Buffalo State
State University of New York
EDU604 instruction Strategies for More Effective Teaching
Barranquilla, Colombia
June 16-20
Professor: Dr. Kristin Berman Office Phone: (914) 654-5970 (M-W) Chapel Hall G-10 Cell Phone: (203) 829-4406
e-mail:
Course Overview:
EDU 604 Instructional Strategies for More Effective Teaching This course is designed to provide students with current techniques, strategies, and methods for improving instruction such as multiple intelligences, differentiation of instruction, problem-based learning as well as numerous others.
Sources
New York State Standards for programs leading to certification in Childhood Education (NYS Standards)
National Association of Gifted Children – Council for Exceptional Children Teacher Knowledge & Skill Standards for Gifted Education, approved 2006 (NAGC-CEC Standards)
Interstate New Teacher Assessment and Support consortium (INTASC) Standards
Learning Outcomes / Source of Outcome / Performances of Understanding (Assignments and Measurement) / GradingWeights
1. Knowledge of characteristics of students who learn at a pace and level that is significantly different but not limited to gifted or high ability students. These students include students who may also have special learning or attention needs, are
English language learners, or who are economically disadvantaged.
Candidate will use data to choose alternative teaching strategies and materials to meet student needs. / NYS Standards
52.21(b)(2)(ii)(c)(1)(vii)
INTASC - #3, 8, 10 (emphasis on 3.11, 3.14, 3.21, 8.31, 10.32, 10.36)
NAGC-CEC 2:K1, K5; 3:K1,2,4,S1
INTASC 4.31, 4.32, 7.34
NAGC-CEC 4:K1,2,S1,3,4,6,7 / Students will complete two case studies of students at two different grade levels in which they will assess learning styles, readiness levels, strengths, interests. (field experience at least 10 hours of direct observation and assessment) The analysis will document specific strengths talents and interests of these students. The plan will also include specific accommodations and opportunities afforded these students purposefully designed to nurture their talents both
within and outside
of the curriculum.
The case study and talent plan will be assessed according to rubrics attached. / 10%
2.Use knowledge of student differences to provide differentiated educational experiences based on readiness, interests, and multiple intelligences / NYS Standards
52.21(b)(2)(ii)(c)(1)(v)
INTASC 4.35, 7.32, 7.33 7.34, 7.35
NAGC-CEC 4:K1,2,S1,3,4,6,7
7:K1,3, S2,4,5 / Differentiated and Talent Development Plan
Included in the talent plan is a choice of:
A. Students will create a talent plan modify three lessons or points with in a unit showing how to differentiate the curriculum in terms of content, product, process, and environment. Students will conduct a lesson using tiering or questioning strategies.
B. Development of an interest center that contains activities of escalating levels of intellectual demands, multiple levels of resources, and choice of products. Include a grouping strategy and web quest as well.
These will be assessed according to rubrics attached / 60% (total)
20%
20%
20%
3. Use a variety of strategies to enhance and modify learning. / NYS Standards
52.21(b)(2)(ii)(c)(1)(iii)
INTASC 4.31, 4.33, 8.31, 8.34, 8.36
NAGC-CEC 4:K1,2,S1,3,4,6,7
7:K1,3, S2,4,5 / Students will incorporate three different grouping arrangements including jigsaw, talent groups, and multi-talent groups into their unit plans or interest center and describe how the assignment using these groupings accommodate needs of individual case study students.(included in assignment 2 A) / 10%
4. Implement effective classroom management strategies to increase student self-regulation and create a community of learners. / NYS Standards 52.21(b)(2)(ii)(c)(1)(ii)
INTASC 5.21-5.25, 5.34, 5.35
NAGC-CEC 5: KS2,3,4,5 / Creation of 2 focus group sessions with class on establishing a community of learning including understanding differentiation and student responsibility in regulating learning.
(See attached sheet for specific requirements and exemplar) assignment. / 10%
5. Professional applications / NYS Standards
52.21(b)(2)(ii)(c)(1)(ix)
INTASC 9 (9.31, 9.33)
NAGC-CEC 9:S7 / Compile professional notebook of all course materials with referenced organization,
And write a reflective piece from the practitioner perspective as to how differentiation will inform practice. / 10%
Required Readings
Portions from:
· Baum, S., Viens, Slatin, B. (2005). Multiple intelligences in the elementary classroom: A teacher’s toolkit. New York: Teachers College Press.
· Tomlinson, C (2003). Fulfilling the promise of the differentiated classroom: Strategies and tools for responsive teaching. Alexandria, VA: ASCD.
Selected articles and handouts available at:
www.gifted.uconn.edu
www.ldpride.com
Schedule of Topics
Session 1: Sat AM
Introduction to student learning differences and how to identify them.
Learning Outcomes:
Knowledge of characteristics of students who learn at a pace and level that is significantly different but not limited to gifted or high ability students. These students include gifted students, students with special learning or attention needs, students who are English language learners, or who are economically disadvantaged.
Essential Questions
· What does brain research say about how students learn?
· How do students’ differences impact teaching and learning (matrix of differentiation). What is the implication of learning differences to content, process, product, and learning environment?
· What are the benefits of strength based learning?
· How does a diversity of flexible grouping strategies enhance learning?
Grouping strategies--: Expert, novice, and multi-talent groupings.
Learning activities and assignments
· Read Article Packet on classroom environment
Session 2: Sat PM
What is differentiation? Understanding the matrix: Student needs and their implication to content, process, products, and learning environment
Objectives
· Gain an understanding of the concept of differentiation
· Learn how to apply Multiple Intelligences theory and learning style theories to accommodate students’ needs
· Learn to use grouping strategies--interest grouping
Learning activities and assignments
· Outcome: Group work: Development of learner characteristics and needs planning chart (Focus on what changes needed in content, process, product, environment – Due Thursday for presentation)
Session 3: Sun AM
Identifying students’ strengths, interests, and learning preferences
Learning Outcomes:
Knowledge of characteristics of students who learn at a pace and level that is significantly different but not limited to gifted or high ability students. These students include gifted students, students with special learning or attention needs, students who are English language learners, or who are economically disadvantaged.
· Use knowledge of student differences to provide differentiated educational experiences.
· Use a variety of grouping strategies to enhance learning.—jigsaw grouping
Essential Questions
· How can we apply Multiple Intelligences theory and learning style theories to accommodate students’ needs?
· What tools are available to identify and document students’ strengths?
Learning activities and assignments
· Complete jigsaw assignments TBD
· Outcome: Action plan for collecting information on students’ learning preferences.
Session 4: Sun PM
Bridging: Using strengths to bridge to curricular goals
Learning Outcomes:
Use knowledge of student differences to provide differentiated educational experiences based on readiness, interests, styles and multiple intelligences
Essential questions:
· How can we use student strengths and learning preferences to bridge to literacy goals?
· How can we use Gardner’s MI Theory and scaffolding to initiate learning and bridge to skill development?
Learning activities and assignments
· Baum, Viens, & Slatin in consultation with Howard Gardner, (in press) Multiple Intelligences in the Elementary classroom: A teacher’s toolkit: Chapter 6.
· Entry Points/Bridging and Activities:
o Changing City Posters – disciplinary entry points
o Walden Watch – experiential entry points
o Arts entry points – drama, visual arts
Session 5: Mon AM
Differentiated Instruction Using Entry Points and Performances of Understanding: Tiered Instruction, & Levels of thinking
Learning Outcomes:
Use knowledge of student differences to provide differentiated educational experiences based on readiness, interests, and multiple intelligences
Essential questions:
· Where are the differentiation points within a unit of study?
· How can we use MI Theory to differentiate units of study through multiple entry points and performances of understanding?
· How can we use differentiation to foster understanding?
· How can we assess understanding?
Learning activities and assignments
· Fulfilling the Promise - Excerpts
· Baum, Viens, & Slatin in consultation with Howard Gardner, Multiple Intelligences in the Elementary classroom: A teacher’s toolkit. Chapter 7.
· Outcome : Tiering assignment
Session 6: Monday, PM
Strategies for Differentiation: Think Tac Toe Board
Use knowledge of student differences to provide differentiated educational experiences based on readiness, interests, and multiple intelligences
· Designing lessons based on tiered instruction including use of Bloom’s Taxonomy (ascending levels of intellectual demands).
Essential questions:
· How do we accommodate students with different levels of readiness within a lesson?
· How do we grade performances that are tiered?
Learning activities and assignments
· Fulfilling the Promise Chapter 6 and Toolbox 124-143
· Outcome: Development of think tack toe board and a tiered lesson. (using photographs – aesthetic education lesson)
Session 7: Tuesday AM Compacting, independent study contracts, web quests, Renzulli learning and interest centers
Learning outcomes
Use knowledge of student differences to provide differentiated educational experiences based on readiness, interests, and multiple intelligences
· Learn strategies for incorporating interests into the curriculum: interest centers
· To implement curriculum compacting with able students
· To develop contacts for independent activities including websites
· To provide time for enrichment and acceleration
· To design an interest center
Essential questions:
· How can we accommodate the needs of the student who is advanced or who requires to pursue in-depth interests?
Learning activities and assignments
· Read about curriculum compacting by going to the following site: http://www.sp.uconn.edu/~nrcgt/sem/semart08.html (See handout)
· Read article about web quests and visit two from list
· Interest center handout
· Outcome: Sample completed compactor and contract
Sessions 8: Tues PM
Learning Outcomes:
· To create a classroom environment where students are active decision makers in a community of caring and respect.
· Implement effective classroom management strategies including class meetings and routines to increase student self-regulation and create a community of learners.
· To create a philosophy of assessment that aligns to differentiation
Learning Activities
· Work Session
Session 9: Wed AM
· Work Session
Session 10: Wed PM
Wrap up/Presentations
· Presentation of matrices
ASSIGNMENT PACK FOR EDU 604
Differentiated Instruction in the Learning Environment
Assignments and GradingDeveloping a Differentiation and Talent Plan
The purpose of these assignments is to address the academic needs of diverse students from those with learning differences to special talents to academically advanced students. Detailed instructions with rubrics follow in the syllabus.
To allow for these attributes you will develop the following:
Assignment / Grade Percentage
Bridging lesson or Arts Integration lesson / 20
Think-Tac Toe Board that offers both variations in complexity and a variety of MI entry points, / 20
A tiered lesson in a specific content area that will provide varying levels of complexity / 20
An interest development center with in depth exploration activities, opportunities for inquiry, varying levels of complexity, and creative productivity (authentic products) / 20
· Professional notebook of all course materials with referenced organization.
· Participation in all classroom activities.
· A final reflection stating how you will use differentiation in your classroom / 20
Details of assignments with rubrics follow in the syllabus.
Learning matrix activity: In class
The purpose of this assignment is to recognize the specific learning needs of diverse students and to apply these understandings to create a learning environment where they will maximize their potential. To this end you will design an assessment plan to be used at the start of the school year. As a group, create a hypothetical student profile based on characteristics of real children you know. Use this child to help build your data and recommendations for filling in the matrix. Remember to base recommendations on strengths and be sure to include differentiation that is not just accommodations.
Gifted and talented
English language learners
Students with ADHD
Students with specific learning disabilities (reading, writing, math)
Economically disadvantaged students
High functioning autistic students or those with Aspergers Syndrome
Complete a row for our matrix.
Special Population / Brief description of population / Learning Challenges / Learning tips in content, process, products or environmentGifted and talented / Students who … / Boredom, pacing too slow …. / Need to provide challenge….
- Create a hypothetical student with a characteristic profile (e.g., LD and Gifted) for whom you will develop a talent development plan. Describe this youngster and provide a brief rationale for your choices based on your combined observations and describe areas of strengths, gifts and talents noticed from your observations and interviews with the student, and at least one adult who knows the student. (summer – combine knowledge to create profile and data).
Recommendations based on Differentiation Strategies Covered
- You will complete the appropriate template provided below. You will end this section by reflecting on how your individual applications reflect the needs of the student you are targeting upon the completion of the differentiation assignments.
RUBRIC
Category / Below Standard / Meets Standard / Exceeds StandardRationale for assessment tools selected and time table developed / Instruments will not provide data requisite to differentiate content, process product / Chooses two instruments aligned to age of students.. / Uses diverse approaches to assess students interests, strengths styles and talents
Classroom profile chart / Information not organized in a useful manner. / Aesthetically pleasing classroom profile with at least 3 attributes shown / Designs a creative approach to sharing student differences within class. Can be displayed or shown electronically
Individual profile portfolio / Information not organized in a useful manner.. / Aesthetically pleasing individual profile with at least 3 attributes shown / Designs a creative approach to outlining student traits. Can explain how you will use the profile with parents, students, and other teachers
JIGSAW GROUPING ACTIVITY (In class):
ASSESSING STUDENTS’ STRENGTHS
Home Team Assignment: You are to create an action plan deciding on how you will find students’ talents, strengths, styles, etc. for your total talent portfolio assignment. Create a group’s version of the Total Talent Portfolio and list your strategies for incorporating the information in your classroom.
To help you explore the rich possibilities different members of your team will choose to participate in an expert group for discovery and discussion. The choices are as follows: