AGILE THINKING DIFFERENTIATED INSTRUCTION outcome of a continuous decisionmaking process where teachers search for academic diversity that will either strengthen or impede effective and efficient learning ID: 703624
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Slide1
Agile ThinkingSlide2
Defining Key Terms
AGILE THINKINGSlide3
DIFFERENTIATED INSTRUCTION
outcome of a continuous decision-making process
where teachers search for academic diversity that will either strengthen or impede effective and efficient learning
and
then adjust instruction to ensure clarity, access, rigor, and relevance (CARR) for all learners.Slide4
Same Objectives
Same Materials
Same Assessments
Different Objectives
Different
Materials
Different
Assessments
Same Objectives
Different
Materials
Same
Assessments
ADJUSTMENTS
Structures, Help, Options
DIFFERENTIATED
INDIVIDUALIZED- DIFFERENTIATEDSlide5
Dispositions
Skills
Actions
flexibility
being in the moment
driven by a goal
open-minded
having a repertoire
noticing details
outside the box
fast focused analysis
predicting based on evidence
seeking possibility
making connections
changing directions
reflection
Agile Teacher ThinkingSlide6
ADJUSTABLE PARTS Slide7
Identify OSCAR
Look & Listen
CARR Check
SHOp Adjustment
Teacher Decision Making Framework
2
1
3
4Slide8
Identify OSCAR:
STEP 1
What are the adjustable parts of every lesson?
DESIGN
2. Look and Listen
3. CARR CHECK
4. Adjustment
SHOp
IDENTIFY OSCAR
2. LOOK & LISTEN
3. CARR CHECK
4.
SHOp
ADJUSTMENT Slide9
MEET
OSCARSlide10
O
S
C
A
R
OBJECTIVE
STARTING POSITION
CRITERIA
ACTION PATTERN
REFLECTIONSSlide11
OBJECTIVE
STARTING POSITION
CRITERIA
REFLECTIONS
ACTION PATTERN
Objective:
Students will be able to _________.
Learning Target:
I can _________.
Must-haves
Awesome
Agenda
Do Now
Mini-lesson
Practice Time
Discussion
Closing
Elbow Exchange
Mini-
Lesson
Explicit Instruction
Individual Note & ?
Elbow Exchange
Action Pattern for Mini-Lessons with Adjustable Parts
PAUSESlide12
O
S
C
A
R
OBJECTIVE
STARTING POSITION
CRITERIA
ACTION PATTERN
REFLECTIONSSlide13
OBJECTIVE
STARTING POSITION
CRITERIA
ACTION PATTERN
REFLECTIONSSlide14
A
ction Patterns
What routines ensure student engagement and equitable discussions?
What will teachers be looking and listening for during the routines?
O
bjective
How will students know what they are working towards?
How will you break down the goal into meaningful parts?
S
tarting Position
How will students recognize their prior knowledge?
How will you notice varying student positions?
C
riteria
How will students use criteria to guide the quality of their work?What is required of all students and how could students go beyond?
ReflectionsWhen will student return to their starting position to measure progress?
How will the teacher use reflections to adjust instruction?Slide15
Look & Listen
STEP 2
When are adjustments to instruction needed?
DESIGN
2. Look and Listen
3. CARR CHECK
4. Adjustment
SHOp
IDENTIFY OSCAR
2. LOOK & LISTEN
3. CARR CHECK
4.
SHOp
ADJUSTMENT Slide16
LOOK
LISTEN
&Slide17Slide18
STRENGTHSSlide19
KEY VARIABLES
BACKGROUND KNOWLEDGE
STRENGTHS
QUESTIONS
INTERESTS Slide20
REFLECTSlide21Slide22
REFLECTSlide23Slide24
What Makes a Good Shoulder?
Needs to free teacher to listen, look, and think
Keeps
students
learning autonomously
100% of learners engaged
(NO teacher management)
Everyone is capable
regardless of
skill level
(even though they are not always
correct)
A shoulder is a learning routine that students are accustomed to and “good at” Slide25
Short Classroom Routines
Longer Classroom Routines Slide26
OBJECTIVE
STARTING POSITION
CRITERIA
ACTION PATTERN
REFLECTIONSSlide27
Ind
ividual
Learning
Explicit Instruction
Table Talk
Group Learning
Today's Date
Objective
: I can explain in writing ____________.
Starting Position
: Do Now
Domino Share
Mini-Lesson
Note and Reflect*
Group Problem
Think Talk Open Exchange
Reflect:
Learning Journals
Elbow Exchange
Summary
Reflect: Exit CardKnow & QuestionAction*CriteriaMust HavesDefine key vocabularyCheck - old ideasCircle new ideasAmazingForms new questionSlide28
Ind
ividual
Learning
Explicit Instruction
Table Talk
Group Learning
Today's Date
Objective
: I can explain in writing ____________.
Starting Position
: Do Now
Domino Share
Mini-Lesson
Note and Reflect*
Group Problem
Think Talk Open Exchange
Reflect:
Learning Journals
Elbow Exchange
Summary
Reflect: Exit CardKnow & QuestionAction*CriteriaMust HavesDefine key vocabularyCheck - old ideasCircle new ideasAmazingForms new questionSlide29
Ind
ividual
Learning
Explicit Instruction
Table Talk
Group Learning
Today's Date
Objective
: I can explain in writing ____________.
Starting Position
: Do Now
Domino Share
Mini-Lesson
Note and Reflect*
Group Problem
Think Talk Open Exchange
Reflect:
Learning Journals
Elbow Exchange
Summary
Reflect: Exit CardKnow & QuestionAction*CriteriaMust HavesDefine key vocabularyCheck - old ideasCircle new ideasAmazingForms new questionSlide30
Ind
ividual
Learning
Explicit Instruction
Table Talk
Group Learning
Today's Date
Objective
: I can explain in writing ____________.
Starting Position
: Do Now
Domino Share
Mini-Lesson
Note and Reflect*
Group Problem
Think Talk Open Exchange
Reflect:
Learning Journals
Elbow Exchange
Summary
Reflect: Exit CardKnow & QuestionAction*CriteriaMust HavesDefine key vocabularyCheck - old ideasCircle new ideasAmazingForms new questionSlide31
Ind
ividual
Learning
Explicit Instruction
Table Talk
Group Learning
Today's Date
Objective
: I can explain in writing ____________.
Starting Position
: Do Now
Domino Share
Mini-Lesson
Note and Reflect*
Group Problem
Think Talk Open Exchange
Reflect:
Learning Journals
Elbow Exchange
Summary
Reflect: Exit CardKnow & QuestionAction*CriteriaMust HavesDefine key vocabularyCheck - old ideasCircle new ideasAmazingForms new questionSlide32
Ind
ividual
Learning
Explicit Instruction
Table Talk
Group Learning
Today's Date
Objective
: I can explain in writing ____________.
Starting Position
: Do Now
Domino Share
Mini-Lesson
Note and Reflect*
Group Problem
Think Talk Open Exchange
Reflect:
Learning Journals
Elbow Exchange
Summary
Reflect: Exit CardKnow & QuestionAction*CriteriaMust HavesDefine key vocabularyCheck - old ideasCircle new ideasAmazingForms new questionSlide33
Ind
ividual
Learning
Explicit Instruction
Table Talk
Group Learning
Today's Date
Objective
: I can explain in writing ____________.
Starting Position
: Do Now
Domino Share
Mini-Lesson
Note and Reflect*
Group Problem
Think Talk Open Exchange
Reflect:
Learning Journals
Elbow Exchange
Summary
Reflect: Exit CardKnow & QuestionAction*CriteriaMust HavesDefine key vocabularyCheck - old ideasCircle new ideasAmazingForms new questionSlide34
Agenda
Do Now
Mini-lesson
Practice Time
Discussion
Closing
Elbow Exchange
Mini-
Lesson
Explicit Instruction
Individual Note & ?
Elbow Exchange
Action Pattern for Mini-Lessons with Adjustable PartsSlide35
Agenda
Do Now
Mini-lesson
Practice Time
Discussion
Closing
Elbow Exchange
Mini-
Lesson
Explicit Instruction
Individual Note & ?
Elbow Exchange
Action Pattern for Mini-Lessons with Adjustable PartsSlide36
Agenda
Do Now
Mini-lesson
Practice Time
Discussion
Closing
Elbow Exchange
Mini-
Lesson
Explicit Instruction
Individual Note & ?
Elbow Exchange
Action Pattern for Mini-Lessons with Adjustable PartsSlide37
Agenda
Do Now
Mini-lesson
Practice Time
Discussion
Closing
Elbow Exchange
Mini-
Lesson
Explicit Instruction
Individual Note & ?
Elbow Exchange
Action Pattern for Mini-Lessons with Adjustable PartsSlide38
Agenda
Do Now
Mini-lesson
Practice Time
Discussion
Closing
Elbow Exchange
Mini-
Lesson
Explicit Instruction
Individual Note & ?
Elbow Exchange
Action Pattern for Mini-Lessons with Adjustable PartsSlide39
STRUCTURES FOR CLASSROOM ROUTINES
STUDENT ENGAGEMENT
Low
High
High
Low
STUDENT AUTONOMY
Group Learning
Ind
ividual
Learning
Increased Teacher Thinking Time Slide40
S
STRUCTURES
Group Learning Routine
Ind
ividual
Learning Routine
Explicit Instruction
Table TalkSlide41
STRUCTURES FOR CLASSROOM ROUTINES
STUDENT ENGAGEMENT
Low
High
High
Low
STUDENT AUTONOMY
Explicit Instruction
Table Talk
Group Learning
Ind
ividual
Learning
Increased Teacher Thinking Time Slide42
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