Analysis of Student Work: Part II

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Analysis of Student WorkPart II

• Advisor Forum
• March 13, 2003
• San Luis Obispo County
• Office of Education

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Purpose

• Identify student needs in order to plan
  differentiated instruction that will improve
  performance of all students
• Examine content standards in
  relation to student work, teacher
  expectations, and
  criteria

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Review the Class Profile

• Select a case study student whose work will be
  specifically examined during this process

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Identify Teacher Expectations

• Select student work to analyze that is linked to
  content standard focus of the ILP
• Identify the criteria for considering student
  work as meeting standard.

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Teacher expectations

• What do you want students to be able to do?
• What are your expectations for ?
• To what content standard does this connect?

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Sorting Student Work

• Sort the student work into 4 piles
• Students who struggled and performed below
  expectations or one year below standard
• Students who are approaching standard
• Students who are meeting standard
• Students who are exceeding standard

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Sorting student work

• Where would you place this piece?
• Lets list what you notice about this example.
• What are the qualities present (or missing from)
  this piece of work?
• What sorts of patterns do you see as you look
  across the student work?

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Sorting student work

• Add the number of papers in each category to
  determine the percentage of the class that is at
  each level.
• Circle the name of the case study student.

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Identify the Learning Needs of Students at Each
Level

• Identify the learning needs of the students
  identified in each of the four columns.
• What are the specific skills, content, practice
  or experiences that students will need in order
  to progress?
• Focus on the case study student.

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Identifying Learning Needs

• How might you support this student to move
  forward?
• What skills, concepts or information might the
  student need to have to review?
• What have you seen in the classroom that works
  with this student?
• What might moving forward look like?

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Differentiation

• Ways to differentiate
• Curriculum
• Sequencing activities
• Modifying instruction
• Ideas for differentiation of
• Content
• Process
• Product

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What is Differentiation?

• Philosophy that enables teachers to plan
  strategically in order to reach the needs of the
  diverse learners in classrooms today.
• Differentiation meets learners where they are and
  offers challenging, appropriate options for them
  in order to achieve success.

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Nothing is so unequal as the equal treatment of
unequals.

• One size fits few!

• Differentiation implies we must teach kids where
  they are

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Key variables we can manipulate in order to
differentiate instruction

• TIME allocation of time to learn/practice/etc.
• COMPLEXITY difficulty of the task/test/etc.
• PACING NOT speed, but introduction of new
  skills, concepts, vocabulary amount of review
  and practice
• SCAFFOLDING/SUPPORT quality/quantity of
  assistance during instruction

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Differentiating during whole class instruction

• Small Group Instruction
• Partner Models
• Scaffolded Instruction
• Graphic Organizers
• Projects

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White Packet

• Planning for Differentiated Learning
• Designing Inclusive Classrooms
• Differentiation Matrix
• Models for Designing a Standards-Based,
  Differentiated Instructional Lesson

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Grouping Issues Options

• Need BOTH homogeneous AND heterogeneous
• Depends upon the purpose/subject/range of prior
  knowledge
• Skills-based lessons
• Usually best to group by need
• Flexible groups change as student needs change

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Grouping Issues Options

• Conceptual/content based lessons
• Usually best in heterogeneous groups
• Diverse experiences/views enrich
• With plenty of scaffolded instruction

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Small groups

• Heterogeneous
• Homogenous
• Task Oriented
• Constructed
• Random
• Interest-based

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Structured Partner Models

• Teacher assigns based on
• Like real life rationale
• Level of literacy
• Proficiency in English
• Overall niceness
• Alternate ranking (1 with 16 15
• with 30)

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Structured Partner Responses

• Roles
• A and B 1 and 2
• Topic
• May need to provide a sentence stem
• The most important thing about ______ so far is
  ______ because _________.
• Time
• SHORT!! 90 seconds! Be brief at first!

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Participation Structures

• Partner responses
• Answers long/different
• Teacher assigns provide a label/role

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Green Packet

• Tell Help Check
• 1s TELL 2s ______
• 2s listen then HELP by adding/editing/improving
• Both CHECK on page _____

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Participation Structures

• Written Responses
• Think write pair share
• List first, then share
• Structured sharing (1s, then 2s) add to your
  list
• Touch something
• Put your finger on the _______.

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Structured Partner Responses

• Passage Reading Strategies (Green Packet)
• 1s tell 2s the who or what the paragraph
  was about (topic/subject).
• 2s tell1s the important details about the
  who/what.
• 1s create a GIST/summary statement of 10 words
  or less.
• BOTH write the GIST/summary statement in your
  Summary Notes.
• Reverse roles for the next paragraph continue
  rotating roles.

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Scaffolded Instruction Participation Structures

• Choral Responses (answers are short/same)
• Student cue you they are attending (eyes on me)
• Provide thinking time (3 5 seconds)
• Signal group response

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Scaffolded Instruction

• Cubing (Yellow Packet)
• Differentiates learning by
• Readiness (familiarity with content or level of
  skill)
• Student Interest
• Learning Profile/Multiple Intelligences (sample
  rubrics)
• Blooms Levels of Questioning
• Cubes vary in tasks depending upon the interest
  of the group.

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Graphic Organizers

• Use when teaching content
• Makes information easier to understand
• Separates the important from the trivial
• Focuses on big ideas
• Organization of ideas is self-evident to students
• Reduces information processing demands needed to
  understand new information

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Graphic Organizers

• Venn diagram
• Concept maps
• graphicorganizers.com

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What does Explicit Direct, Well Scaffolded
Instruction Look Like?

• I do it (modeling our thinking too)
• We do it together (careful scaffolding)
• Yall do it (peer support)
• You do it on your own
• Dr. Anita
  Archer

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What works
Time
Teaching
Practice
No short cuts or quick fixes work!
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• Teaching ..
  is like playing a violin solo in public and
  learning the instrument as one goes on.
• Samuel Butler, English poet