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Space ThinkDOTS (3)

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Develop a way to categorize the planets in our
solar system and their relationship to the sun.
Why is it considered to be a system?
If you were going to teach a unit on space, what
key vocabulary would you want your students to
under- stand? List the words, their meanings, and
how youwould teach each one.






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Demonstrate that you know all the phases of the
moon and why they occur.
Compare and contrast the movement in space that
causes day and night to the movement that creates
the seasons.


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You are from another galaxy going to explore the
solar systems Sun, Earth, and Moon. What will
you take with you? What will you find there? What
useful information will you take back to your
galaxy? Share your findings with the earthlings
in our class.
If you were an astronomer, predict what your job
would be like during the next 10 years. What
might you discover?.
Multi-age Classroom 3rd 4th Grades Judy Rex
and Natanya Sabin, Scottsdale, Arizona
5
2
Cubing
Connect It

• Describe ItLook at the subject closely (perhaps
  with your senses in mind).
• Compare ItWhat is it similar to? What is it
  different from?
• Associate ItWhat does it make you think of?
  What comes to your mind when you think of it?
  Perhaps people? Places? Things? Feelings? Let
  your mind go and see what feelings you have for
  the subject.
• Analyze ItTell how it is made. If you cant
  really know, use your imagination.
• Apply ItTell what you can do with it. How can
  it be used?
• Argue for It or Against ItTake a stand. Use any
  kind of reasoning you wantlogical, silly,
  anywhere in between.

Illustrate It
Change It
Evaluate It
Solve It
Rearrange It
Question It
Satirize It
Cartoon It
3
Example
diagram
sketch
question
storyboard
timeline
explain
4
The Cube

• First graders have been studying weather. They
  visit the Review Center at various times
  throughout the week as a way to review what they
  have learned about weather.
• Draw it Associate it
• Divide your paper into 4 sections. Choose one
  type of weather.
• Label each section with a season and Create a
  web with this weather in the
• draw what the playground might look like. Center.
  Write words in the bubble
• connecting to the center that describe
• Compare it how you feel when you see it.
• Choose 2 seasons. Use a Venn diagram
• to compare them. Describe it
• Work with a partner.
• Draw a card from the jar.
• Explain it Describe the weather type on the
  card
• Talk with a partner about your favorite so your
  partner can guess.
• type of weather.
• Analyze it
• Work with a partner.
• Read a book about rain.
• Talk about why we need rain.

Jessica Ramsey/2004Adapted slightly
from http//www.mcps.k12.md.us/departments/eii/Cu
bing
5
Cubing Fractions

• Each student at a table rolls two dice a
  designated number of times. The 1st dice/cube
  tells students what to do with a fraction.
• Order/compare all the fractions from the
  smallest number to the largest.
• Add 2 rolled fractions together.
• Subtract 2 rolled fractions.
• Divide 2 rolled fractions.
• Multiply 2 rolled fractions.
• Model 2 rolled fractions using circles or bars
  of paper.
• The 2nd cube/dice contains the fraction which can
  vary in complexity based on studentnumber
  readiness.

Lynne Beauprey, Illinois
6
What Do You Do With a Tail Like This?

• An Interest-Based Lesson for First-Grade Science

7
Virginia Standards of Learning
8
Virginia Standards of Learning
Know
9
Virginia Standards of Learning
Know
Unders.
10
Virginia Standards of Learning
Know
Unders.
Be able to Do
11
Prior Learning

• Students will have studied the basic life needs
  of animals (including people).
• Students will have described their own
  anatomy/characteristics in terms of how their
  bodies help them to meet their basic life
  needs.
• Each student will have created his/her own
  labeled illustration to demonstrate this
  understanding.

Hands to reach for and hold food.
A nose to smell good things (food) and bad things
(fire).
Skin that perspires to keep me cool.
Feet to run away from danger and to take me
places to get food.
12
Procedure

• Teacher Station Groups rotate through and work
  with teacher to make hypotheses about animals and
  confirm/adjust conclusions based on the books
  content. Each group of 3-5 works with the tail
  pages first (as a model) and then with one
  additional double-page-spread (see graphic
  organizer).
• Interest Station Students choose one animal to
  learn more about (from either DPS) and go to a
  second station to read glossary, read additional
  books, listen to recordings, and/or use Internet
  to pursue interest further (see graphic organizer
  2).
• Group Share Each child shares findings with
  full group.

May be strategically selected for differing
readiness levels
13
Teacher-Led Discussion Organizer
How does your nose help you?
What animal does this nose belong to? Draw and/or
write.
How does this animals nose help it? Draw and/or
write.
What did you guess right?
What fooled you?
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Student Investigation Organizer
Where does this animal live?
What does this animal eat?
What special features does this animal have to
help it survive?
What special features does this animal have to
help it get food?
15
Student Investigation Organizer
Why do you like this animal? What is your
favorite thing about it?
Make your own drawing or write your own
description of your animal.
16

• Expert
• Utilizes concepts within and among disciplines
  in order to derive theories and principles
• Creates innovations within a field
• Practices skill development independently and
  for the purpose of improvement
• Seeks input from other experts in a field for a
  specific purpose
• Works to achieve flow and derives pleasure from
  the experience (high challenge, advanced
  skill/knowledge)
• Independent and self-directed as a learner
• Seeks experiences which cause a return to
  previous levels in varying degrees

Ascending Intellectual Demand

• Practitioner
• Manipulates 2 or more microconcepts
  simultaneously
• Creates generalizations that explain connections
  among concepts
• Selects and utilizes skills in order to complete
  a task
• Seeks input from others as needed
• Exhibits task commitment and persistence when
  challenges are moderate
• Reflects upon both content and skills in order
  to improve understanding/performance

• Apprentice
• Understands the connections among microconcepts
  within a discipline
• Connects information within a microconcept
• Begins to interpret generalizations and themes
  that connect concepts
• Applies skills with limited supervision
• Seeks confirmation at the end of a task
• Reflects upon content and skills when prompted

• Novice
• Experiences content at a concrete level
• Manipulates microconcepts one-at-a-time
• Needs skill instruction and guided practice
• Requires support, encouragement, and guidance
• Seeks affirmation of competency in order to
  complete a task

Knowledge
Skills
Attitudes
Habits of Mind
Knowledge
Skills
Attitudes
Habits of Mind
Knowledge
Skills
Attitudes
Habits of Mind
Knowledge
Skills
Attitudes
Habits of Mind
17

• Focus on the unanswered questions within and
  across disciplines
• Resources to facilitate problem finding
• Removal of barriers to creative production
  (e.g., time, space, resources)
• Open access to other experts
• Emphasis on innovation and redefining the field
  through the testing of existing rules
• Collaboration with experts who will advance
  product development and challenge ideas
• Honest feedback from experts
  upon request

What does the learner need at each stage?

• Thematic focus in instruction (macroconcepts)
• Generalization building
• Interest-based extensions
• Exposure to problems, resources, and innovations
• Open inquiry
• Complex projects with authentic audience
  feedback
• Self-selected content, processes, products

• Two to three concepts at a time
• Guided inquiry
• Cooperative learning for skill practice
• Shared development of assessment criteria
• Self-developed checklists and contracts
• Self-assessment opportunities
• Use of new skills in novel content

• One concept at a time
• Direct instruction in skills
• Guided practice
• Interest-based tasks
• Concept development
• Monitoring checklists
• Reflective prompts
• Frequent and specific feedback
• Chunking tasks

Expert
Practitioner
Apprentice
Knowledge
Skills
Attitudes
Habits of Mind
Novice
Knowledge
Skills
Attitudes
Habits of Mind
Knowledge
Skills
Attitudes
Habits of Mind
Knowledge
Skills
Attitudes
Habits of Mind
18

• Practitioner
• Challenges existing theories, principles, and
  rules through research and experimentation
• Understands and appreciates that scientific
  knowledge is never declared certain
• Poses new scientific questions
• Operates comfortably in the ambiguity that
  characterizes science
• Effectively manipulates multiple variables within
  an experiment
• Plans for and observes a wide range of factors
  (variables, constants, controls) and discerns
  patterns
• Uses mathematics as the language of science.

• Expert
• Makes a contribution to the discipline and or
  field (e.g. new experiments, new observations,
  new methods and tools, new theories, principles,
  and rules)
• Poses original scientific questions that test the
  limits of the existing body of knowledge
• Understands and assesses the relationships among
  the fields of science and other fields across
  multiple disciplines
• Seeks and derives satisfaction from the ambiguous
  situations in science
• Conducts complex experiments with ease and
  fluidity freely manipulates methods, tools,
  knowledge, and self to achieve desired results.

Science

• Apprentice
• Tests and manipulates existing theories,
  principles, and rules
• Sees science as a body of concepts and recognizes
  connections among the microconcepts
• Uses existing scientific questions for research
  and experimentation
• Tolerates the ambiguous nature of science
• Manipulates one variable within an experiment
  with ease
• Understands, identifies, and analyzes the
  relationships among the independent and dependent
  variables, constants, and controls
• Uses mathematics to conduct scientific work

• Novice
• Analyzes existing theories, principles, and rules
• Sees science as a body of facts and skills
• Seeks algorithmic tasks ambiguity causes
  discomfort
• Experimentation is an end in itself rather than a
  means to an end
• Sees a disproved hypothesis as a failure
• Inadvertently includes and fails to manage
  multiple variables
• Science is isolated from other disciplines

Expert
Practitioner
Apprentice
Knowledge
Skills
Novice
Attitudes
Habits of Mind
Knowledge
Skills
Attitudes
Habits of Mind
Knowledge
Skills
Attitudes
Habits of Mind
Knowledge
Skills
Attitudes
Habits of Mind
Reference Benchmarks for Science Literacy
American Association for the Advancement of
Science Literacy Project 2061
19

• Practitioner
• Analyzes contemporary events through an
  historical lens with automaticity
• Understands chronology, but has the ability to
  follow themes across events and time periods
  regardless of the direction (present to past,
  past to present)
• Identifies unanswered questions and crafts
  researchable questions to investigate them
• Understands the social, political, economic, and
  technological influences on patterns and trends
• Understands and appreciates the influence of
  individual experiences, societal values, and
  traditions on historical perspectives

• Expert
• Moves easily from the theoretical to the
  practical and vice versa in response to a
  situation
• Challenges accepted bodies of knowledge, methods,
  and research findings
• Develops themes and connections across historical
  events, periods, and fields without reliance, but
  acknowledgement of chronology
• Uses the knowledge and skills of the discipline
  across diverse fields and disciplines
• Displays curiosity and seeks challenge through
  unanswered questions in the field
• Marvels at the richness of history and its
  importance in shaping the present and future
• Systematically and with automaticity utilizes the
  knowledge, skills, and processes of the
  discipline to investigate

History

• Apprentice
• Understands history at the conceptual level
• Seeks connections among microconcepts in order to
  make sense of historical patterns and trends
• Poses historical research questions
• Has a clearly defined sense of chronology
• Understands the complexity of causes and effects
• Recognizes the importance of perspective in
  historical events, human perspectives, and
  consequences

• Novice
• Defines history as isolated people, places, and
  events
• Sees the facts and skills, but not the concepts
  that link them
• Studies history through rote memorization
• Needs experiences with sequencing to establish a
  sense of chronology
• Identifies causes and effects as isolated events
• Lacks an appreciation for history and its
  relevance to self and the world in the present
  and the future

Expert
Practitioner
Apprentice
Novice
Knowledge
Skills
Knowledge
Skills
Attitudes
Habits of Mind
Knowledge
Skills
Attitudes
Habits of Mind
Attitudes
Habits of Mind
Knowledge
Skills
Attitudes
Habits of Mind
Reference Curriculum Standards for Social
Studies National Council for the Social Studies
20

• Practitioner
• Applies the skills of language arts in other
  disciplines with relative ease
• Moves fluidly among the various modes and
  methodologies associated with language arts
• Appreciates the art of communication
• Conducts authentic research applying the skills
  of questioning, information gathering, data
  analysis and synthesis
• Understands the necessity for multiple and
  varied resources in research
• Seeks the constructive criticism of
  knowledgeable persons across disciplines in
  developing a product
• Understands and respects the diversity of
  language across cultures

• Expert
• Demonstrates knowledge, reflection, creativity,
  and critical analysis of language arts skills and
  concepts across a wide variety of disciplines
• Applies the wide range of skills associated with
  effective oral and written communication,
  reading, and research with automaticity
• Reading, writing, speaking, and researching lead
  to personal fulfillment beyond the goals of
  learning and the exchange of information
• Appreciates the power of the written and spoken
  word
• Questions the accepted conventions and rules
• Experiments with methods to communicate and
  develop greater understanding
• Practices in all areas (i.e. written and oral
  communication, reading, and research)

English Language Arts

• Apprentice
• Demonstrates flexibility in the use of skills
  and the understanding of concepts
• Understands the connections across written and
  oral communication, reading, and research
• Understands the need for a variety of selections
  in reading, writing, and research
• Understands the role of effective communication
  for a variety of purposes
• Adjusts communication modes according to purpose
  and audience
• Values the input of qualified reviewers in the
  editing and revision process

• Novice
• Applies a limited range of skills in an
  algorithmic manner
• Understands the skills and concepts in
  isolation, but lacks flexibility in understanding
  and application
• Practices and applies skills when prompted
• Limits reading selections and resources to a
  narrow scope
• Written and oral communication is technically
  correct, but lacks variety and personal relevance
• Sees written and oral communication and research
  with limited possibilities
• Views editing and revision as punitive and
  drudgery

Expert
Practitioner
Apprentice
Novice
Knowledge
Skills
Knowledge
Skills
Attitudes
Habits of Mind
Knowledge
Skills
Attitudes
Habits of Mind
Attitudes
Habits of Mind
Knowledge
Skills
Attitudes
Habits of Mind
Reference NCTE/IRA Standards for English
Language Arts
21

• Practitioner
• Uses the principles of mathematics to make
  connections among concepts across multiple fields
  within mathematics
• Makes appropriate selections about which tools
  and methods to use
• Understands patterns, relations, and functions
• Applies skills with automaticity
• Understands change in a variety of contexts
• Uses a variety of tools and methods with
  efficiency in the analysis of mathematical
  situations
• Appreciates the role of mathematics in other
  disciplines
• Formulates questions for research that can be
  addressed through one or more fields of
  mathematics

• Expert
• Uses computation as merely a means to an end
• Questions existing mathematical principles
• Moves easily among the fields of mathematics
  through the use of macroconcepts
• Links mathematical principles to other fields
  through real world problems
• Seeks the challenge of unresolved problems and
  the testing of existing theories
• Seeks flow through the manipulation of tools and
  methods in complex problem solving
• Views unanswered questions in other disciplines
  through the concepts of mathematics
• Uses reflection and practice as tools for
  self-improvement

Mathematics

• Apprentice
• Connects the relationships among mathematical
  facts and skills through concepts
• Computes fluently and makes reasonable estimates
• Applies skills with confidence and develops
  greater understanding beyond number and
  operations
• Makes connections across mathematical ideas
• Understands the principles that frame a field
  (i.e. measurement, algebra, geometry, statistics)
• Develops skills and understanding through
  complex problem solving
• Sets goals that extend beyond computational
  accuracy

• Novice
• Applies the skills of discrete mathematics, but
  lacks a conceptual understanding
• Identifies the principles, but cannot apply them
  unless prompted
• Computes efficiently, but lacks fluency
• Sees limited relationships among numbers and
  number systems
• Identifies only the most basic patterns
• Needs frequent feedback and assurance during
  problem solving
• Sees the right answer as the goal

Expert
Practitioner
Apprentice
Novice
Knowledge
Skills
Knowledge
Skills
Attitudes
Habits of Mind
Knowledge
Skills
Attitudes
Habits of Mind
Attitudes
Habits of Mind
Knowledge
Skills
Attitudes
Habits of Mind
Reference Principles and Standards for School
Mathematics National Council of Teachers of
Mathematics
22
Pets Are Us
A magazine about animals in general and pets in
particular. Published by Mrs.
Watkins 2nd graders.
For kids who care about pets.
Every student selects at least 2 of the
following
Every student creates a pet page with words and
pictures about a pet -- they have, -- used
to have, -- would love to have.
-- an ad for a pet product -- a funny story about
a pet -- a graph that compares pets in some
way -- pet trivia -- great pet photos with
captains -- a review of a movie or video
about a pet -- drawings or paintings of pets -- a
cartoon about pets
Pages have both common and specialized parts,
based on student interest and readiness in
reading, writing and research.
23
The
Teacher (Managing Editor)
Assigns Each Student One Of The Following --
Guidelines for caring for one kind of pet --
Reminders about how pets help people and people
help pets -- Hints about training a kind of
pet -- An article about animals that make bad
pets and why -- An article about unusual pets
people have in other countries. -- An article
about how pets help people with handicaps -- An
article about families that train seeing-eye
puppies -- An interview with a vet about his/her
job and training -- Book hints for good reading
about pets -- Original poems about pets -- An
article about common health problems of pets and
how to avoid them -- A true story about a pet who
was a hero -- A list of common phrases and
sayings about animals that are pets
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The
Teacher (Managing Editor) Assigns Each
Student One Of The Following (continued) --
An article about pets in sports -- A chart that
tells kinds of pets and numbers of pets in the
class, school, town and state -- An article about
a local pet shelter and the people who work
there -- An article about pets of adults in the
school -- A design for the perfect pet and an
explanation of why its perfect in every way --
An original song (or score) about a pet -- An
article sketch, or Venn diagram that shows how a
pets body is similar to and different from a
2nd graders -- A chart of famous people, their
pets, and something interesting about their
time together. -- An editorial about pets
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With Guidance From The Managing Editor,
Students Work At Various Times On
Title of the magazine and cover design Common
elements for the in-common pieces Developing a
rubric for good writing Helping others think of
ideas Editing for accuracy Editing for
quality Marketing and distribution Developing
new ideas for contents Organization and
layout Laminating and binding the
magazine Getting reviews from readers
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Students Are Guided In
-- doing research -- conducting interviews --
developing good titles -- writing at the
computer -- adding detail to their writing --
setting goals for their work -- evaluating their
work
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At various times, resource people come in to
provide information and guidance --
for example
-- an author
-- a photographer
-- a vet
A major focus of the magazine is to help students
understand interdependence between pets and
people the relationship between an animal and
its environment comparison and contrast
between various pets, and between pets and
people responsibility of people toward pets
how other living things make peoples lives
better
-- a cartoonist
An editor
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Lets Go West With the Pioneers

• Were going to study about the pioneers who left
  their homes and took a long, hard journey to a
  new place.
• It would be more fun and wed learn more if we
  could go on the journey too! So lets go.
• While we study, well use maps, look at videos,
  talk to a pioneer family, do research and read
  Rachels Journal. (by Marlena Moss, Harcourt
  Brace)
• When we learn new things, well use our new
  knowledge and our imaginations to create our own
  journeys too.
• Well write about our trips in journals or
  letters. Sometimes well share letters we get or
  journals someone lets us borrow. Well compare
  them with other things were learning in class.
• We may even have a trip quilt to look at!
• Use your planning quilt to help to do a top
  quality job with your work! The pioneers had to
  work hard and be creative. Well be those things
  too!
• Where your planning quilt has empty spots, fill
  the spots with things you think should be in your
  letters or journal. We can work on that
  together.
• When you can prove youve done what any quilt
  section describes (and have done it really well),
  color in that section of your quilt. When you
  finish all your work, turn in your planning
  quilt too.

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Designing A Generic Rubric
The following 4 elements have implications for
students in a broad range of subjects, grades,
and readiness levels. To create a generic
rubric, you might consider some of the indicators
for each element listed below. Edit them by
adding items to the list, eliminating or
combining items, or rewording them so the
language is appropriate for your learners.
Quality of Thought

• Evidence of insight
• Makes unexpected useful connections
• Poses seeks answers for important questions
• Looks at ideas from multiple viewpoints
• Seeks creative approaches
• Logical development of ideas
• Draws valid and supported conclusions
• Balances big picture details (meaning fact)
• Uses enough information to support or extend ideas

Tomlinson 00
34
Designing A Generic Rubriccontd
Quality of Research

• Uses an appropriate range of resources/authentic
  reliable resources
• Gives credit appropriately
• Makes ideas his/her own -- doesnt copy
• Offers evidence for positions from varied sources
• Uses research to extend and develop own
  understanding
• Carefully logs research process resources
• Blends ideas from multiple sources

Tomlinson 00
35
Designing A Generic Rubriccontd
Quality of Expression

• Clear flow of ideas -- easy to follow
• Powerful word choices
• Effective use of imagery, examples, figures of
  speech
• Varied sentence structure
• Effective use of transitions
• Develops own voice/seems like author cares about
  the ideas
• Effective beginning, well developed middle,
  powerful ending
• Care accuracy with mechanics

Tomlinson 00
36
Designing A Generic Rubriccontd
Habits of Mind

• Is aware of talks about own thinking
• Demonstrates persistence/Doesnt give up
• Plans uses time effectively
• Respects varied perspective
• Shows open-mindedness
• Is effective in evaluating own quality of work
• Seeks quality more than comfort ease
• Thinks before acting
• Strives for accuracy
• Asks important questions
• Shows appreciation/awe/wonder with learning
• Applies knowledge to problems/new situations

Tomlinson 00
37
Designing A Generic Rubriccontd
Outstanding
Acceptable
Strong
Tomlinson 00
38
Designing A Generic Rubriccontd
Outstanding
Acceptable
Strong
Tomlinson 00
39
Designing A Generic Rubriccontd
Outstanding
Strong
Acceptable
Tomlinson 00
40
Stages of AcquisitionSubject Science
Kid Language
Teacher Language

• Masterful
• I am able to use knowledge and skills learned in
  class and adjust them to diverse and difficult
  situations. I am competent and flexible, a self
  starter and able to make connections to real
  world situations. I can effectively communicate
  the process to my peers.
• Skilled
• I am competent in using the knowledge and skills
  I learned in class. I can work through an
  assignment/lab with no direction from the
  teacher. I can take information from a lesson
  and see where it connects to other situations.
• Able
• I am able to perform well. I use the information
  and skills I learned in class and I am able to do
  the assignment/lab with little assistance. I
  know how to start an assignment on my own.
• Apprentice
• I needed some help to complete the
  assignment/lab. I could complete the pre-lab
  questions on my own or with help from my team. I
  needed assurance from my peers or teacher before
  completing the assignment.
• Novice
• I completed the assignment/lab only with coaching
  from the teacher. I relied on help from my team
  to follow the directions and complete the
  assignment.

Masterful Fluent, flexible, efficient able to
use knowledge and skills and adjust
understandings well in diverse and difficult
contexts. Skilled Competent in using knowledge
and skills and adapting understandings in a
variety of appropriate and demanding
contexts. Able Able to perform well with
knowledge and skill in a few key contexts, with a
limited repertoire, flexibility, or adaptability
to diverse contexts. Apprentice Relies on a
limited repertoire of routines, able to perform
well in a familiar or simple contexts, with
perhaps some needed coaching. Limited use of
personal judgment and responsiveness to specifics
of feedback/situations. Novice Can perform only
with coaching and/or relies on highly scripted,
singular plug in skills, procedures or
approaches.
Created by Meri-Lyn Stark, Elementary Science
Coordinator Park City School District
41
Differentiating Web Quests
Effectively differentiated WebQuests demonstrate
several of the following components and
characteristics
Tomlinson/ASCD/04
Component Explanation
Differentiation
Introduction
Provides background Taps interests of
varied learners. for student. A hook
Explanations are accessible to a range
of students Outlines what
Offers appropriately challenge students must do
and for range of students /or
variety products they create of
product options, approaches. Provides relevant
Resources are at varied levels
of resources efficient complexity,
sophistication access to them Gives
steps to follow Scaffolding varies for
student and information need.
Roles are matched to about student roles
student interest and strength Helps students
think Provides various ways of
making about, organize, and meaning
based on student make sense of info.
readiness and/or learning profile skills Helps
students reflect Provides various
options for on and extend what
reflection based on student they have learned
readiness, interest, /or learning

profile. n

Task
Resources
Process
Guidance
Conclusion
42
Autobiography/Biography Unit Learning Goals

• Know
• biography (definitions, characteristics)
• autobiography (definitions, characteristics)
• descriptive adjectives (definition/list)
• traits
• theme (definition/examples)
• Be Able to Do
• Define personal goals/traits
• Describe/illustrate personal goals/traits
• Use description effectively
• Write in complete sentences
• Share writing with others
• Evaluate own writing according to set
  criteria
• Interpret biographical writing
• Write autobiographically
• Understand
• Our decisions affect our lives.
• Todays decisions affect us now and later.
• It is important to know traits you admire and to
  try to practice those things.

43
Autobiography/Biography Unit Overview
Sequence, p.2

• Teacher introduces biography and autobiography by
  reading from several of each
• Students teacher generate a list of
  characteristics of bios and autobios
• In pairs, students read a biography and also an
  autobiography and map the traits (DI readiness
  in reading skills)
• Teacher introduces the idea of personality
  traits. Class generates the list.
• Students (alone or in pairs) develop a Name the
  Trait clue for the class based on a person in
  one of the bios/autobios read. Clue can be drawn,
  written, or pantomimed. (DI learning style)
• Teacher introduces idea of themes in bio/autobio.
  Class generates list of themes from teacher read
  selections.

44
Autobiography/Biography Unit Overview
Sequence, p.3

• Students do a Theme Match in which some
  students who have quotes on cards that suggest
  themes hunt for a match from among students who
  have theme words on cards.
• Students select autobiography or biography to
  read (DI interest and readiness)
• Periodic sharing in varied ways.
• Teacher introduces ideas of students as
  biographers and themes in students own lives.
• Students complete and share Traits and Themes
  class Autobiographies (DI writing readiness)
• Teacher leads whole class discussions on
  interpreting bio/autobio
• given on page 5 of this example

45
Autobiography/Biography Unit Overview Sequence
p.4

• Students do interpretive maps of student choice
  books and share with peers (DI readiness)
• Students teacher create interpretive timeline
  of the class as a whole
• Students create their own, personal interpretive
  timeline
• Students teacher turn the class timeline into
  an autobiographical piece and assess their work
  according to a quality checklist. They revise for
  improvement.
• Students teacher add a dedication to the class
  autobiography to highlight a theme of the piece.
• Students turn own timelines into autobiographical
  written sketches, self and peer assess, revise,
  prepare to publish (DI readiness)
• Students add dedication to someone special with
  their personal sketches to highlight a theme in
  their own lives.

46
Traits and Themes Lesson in Autobio/Bio
Unitdifferentiated by readiness

• Learning Goals for this Lesson, taken from the
  units learning goals
• Know descriptive adjectives traits
• Understand -- Our decisions affect our lives.
• Todays decisions affect now and later.
• It is important to know traits you admire and try
  to practice those things
• Do --Define personal goals traits
• Describe personal goals traits
• Use description effectively
• The Task
• Students will develop pages for an
  autobiographical book based on the model When I
  Grow Up by Cherie Mericle Harper.
• Readiness Differentiation
• Students who have more difficulty with reading
  and writing will do left hand pages that both
  name and illustrate a student-selected trait.
• Student more able with reading and writing will
  do right hand pages with elaborated descriptions
  and drawings.
• p. 5

47
Traits and Themes Lesson in Autobio/Bio Unit,
continued

• Each student is asked to name a trait that they
  want to develop or improve upon as they grow up.
  They submit this trait to the teacher.
• All students will contribute a drawing to final
  pages that show what the student can choose to do
  today to affect/model the selected trait they
  want to develop as they grow up.
• The teacher will compose pairs of students to do
  left and right hand pages based on student
  selection of traits. Where there are not matches,
  the teacher will recruit students to work
  together. These pairs develop matching pages as
  they have time over a 2- day span.
• Students will self and peer check work to make
  sure they are following a posted quality
  checklist.
• A book will be published of each pairs set of
  two pages. It will stay in the class library for
  use by students this year and beyond. Additional
  color copies may be made, if desired, for the
  school library or for circulation to parents and
  families.
• Hertberg and Tomlinson--page 6

48
Differentiated Lessons on the Industrial
Revolutionbased on DatelineTroy by Paul
Fleischman

• Students work in table groups (mixed readiness)
  to web what was going in history as the
  Industrial Revolution begins.
• The teacher /or strong student readers read
  portions of novels related to the IR (e.g. The
  Dollmaker, Lyddie). The class discusses what they
  think about the events using Think-Pair-Share.
• Class watches video on the IR and students select
  one of four journal prompts to complete as a
  response (DI interest). they then form 4
  discussion circles based on prompt choice and
  share ideas.
• Students read the text from the history book
  using 1 of 3 graphic organizers for note-taking.
  The organizers are distributed by the teacher
  based on reading level. The teacher meets with
  groups of readers (DI readiness)
• Tomlinson, IR Dateline Troy p 1 of 8

49

• Students move into groups to work with Dateline
  Troy activity.
• Teacher gives notes using New American Lecture
  format.
• Some students in groups T R help teacher show
  how IR is not so different from today.
• Students share Dateline products in a jigsaw
  group of 4 (students representing each group T,
  R, O, Y) to illustrate
• how the IR relates to our lives
• key events in the IR
• key themes in IR
• how the IR was a revolution
• Pair review for a quiz with a study guide
  provided by teacher (includes vocabulary, events,
  themes, etc.)
• Students take quiz with both common and
  differentiated elements.
• see pages 4-8 IR Dateline Troy p. 2

50

• Each student selects (with teacher prompts) and
  completes a culminating product on revolution
  (DI interests)
• in the last 50 years
• in a persons life
• in a culture
• in a subject area or hobby area
• in the future
• Products must include references to major IR
  themes developed by the students and teacher
  technology, danger, risks and benefits, change,
  opportunity, etc.
• Product guidelines and rubrics are developed by
  students and teacher. They include
• parallels with the IR had to be made explicit
• mode of expression was flexible acting,
  musical, research, drama, models, creative
  writing, (DI learning styles)
• group and individual working arrangements are
  options
• IR and Dateline Troy, p.3

51
Dateline Troy Activity Group T

• (Please work in a pair.)
• In the part of Dateline Troy that we just read,
  the author shows us that people have had wicked
  ways of getting even for a long time and that
  they still do today.
• He also showed us that using a lottery to see who
  joins the army happened 3,000 years ago, and also
  during the Viet Nam war, here in the US.
• Take another look at the video on the Industrial
  Revolution. Use it and our textbook to help you
  list some important theings that happened during
  that time.
• For example
• Ways people earned their living changed a lot
  very quickly.
• People moved to where jobs were, and cities got
  bigger.
• People in low-level jobs got treated poorly.
• Now, you and your partner add at least 3 more
  important things that happened during the
  Industrial Revolution
• D.
• E.
• F.
• Check these with the teacher before you go any
  further. IR DTp.4

52
Group T continued

• Now, watch the news videos (teacher provides).
  Look for current news stories that are like some
  of the important events you listed for the IR.
  Complete the graphic organizer below
• Be sure both partners in your group are ready to
  show one news clip and explain how it is like an
  event in the IR.
• you may put your organizer onto a transparency
  for the overhead as you talk, or
• your may use the computer to make your organizer
  into a slide for your presentation.
• DT and IR, p. 5

53
Dateline Troy Activity Group R

• (Please work in a group of 3)
• Dateline Troy helps us see that ancient history
  is a lot like what happens in our own world every
  day. Discuss
• What does the part of the story on p. 14 have to
  do with the news story on p. 15 (how are the two
  alike in meaning)?
• Whats the problem shared by Achilles on p. 48
  and Darryl Strawberry on p. 49?
• How does the term Trojan Horse relate to the
  articles on p. 71?
• Think about what is really happening in the
  Industrial Revolution. Discuss this with your
  group. Use Time, Newsweek, Scholastic,
  newspapers, or other news sources to select
  sources from today that are like events in the
  Industrial Revolution. Find at least 5 possible
  matches. Select your best 2 matches. Everyone in
  your group should be ready to explain to the
  teacher why the two are your best, before you go
  any further.
• Create two opposing pages for a book called
  Dateline Industrial Revolution. Tell key events
  from the IR on each left hand page. Make a
  collage of article(s) from your news sources that
  show important parallels to current day events on
  the right hand page. You may use the computer,
  cartoons, headlines, drawings, as well as
  articles in the collage.
• No matter how you divide up the work, be sure
  everyone in the group is ready to present,
  explain, and defend your pages! DT IR p.6

54
Dateline Troy Activity Group O

• (Please work in quads)
• Take a look at Dateline Troy.
• Create a parallel book excerpt for a book on the
  Industrial Revolution.
• Select approximately 8 key events from the IR.
• Be sure that they absolutely show the
  revolutionary nature of the time.
• Find parallel revolutions in this century.
• Create or find collage materials that make the
  parallels clear.
• Devise a way to both tell and show the parallel
  nature of the two revolutions in your book
  excerpt.
• Clear your plans with the teacher before you
  execute them.
• Be sure you and your group work for insightful
  language and visuals.
• No matter how you divide up the work, everyone in
  the group should be ready to present and explain
  your reasoning and choices.
• IR and DT, p.7

55
Dateline Troy Activity Group Y

• (You may work in pairs, triads, or quads)
• The period we are studying is called the
  Industrial Revolution, yet there was no army or
  fighting as in the French Revolution,
  AmericanRevolution or Russian Revolution.
• It is also possible for individuals to have
  revolutionary experiences.
• Using Dateline Troy as a model, develop a way to
  think about and show what you would consider to
  be essential elements in any revolution (for
  example, rapid changes, fear, danger, etc.)
• Your groups comparison must
• include the Industrial Revolution, an individual
  revolution, and a military revolution
• use important, valid and defensible themes
• be effective (accurate, insightful, articulate,
  visually powerful, easy to follow) in
  communicating your ideas.
• DT and IR, p.8 of 8

56
Resources Related to Differentiated Instruction

• Association for Supervision and Curriculum
  Development --ASCD(1997). Differentiating
  instruction. Alexandria, VA Author (video
  staff development set, Leslie Kiernan, Producer).
• ASCD (2001). At work in the differentiated
  classroom. (video staff development set, Leslie
  Kiernan, Producer).
• ASCD (2002). A visit to a differentiated
  classroom. (video staff development set, Leslie
  Kiernan, Producer).
• ASCD (2003). Instructional strategies for
  differentiation. Alexandria, VAAuthor. (video
  staff development set, Leslie Kiernan, Producer).
• ASCD (2004). More instructional strategies for
  differentiation. Alexandria, VA Author.(video
  staff development set, Leslie Kiernan, Producer).
• ASCD (2006) Educational Leadership, Teaching to
  Student Strengths, September 2006, Vol.64 No.1
• Brimijoin, K. Marquisee, E. Tomlinson, C.
  (2003, February). Using data to differentiate
  instruction. Educational Leadership, 60(5),
  70-72.
• Clayton, M. (2001). Classroom spaces that work.
  Greenfield, MA Northeast Foundation for
  Children.
• Cohen, E. Benton, J. (1988). Making groupwork
  work. American Educator, 12(3) 10-17, 45-46.
• Cole, R. (1995). Educating everybodys children
  Diverse teaching strategies for diverse learners.
  Alexandria, VA Association for Supervision and
  Curriculum Development.
• Cone, J. (1993). Learning to teach an untracked
  class. The College Board Review, 169, 20-27, 31.
• Cummings, C. (2000). Winning strategies for
  classroom management. Alexandria, VA Association
  for Supervision and Curriculum Development.

Page 1
57
Resources Related to Differentiated Instruction,
cont

• Denton, P., Kriete, R. (2000). The first six
  weeks of school. Greenfield, MA Northeast
  Foundation for Children.
• Gartin, B., Murdick, N., Imbeau, M. Perner, D.
  (2002). Differentiating instruction for students
  with developmental disabilities in the general
  education classroom. Arlington, VA Council for
  Exceptional Children.
• Ginsberg, M. Wlodkowski, R. (2000). Creating
  highly motivating classrooms for all students.
  San Francisco Jossey-Bass.
• Krumboltz, J., Yeh, C. (1996, December).
  Competitive grading sabotages good teaching. Phi
  Delta Kappan, 324-326.
• Lee, C., Jackson, R. (1992). Faking it.
  Portsmouth, NH Boynton/Cook.
• Levine, M. (2002). A mind at a time. New York
  Simon Schuster.
• Maeda, B. (1994). The multi-age classroom An
  inside look at one community of learners.
  Cypress, CA Creative Teaching Press.
• MacCracken, M. (1986). Turnabout children. New
  York Signet.
• Marriott, D., Kupperstein, J. (1997). What are
  the other kids doing while you teach small
  groups? Cypress, CA Creative Teaching Press.
• Nelson, G. (2001, October). Choosing content
  thats worth knowing. Educational Leadership, 59,
  12-16.
• Perry, T., Steele, C., Hilliard, A. (2003).
  Young, gifted, and black Promoting high
  achievement among African-American students.
  Boston Beacon.
• Strachota, B. (1996). On their side Helping
  children take charge of their learning.
  Greenfield, MA Northeast Society for Children.
• Tatum, B. (1997). Why are all the black kids
  sitting together in the cafeteria? and other
  conversations about race. New York Basic Books.

Page 2
58
Resources Related to Differentiated Instruction,
continued

• Tomlinson, C. (1995). Deciding to differentiate
  instruction in middle school One schools
  journey. Gifted Child Quarterly, 39, 77-87.
• Tomlinson, C. (1995). How to differentiate
  instruction in mixed-ability classrooms.
  Alexandria, VA Association for Supervision and
  Curriculum Development.
• Tomlinson, C. (1996). Differentiating instruction
  for mixed ability classrooms A professional
  inquiry kit. Alexandria, VA Association for
  Supervision and Curriculum Development.
• Tomlinson, C. (1998, November). For integration
  and differentiation choose concepts over topics.
  Middle School Journal, 3-8.
• Tomlinson, C. (1999). The differentiated
  classroom Responding to the needs of all
  learners. Alexandria, VA Association for
  Supervision and Curriculum Development.
• Tomlinson, C. (1999, November). Mapping a route
  toward differentiated instruction. Educational
  Leadership, 57(1), 12-16.
• Tomlinson, C. (1999). Leadership for
  differentiated classrooms. The School
  Administrator, 9(56), 6-11.
• Tomlinson, C. (2000, September). Reconcilable
  differences Standards-based teaching and
  differentiation. Educational Leadership, 58(1),
  6-11.
• Tomlinson, C. (2001, March). Grading for success.
  Educational Leadership, 12-15.
• Tomlinson, C. (2002, September). Invitations to
  learn. Educational Leadership, 60, 6-10.
• Tomlinson, C. (2003, October). Deciding to teach
  them all. Educational Leadership, 6-11.
• Tomlinson, C. (2004). Fulfilling the promise of
  the differentiated classroom Tools and
  strategies for responsive teaching. Alexandria,
  VA Association for Supervision and Curriculum
  Development.

Page 3
59
Books on Curriculum and Instruction

• Tomlinson and Eidson, Differentiation in Practice
  K-6 and Differentiation in Practice 5-9 and also
  Tomlinson and Strickland, Differentiation in
  Practice 9-12, ASCD
• Ron Brandt, Powerful Learning, ASCD
• H. Lynn Erickson, Concept-based Curriculum and
  Instruction Teaching beyond the Facts, Corwin
• Steven Levy, Starting from Scratch, Heinemann
• National Research Council, How People Learn
  Brain, Mind Experience, and School, National
  Academy Press
• Carol Tomlinson, Joe Renzulli, Sandra Kaplan,
  Jeanne Purcell, Jann Leppien, Deborah Burns,
  The Parallel Curriculum Model A Design to
  Develop High Potential and Challenge High Ability
  Learners, Corwin
• Grant Wiggins Jay McTighe, Understanding by
  Design, ASCD
• Carol Tomlinson and Jay McTighe, Integrating
  Differentiated Instruction and Understanding by
  Design, ASCD, 2006
• Cindy Strickland, Tools for High-Quality
  Differentiated Instruction, ASCD, 2007. An Action
  Tool format with templates to copy. This best
  accompanies any of the books or videos as a
  supplement for planning and for additional
  examples.

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