THE CURRICULUM!!!!!!!!
Readiness
testing
Concept based
teaching
Learning
Contracts
Learning styles
and Multiple
Intelligences
Interest based
mini lessons
Curriculum
compacting
Multiple and/or
supplementary
texts
Small group
Technology
Varying rate of
learning and
complexity
Time Line intervention
Paleo
8000 BCE
Archaic
Woodland
Mississippian
Woodland
Mississippian
1500
BCE
300 CE
bian
ange
Archaic
Columbian
Ex.
Paleo
1492 CE
Differentiating Process
(Pg. 45 In FG)
• Presentation of content
• Learning activities for students
• Questions that are asked,
• Teaching methods and thinking skills that teachers and
students employ to relate, acquire, and assess
understanding of content
Student Choice
Tiered
Curriculum
Mixed
Readiness
Grouping
Learning
Contracts
Cubing
Learning
Stations
Similar
Readiness
Grouping
Choice of Work
Arrangement
Anchor
Activities
Varied Journal
Prompting
Differentiating Products
(Pg. 45 In FG)
• Products are the culminating projects and performances
that result from instruction.
• They ask the student to rehearse, apply, or extend what s/he
has learned in a unit.
• A product or performance provides the vehicle that allows
students to consolidate learning and communicate ideas.
Tiered
products
Student
choice
Interest-based
investigations
Independent
study
Mentors
Differentiating Learning
Environment (Pg. 45 In FG)
• The way the classroom looks and/or feels
• The types of interaction that occur
• The roles and relationships between and among teachers
and students
• The expectations for growth and success
• The sense of mutual respect, fairness, and safety present in
the classroom.
Class
Meetings
Shared
Decision
Making
Response
Journals
Responsibility
for Learning
Established
Protocols

WHY
DIFFERENTIATE?


WHAT SHOULD I
TARGET WITH
DIFFERENTIATION

HOW DO I TARGET
READINESS,
INTEREST, and
LEARNING
PROFILE?

?


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
Provide students better ACCESS to
information
Improve student MOTIVATION
Use the most EFFICIENT method of
learning
A student’s READINESS to learn the
information
A student’s INTERESTS outside the
classroom
A student’s LEARNING PROFILE
Varying CONTENT by depth, approach, and
time allotted (not changing curriculum!)
Altering the PROCESS by which students
receive information
Allowing for different PRODUCTS that
demonstrate understanding
Changing the LEARNING
ENVIRONMENT at times to allow students
more control of their own learning
The Equalizer
Concrete to
Simple to
Basic to
Fewer facets to
Smaller leaps to
More structured to
Less independence to
Slower
abstract
complex
transformational
multi-facets
greater leaps
more open
greater independence
to faster
Tomlinson,1995
Group Activity: Differentiation in
practice (small groups 3-4).
• In your table groups, analyze the differentiated tasks
provided on the Guided Practice handout (Page 48).
• There are three sample tasks/activities and for each
one there is a differentiated version.
• Discuss and write what (readiness, interests, learning
profile) and how (content, process, product, learning
environment) differentiation is taking place.
Group Activity: Differentiation in
practice (small groups 3-4).
• Using a performance task provided on pages 50-54)
your group will develop intervention strategies.
• You will get four “personality cards” that describe four
students; for each student your group will identify
appropriate interventions.
• Recreate your table on chart paper and post
• THINK ABOUT LESSONS LEADING UP TO
TASK!!!!!!
• How does the intervention help the student to
demonstrate their understanding of the EU?
Enduring Understandings
• The student will understand that
▫ 6th & 7th & WH & WG (culture):the culture of a
society is the product of the religion, beliefs, customs,
traditions, and government of that society.
• WH & WG (location): that location affects a society’s
economy, culture, and development.
• WG (HEI): humans, their society, and the environment
affect each other.
A True/False Quiz:
What Does Differentiated Instruction Look Like?
• Turn to page 61 in your Facilitator’s Guide
• Mark each item T if it is TRUE for a differentiated
classroom or F if it is FALSE for a differentiated classroom.
• After you have responded individually, think/pair/square to
compare your answers to the others in your table group.
• When you disagree, discuss your various points and
attempt to reach consensus.
• Be prepared to share important points with the
whole group.
Day 6
• EXTREMELY important that you bring
student work samples
• Should be from a culminating performance task
• Will work better if you have multiple samples
• Written work is easiest logistically, but it does
not have to be written
Contact Information
• World Focus: (Program
Manager)
▫ Dr. Bill Cranshaw
▫ [email protected]
▫ 404-651-7271
• US Focus:
▫ Chris Cannon
▫ [email protected]
▫ 404-657-0313
• 3-5 Focus: (Program
Specialist)
Marlo Mong
[email protected]
404-463-5024
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• K-2 Focus:
Sarah Brown
[email protected]
404-651-7859
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