Tea Party • • •

Differentiation in Action: Flexible Grouping

You’ll form groups according to the color of your card. Meet in the corresponding area of the room. Stay standing when you get there!

Blue

[Stage] Pink

Orange

KRISTINA J. DOUBET, PH.D. [email protected] ● @KJDOUBET HARRISONBURG MIDDLE SCHOOLS AUGUST 15, 2016

Gold

White

Purple

Green

© 2016 BY DOUBET & HOCKETT

Tea Party: We Think…

Tea Party •You’ll have 30-45 seconds to share what’s on your cards and make predictions, ask questions, etc. •When time is called, pair up with a new group member (same-colored card) and repeat the process until notified. •Make sure you reference the previous card(s) you’ve seen in each new grouping/discussion

As a small group, write a brief “We think” statement that predicts what the article might be about and why. “We think this article is about… because…

•Return to your table when time is called. © 2016 BY DOUBET & HOCKETT

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© 2016 BY DOUBET & HOCKETT

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Read Are You With Me? As you read, use these Logographic Cues: ◦ = I knew that! ◦ = Important information/statistic/quote ◦? = Debatable or Questionable idea ◦! = Interesting... I want to explore this ◦ further

1. Make a claim and explain your rationale. Say what you think, and why.

The most powerful/important portion of this text is __________ Because: _________________ [explain the idea’s virtues]

3. Make a counter-claim or provide evidence that challenges the claim. In this box, make a claim or provide evidence that argues against what is written in boxes 1 and 2. You can point out weaknesses in the portion or suggest strengths of a different portion. Include your own ideas and/or cite those from the readings.

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2. Add or supporting evidence for the claim. Read your peer’s claim. In this box, add something that would support that claim or make it stronger.

You can include your own ideas and/or cite those from the readings.

4. Add your “two cents.” Read what is written in the three boxes. Add your opinion and your reasoning in this box.

You can include your own ideas and/or cite those from the readings.

© 2016 BY DOUBET & HOCKETT

àß

Ο

After you read: • Write a brief synopsis of the article. What did you predict correctly? What surprised you? • Be ready to discuss with your group. © 2016 BY DOUBET & HOCKETT

Discussion

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Connections: What connections do you draw between this study/article and your own life or learning? Challenge: What ideas, positions, or assumptions do you want to challenge or argue with in the study/article? Concepts: What key concepts or ideas do you think are important and worth holding onto from the study/article? Changes: What changes in attitudes, thinking, or action are suggested or reflected by the study/article, for middle and high school teachers? © 2016 BY DOUBET & HOCKETT

Making Thinking Visible (2011), Ritchhart, Church, and Morrison

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Now… § Read what was written your own paper. § In your group, identify the 2-3 strongest arguments or points. (It doesn’t matter who wrote them.) © 2016 BY DOUBET & HOCKETT

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A differentiated classroom is first an interactive classroom. © 2016 BY DOUBET & HOCKETT

Book: p. 96

Tea Party (a.k.a. Puzzle Pieces) A STRATEGY THAT INVITES STUDENTS TO ENGAGE WITH OR STUDY SMALL PIECES OF A TEXT THEY’LL BE READING TO BUILD INTEREST IN WITH AND MAKE PREDICTIONS ABOUT THE TEXT (BEERS, 2002) © 2016 BY DOUBET & HOCKETT

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Book: pp. 132-134

Book: p. 118-119

LOGOGRAPHIC CUES

Debate Team carousel ASKS STUDENTS TO ENGAGE IN THE PROCESS OF CLAIM/COUNTER CLAIM WITH EVIDENCE (INCLUDING TEXTUAL SUPPORT); ALL STUDENTS BOTH “ TALK” AND “LISTEN”

A STRATEGY DEVELOPED BY KYLENE BEERS (2002) IN WHICH STUDENTS COME UP WITH VISUAL SYMBOLS, OR LOGOGRAPHS, TO SERVE AS SIGNPOSTS IN THEIR READING THAT ALERT THEM TO IMPORTANT ASPECTS OF THE TEXT OR NARRATIVE. © 2016 BY DOUBET & HOCKETT

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© 2016 BY DOUBET & HOCKETT

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1. Solve the problem and show how you solved it.

2. Check the solution. Review the process and solution in Box 1. Give two reasons you think it is correct or incorrect.

Recent Research Meta-analysis (study of studies) of student performance in undergraduate STEM classes:

3. Provide another way of solving the problem. Solve this problem in a way that’s different from the process used in Box 1.

4. Detect errors and misconceptions. Note any errors or misconceptions you see in Boxes 1, 2, or 3. If you don’t see any, explain why you agree with what is written.

◦ Across classes in 225 studies, students learned more in courses that used active learning strategies such as group work, peer instruction, student response systems and other approaches than students in comparable courses that relied on traditional lecture. ◦ Students in traditional lecture-based classes were also one and a half times more likely to fail the course than students in the “active learning” courses. Freeman, et al. (2014). Active learning increases student performance in STEM Classes.

© 2016 BY DOUBET & HOCKETT

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1. Think about the strategies we’ve used in this portion of the session 2. Decide on one you’d use in your classroom 3. Pair up with a nearby partner and compare your responses 4. Person with the longest hair in the group: post a response on Padlet. Use website or scan QR code.

Double click anywhere on the blue background or on the pink plus sign and a bubble will appear. Begin typing. J

http://padlet.com/doubetkj/strategies Source: Mindshift/Columbia University

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Quartet Quiz

The Quartet Quiz in Action (CAT – UVA – ’05)

1. Teacher poses a question 2. Students write/prepare responses 3. Students meet in quads and check answers 4. “Summarizer” reports: “We know” and “We wonder” statements 5. Teacher takes notes/records on board OR students post on Padlet, TodaysMeet, etc.

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6. Class discusses Aha-s! and Questions, then develops closure/clarification /summary statements © 2016 BY DOUBET & HOCKETT

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© 2016 BY DOUBET & HOCKETT

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Q.Q. used after students viewed a Khan Academy Video the night before Doubet/Hockett Book: pp. 122-123

Quartet Quiz • A WAY TO CHECK FOR GROUP UNDERSTANDING BEFORE, DURING, OR AT THE CLOSE OF A LESSON • ALLOWS YOU TO ADDRESS QUESTIONS AND MISCONCEPTIONS VIA WHOLE CLASS DISCUSSION • CAN BE CONDUCTED TRADITIONALLY OR DIGITALLY 19 From Carbaugh, E.M. & Doubet, K.J. (2016). The differentiated flipped classroom. Thousand Oaks, CA: Corwin Press.

© 2016 BY DOUBET & HOCKETT

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Tomlinson, 2014

Differentiation is a teacher’s proactive response to learner needs shaped by mindset and guided by general principles of differentiation Building Classroom Community

High-Quality Curriculum

Ongoing Assessment

Flexible Grouping & Management

Teaching Up thru Respectful Tasks

NOTE: While these techniques won’t let us know what every student is thinking, they can give us an overall sense of where the class is… and help maintain attention.

Teachers can differentiate by adjusting Process

Content

The “stuff” that students grapple with to reach the learning goals

How students take in and make sense of the content

Product

How students show their knowledge, understanding, and skill

according to patterns in student Readiness

Where a student is in his or her grasp of learning goals at a certain point in time

Interest Passions, affinities, kinships that motivate learning

Learning Profile

How a student prefers or seems to learn best

using a variety of strategies.

Post poster paper with prompts at different spots in the room Students move in small groups and work to compile information in response to those prompts Each group receives a different colored marker and begins at one of the posters. When time is called, they write all they know about the question, spending a limited amount of time at each station Time is called and groups rotate. At new station, the new group reviews the other groups’ responses (use !, X, ? coding system) and adds new material to the information already recorded by other groups Great way to begin (i.e., introduce) and close (i.e., review) material, or to transition between activities

Graffiti Coding System ! = New idea X = We had that, too ? = We don’t understand or agree with that idea

Watch This Teacher in Action Using Graffiti... What principles from today’s session do you see in practice? What principles from today’s session do you see contradicted? What techniques will you “borrow”?

Quiz-Quiz-Trade What is involved with this strategy? What questions do you have about how this strategy works? What are its perceived benefits? Of what might you need to be cautious?

Other Math “Carousel” Variations Order of Operations (Alfreda Jernigan, Norfolk, VA): ◦ Each sheet features a problem that’s already solved, but that contains mathematical errors ◦ Students check one step on one sheet and rotate to next sheet/next step ◦ At each rotation students check correct the error, if they find it

the step if they think it’s correct OR

Translations (Samantha Russell & JJ Ferrell, Loudoun Co, VA): ◦ Each sheet contains a mathematical sign/symbol ◦ Students rotate through and write verbal expressions that correspond to the mathematical sign ◦ Must evaluate peer responses before drawing new ones

Quiz-Quiz-Trade Directions Each Student receives a card with a question on the front (written in pen or marker) and the answer on the back (written in pencil) Students look for partners by keeping their hands in the air (OR 2 lines… OR inside/outside circles). When they’ve located a partner, they slap high-five and begin Variation – Use inside/outside circles (AKK, “Wagon Wheels” – see book page 130-131). Student 1 asks the question on his/her card; student 2 answers; student 1 gives feedback. Repeat with student 2’s question Switch cards, thank partner, and repeat until teacher calls time

Tomlinson, 2014

Differentiation

ULTIMATE Goal of Formative Assessment

is a teacher’s proactive response to learner needs shaped by mindset and guided by general principles of differentiation Building Classroom Community

High-Quality Curriculum

Ongoing Assessment

Flexible Grouping & Management

Teaching Up thru Respectful Tasks

Teachers can differentiate by adjusting Process

Content

The “stuff” that students grapple with to reach the learning goals

How students take in and make sense of the content

Product

How students show their knowledge, understanding, and skill

according to patterns in student Readiness

Where a student is in his or her grasp of learning goals at a certain point in time

Interest Passions, affinities, kinships that motivate learning

Formative Assessment

Learning Profile

How a student prefers or seems to learn best

using a variety of strategies.

© 2016 BY DOUBET & HOCKETT

Sample “Revealing” Prompt But simply using an Exit Slip does not guarantee success….

Rather, it’s about the questions we ask ON the exit slips!

© 2016 BY DOUBET & HOCKETT

3-2-1 3 keys to success when using the semicolon: 2 examples of purposeful and efficient use of a semicolon: 1 thing I hope you explain again tomorrow:

Sample “Revealing” Prompt 3 - Provide three ways in which we can solve a system of linear equations. 2 - Write two questions you have about solving systems of linear equations. 1 - Solve this one system of equations using the method of your choice. Then, explain why or why not another method would also work. x – y = 11 2x + y = 19

End of Lesson/Assessment Routine https://www.teachingc hannel.org/videos/dail y-lesson-assessment

Sample “Revealing” Prompt Confused Friend A friend says to you at lunch, “I think the President is the most important branch of government.” -What confusion does your friend have about the balance of powers? -What would you say to your friend to clear up his or her confusion?

Another Option Pose one question or prompt and ask students to place their answers according to how certain they are of their response.

If they are in different places…

FIND PATTERNS!

© 2016 BY DOUBET & HOCKETT

Tomlinson, 2014

Differentiation

Teachers can differentiate according to student

is a teacher’s proactive response to learner needs shaped by mindset and guided by general principles of differentiation Building Classroom Community

High-Quality Curriculum

Ongoing Assessment

Flexible Grouping & Management

Process

Content

How students take in and make sense of the content

Where a student is in his or her grasp of learning goals at a certain point in time

Interest Passions, affinities, kinships that motivate learning

using a variety of strategies.

when the goal is

when the goal is

Learning Profile

Product

when the goal is

How students show their knowledge, understanding, and skill

according to patterns in student Readiness

Interest

Teaching Up thru Respectful Tasks

Teachers can differentiate by adjusting The “stuff” that students grapple with to reach the learning goals

Readiness

Learning Profile

Academic Growth

Motivation

Efficiency

How a student prefers or seems to learn best Based on Tomlinson, 2014

Readiness v. Ability READINESS

ABILITY

a proclamation about a “where” a student is in his student’s overall capacity as or her grasp of learning a learner or human being goals at a certain point in often treated static or fixed time. across subjects, skills, or varies from lesson to time lesson and skill to skill usually inferred from best gauged by recentlygathered evidence that is standardized test scores relevant to the learning Involves or implies goals comparisons to other students

Interest and Learning Profile PROVIDING STUDENTS WITH CHOICES TO DEMONSTRATE GRASP OF LEARNING GOALS (HOW-TO-S, TEMPLATES, AND EXAMPLES).

© 2016 BY DOUBET & HOCKETT

Interest

© 2016 BY DOUBET & HOCKETT

Two Kinds of Interest SITUATIONAL INTEREST

PERSONAL INTEREST

Motivation

Occurs when we have a kinship with . . . Interest in . . . Passion for what we are attempting to learn.

Interests of personal value that students bring to the classroom Developed over time Activated internally Beyond the teacher’s control Arises in part from situational interest Important for “holding” students

Interests that arise in or from a situation Spontaneous or “in-themoment” Activated by the environment Within the teacher’s control Precedes personal interest Important for “hooking” students

Piaget, 1978 © 2016 BY DOUBET & HOCKETT

© 2016 BY DOUBET & HOCKETT

Sometimes Choices are Low Prep

Interest Inquiry Groups Interest Groups ◦Students choose from the following ad options: ◦ Sports Drinks ◦ Hair Products ◦ Game Systems ◦ Phones

◦In pairs or groups of 3 with others who chose same option, students analyze the ads for techniques used, strengths and weaknesses, and recommendations for improvement. © 2016 BY DOUBET & HOCKETT

Adjusting Algebra Problems to Appeal to Student Interest Interest Traditional

Video Games

Problem Text A sample of ten middle school students was asked to count the number of writing utensils that they own. Their responses are represented in the following set of numbers: 5, 4, 2, 10, 6, 14, 8, 5, 1, 8 • What is average of the set numbers? • What is the median of the set of numbers? • Create a “five-number summary” of the data and display it in boxplot format • What patterns do you see in the data? A sample of ten middle school students that play video games was asked how many hours they spend playing each week. Their responses are represented in the following set of numbers:

© 2016 BY DOUBET & HOCKETT

Some Choices take More Time to Prepare

5, 4, 2, 10, 6, 14, 8, 5, 1, 8 [same questions as traditional problem]

Social Media

A sample of ten middle school students that use Facebook was asked how many status updates they post each week. Their responses are represented in the following set of numbers: 5, 4, 2, 10, 6, 14, 8, 5, 1, 8 [same questions as traditional problem]

Sports

The girl’s basketball coach was frustrated with the amount of players fouling out. For the next five games, the coach kept a record of every time a player committed a foul. The numbers below represent each player’s total amount of fouls over a five-game period. 5, 4, 2, 10, 6, 14, 8, 5, 1, 8 [same questions as traditional problem]

From Carbaugh, E.M. & Doubet, K.J. (2016). The differentiated flipped classroom. Thousand Oaks, CA: Corwin Press.

© 2016 BY DOUBET & HOCKETT

Tri-Mind •

•

Example: Persuasive Techniques Book: pp. 216-222

A STRATEGY FOR DESIGNING INSTRUCTIONAL TASKS AND ASSESSMENTS THAT CONTAIN ANALYTICAL, PRACTICAL, AND CREATIVE ELEMENTS WE STARTED OUT WITH THIS IN AUGUST AND WILL EXPLORE IT IN MORE DETAIL LATER ON IN THE YEAR

Learning Goal for Activities: Students will understand that our power of persuasion depends upon our choice of tools.

Creative Roughly story-board a new book in which Pigeon uses more effective argumentative techniques than he did in the previous book. Include an “authors note” that explains your choices.

Persuasive Techniques

Practical Which of Pigeon’s argumentative techniques have people used with you? How effective were they? Explain. What kinds of techniques usually work best on you?

Analytical Evaluate the pigeon’s argumentative techniques. What was his most convincing point and why? What was his least convincing point and why? Give him some specific pointers to improve his power of persuasion.

© 2016 BY DOUBET & HOCKETT

TriMind: Algebra

© 2016 BY DOUBET & HOCKETT

Nanci Smith

Tri-Mind: Evaluating a Scientific Argument/Claim Analytical Thinking Task

Creative Thinking Task

Practical Thinking Task

Use a chart, diagram, or table to depict and analyze the strengths and weaknesses of [this author’s/scientist’s] scientific claims, evidence, and reasoning. Include an explanation that reflects your analysis and supports the conclusions you’re drawing.

Imagine you are going to interview [this author/scientist] on your radio or TV show regarding the scientific claims and evidence in the article you read. Generate a list of questions that probe his claims, evidence, and reasoning. Explain why you are asking each question—that is, what in or about the argument is prompting you to pose each question.

Take on the voice of someone impacted by this [author’s/scientist’s] claim and create a response that either supports or refutes the claim. In either case, be sure to situate the claim in reality and probe his claims, evidence, and reasoning accordingly, explaining why you are supporting or challenging them.

Dr. Jessica Hockett ‘13

Loyalists versus Patriots nSelect one of the following: nSelect a quote from either a patriot or a loyalist. Explain the quote in your own words. Then explain why this person felt so strongly about being either a patriot or a loyalist. nCreate a political cartoon that illustrates either the debate between the patriots or loyalists, or will convince undecided people to become a patriot or loyalist. nSelect a current controversial issue (such as healthcare, tax reform, education reform…), and explain or show how people are split in their opinions (similar to the patriots and loyalists of the Revolutionary Era.) ◦ Clair Hiller – District 65 – Chicago, IL

Book: pp. 253-262

Learning Menus •

Learning Menus outline a variety of instructional options targeted toward important learning goals. Students select and complete the assignment options that most appeal to them. © 2016 BY DOUBET & HOCKETT

What is Flexible Grouping? Students consistently working in a variety of groups… …based on different elements of their learning… …and both homogeneous and heterogeneous in regard to those elements. Tomlinson (2003) Fulfilling the Promise of the Differentiated Classroom.

© 2016 BY DOUBET & HOCKETT

Flexible Grouping

How Can we “Shake Things Up” Even More?

BLUEBIRDS BUZZARDS WOMBATS

Flexible Grouping Options By Readiness, Interest, and Learning Profile

By Group or Make up (student similarities, size, variance)

By Teacher Choice, Student Choice, or at Random

Fold the Line, etc. •Fold the Line •Height •Birthday •ROY G BIV •Distance traveled from home to school •How much you like ____ (ice cream, reality TV, etc.) •Phone Number (added digits; numerical order of last 4, etc.) •Etc.

•Compass/Clock Partners •Popsicle Sticks •Student choice •Playing Cards •Rotation Activities •Tea Party •Face to Face •Quiz-Quiz-Trade •Interview Model

Playing Cards as a Grouping Tool How might you use Playing Cards to l Call on Students Randomly? l Call on Specific Students? l Group Students Randomly? l Group Students Purposefully?

Compass Partners for ____________ North (Student Choice) (Teacher Assigned)

West

East (Teacher Assigned)

(Student Choice) https://www.teachingchannel.org/videos/improve-studentparticipation

One Eighth-Grade Teacher’s Approach to Differentiating Instruction Watch this Math Teacher in Action • What is her ultimate goal? • Do you see evidence of community, assessment, and instructional adjustment? • What do you like about her teaching decisions? What do you question? © 2016 BY DOUBET

South

Book: pp. 280-281

Learning Stations

• LEARNING STATIONS ARE A STRUCTURE FOR MANAGING SIMULTANEOUS INSTRUCTION, LEARNING ACTIVITIES, AND/OR TASKS. • STATIONS CAN BE USED TO INTRODUCE TOPICS OR CONCEPTS, PROVIDE EXPERIENCE WITH OR REVIEW MATERIAL, OR PRACTICE OR REINFORCE IDEAS AND SKILLS. DOUBET & HOCKETT - ASCD - 2015

Math Learning Stations: Trish Dutchie & Jennifer Finno •Warm-Up: Complete and Turn In. •Review Agenda •Stations

DOUBET & HOCKETT - ASCD - 2015

© 2016 BY DOUBET & HOCKETT

Desks are in home seating arrangement at beginning. Students move them to station formation.

Groups for the Day Trish

© 2016 BY DOUBET & HOCKETT

Jennifer

DOUBET & HOCKETT - ASCD - 2015

So HOW would you logistically group students each day? One Approach:

Amelia Worthington – Louisville, KY Colored Orbs hang over groups of desks to enable the teacher to group her HS students easily.

Each student creates a nameplate on a index card.

She often hands them the correct color popsicle stick when they enter to send them to their groups. They record answers on the white board using corresponding colored markers

They come in each day and find out where they are sitting.

She can also call on groups randomly using the colored popsicle sticksl

From the classroom of Jack Stephenson, Evanston Township High School (IL)

Index Cards with color-coded names – Taped or in Clear Photo Frames Flexible Grouping made manageable at Mamaroneck High School in New York Photo Cred: Jessica Hockett

How do I get my Groups to Produce Quality Work? qDetailed task cards/recordings/screens qSomething PRODUCED in group qInterdependence/accountability qSelf-Check rubrics/grading criteria qBetween group peer checking qSomething to move to when we’re finished (so there’s not incentive to rush) qSystem for asking for and receiving help DOUBET & HOCKETT - ASCD - 2015

Judy Rex

Getting Help During Group Work

QUESTION CHIPS

Rules for Using Question Chips 1. Each student or group gets a certain number of chips (e.g., 3) 2. 1 chip = 1 opportunity to ask the teacher a question; when you’re out, you’re out! 3. During group or independent work, students must decide if they need the teacher to answer their question. If they can figure it out together or ask another student/group for help, they should “reserve” their chip for a situation that seems more “urgent.”

DOUBET & HOCKETT - ASCD - 2015 From: Doubet & Hockett (March 2015) Strategies for Differentiation in Middle and High School. ASCD.

Green = We’re good to go!

Yellow = We need you over here, but we can continue working! Red = S.O.S. We need you here right now, and we’ve stopped working!

What’s Your Plan? Upside down during task Right-side up when finished

◦3 Interactive Strategies I’ll attempt: ◦2 Formative Assessments I’ll use: ◦1 Management Strategy I’ll try:

COLORED CUPS FOR MANAGING GROUPS You can post a sign like this in the room to teach students how to use the system. Place cups on desks prior to the start of the period to “signal” students that they will be doing group work. DOUBET & HOCKETT - ASCD - 2015

© 2016 BY DOUBET & HOCKETT