BUDGET OF WORK- TOS- and Test MAterials construction.pptx

Discussion

1. EXPLICIT TEACHING

2. TABLE OF SPECIFICATION ITEM ANALYSIS

3. DIFFERENTIATEd INSTRUCTION

4. The Art of Story Telling NCBTS9 TSINA)

5. EXPLICITE TEACHING ( 1607 ) Origin : French Or Medieval Latin – EXPLICITUS French : Explicite VERY CLEAR AND COMPLETE FULLY REVEALED OR EXPRESS WITHOUT VAGUENESS MODERNIZE

6. How to apply Explicit Teaching ? MODELLING ( who will do for it? ) GUIDED INSTRUCTIONS GROUP ACTIVITY ( collaborative /cooperative Learning ) INDIVIDUAL GUIDED PRACTICE :

7. ACTIVITY ( Divide the group into 2 ) (discussion ) Group I : The Story of Creation Group 2 : Reverse Creation Reasons why God created……

8. BUDGET OF WORK

9. TABLE OF SPECIFICATION ( TOS )( 1633 ) A detailed description of work to be done or materials to be used in a project .

10. T he TOS is a Tool for Every Teacher The cornerstone of classroom assessment practices is the validity of the judgments about students’ learning and knowledge ( Wolming & Wilkstrom , 2010). A TOS is one tool that teachers can use to support their professional judgment when creating or selecting test for use with their students. The TOS can be used in conjunction with lesson and unit planning to help teacher make clear the connections between planning, instruction, and assessment Validity

11. Which comes first? TOS or Test Papers? 1. How do we construct our test papers? ( Quizz / es / /Periodic ) 2. How many items do we usually give during periodic exams? Formative – recorded but not graded ( Summative - recorded and graded ( i.e. quizzes, weekly test( monthly?) periodic test ) Quizz / es - monthly - periodic

12. Learning Competency ( refer to your curriculum guide ) No. of Days Taught ( per quarter) % weight No. of Items Item no/Position 1. Addition 5 Formula Formula ???? 2. Subtraction 5 number of Days taught / total number of days in a quarter x 100) % weight (x)number of items/100 NOTE : Grades 1-3 3. Regrouping 10 5/37x100 30 -40 items 4. Problem Solvng 10 Grades 4-5 5. Estimiation 10 40 Items 6. . Estimiaation 5 Grade 6 7. . Estimiaation 40-50 items 8. . Estimiaation 5 9. ? ? ? ?

13. MUSIC IV No. of Days Taught % Weight No. of Items Item Placement Learning Competency Iden tifies the pitch name of each line 2 20 2 1,2 and space of the G-clef 2. Identifies the pitch names of notes 2 20 2 3,4 on the ledger lines and space below the G-clef staff( middle C and D) 3.reognize the meaning and use of G-clef 2 20 2 5,6 4. Identifies the movement of the melody 1 10 1 7 5. Identify the highest and lowest pitch 1 10 1 8 in a given notation of a musical piece to determine its range 6. Sings with accurate pitch the simple 1 10 1 9 intervals of a melody 7. Performs his/her own created melody 1 10 1 10 10 100 10 SEE SAMPLE OF TEST QUESTIONS

14. SUBJECT No. of Days Taught % Weight No. of Items Item Placement Learning competencies 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. ? ? ?

15. The Why and How of Differentiated Instruction Leading and Learning October 27,2016

16. Define EDUCATION : John Dewey’s definition of education : life Growth Social process Continues process Construction of human experiences

17. Change is constant in education. What teaching practices have you explored in an attempt to address the changing needs of your students?

18. The Basic Steps Towards Differentiating

19. Workshop Objectives Reflect on the changes in education that impact student learning Make connections between where we have been and where we are going Explore differentiated instruction as an effective teaching practice

20. Shift in Education Differentiating Instruction is doing what’s fair for students. It means creating multiple paths so that students of different abilities, interests, or learning needs experience equally appropriate ways to learn. Curriculum Instruction Assessment

21. Societal Changes Technology advancement Family structure Economical influences Societal expectatio ns

22. The Rationale for Differentiated Instru ction Different levels of readiness Different Interests

23. Different Ability Levels Different Cognitive Needs

24. Teachers can differentiate according to …. The content The process The product

25. A. DIFFERENTIATING CONTENT Resource materials at varying readability levels Audio and video recordings Highlighted vocabulary Charts and models Interest centers Varied manipulatives and resources Peer and adult mentors

26. B. DIFFERENTIATING PROCESS (making sense and meaning of content) Use leveled or tiered activities Interest centers Hands-on materials Vary pacing according to readiness Allow for working alone, in partners, triads, and small groups Allow choice in strategies for processing and for expressing results of processing

27. C.DIFFERENTIATING PRODUCTS (showing what is know and able to be done) Tiered product choices Model, use and encourage student use of technology within products and presentations Provide product choices that range in choices from all multiple intelligences, options for gender, culture, and race Use related arts teachers to help with student products

28. Why examine teaching practice? Increased student diversity Increased awareness that students of same age differ in readiness, learning styles, interests, etc. Decreased stigmas about being different Decreased exclusion from curriculum, programs and activities of the school Increased accountability for student achievement .

29. STRATEGIES TO MAKE DIFFERENTIATION WORK Tiered Instruction Changing the level of complexity or required readiness of a task or unit of study in order to meet the developmental needs of the students involved.

30. Tiering Key Concept Or Understanding Those who do not know the concept Those with some understanding Those who understand the concept

31. QueStionnaires “ MUSIC CONCEPTS

32. WORKSHOP : SCALES BOARD 3 volunteers Those who do not know the concept Those with some understanding Those who understand the concept

33. What Can Be Tiered? Processes, content and products Assignments Homework Learning stations Assessments Writing prompts Anchor activities Materials

34. Level of complexity Amount of structure Pacing Materials Concrete to abstract Options based on student interests Options based on learning styles What Can We Adjust?

35. Identify the standards, concepts, or generalizations you want the students to learn. Decide if students have the background necessary to be successful with the lesson. Assess the students’ readiness, interests, and learning profiles. Tiering Instruction

36. Create an activity or project that is clearly focused on the standard, concept or generalization of the lesson. Adjust the activity to provide different levels or tiers of difficulty that will lead all students to an understanding. Develop an assessment component for the lesson. Remember, it is on-going! Tiering Instructions

37. Anchoring Activities These are activities that a student may do at any time when they have completed their present assignment or when the teacher is busy with other students. They may relate to specific needs or enrichment opportunities, including problems to solve or journals to write. They could also be part of a long term project. Strategies to Make Differentiation Work

38. Flexible Grouping This allows students to be appropriately challenged and avoids labeling a student’s readiness as a static state. It is important to permit movement between groups because interest changes as we move from one subject to another Strategies to Make Differentiation Work

39. Ebb and Flow of Experiences (Tomlinson) Back and forth over time or course of unit Individual Small Group Whole Group Small Group Individual

40. Flexible Grouping Homogenous/Ability -Clusters students of similar abilities, level, learning style, or interest. -Usually based on some type of pre-assessment Heterogeneous Groups -Different abilities, levels or interest - Good for promoting creative thinking. Individualized or Independent Study -Self paced learning -Teaches time management and responsibility -Good for remediation or extensions Whole Class -Efficient way to present new content -Use for initial instruction

41. Compacting Curriculum Compacting the curriculum means assessing a student’s knowledge and skills, and providing alternative activities for the student who has already mastered curriculum content. This can be achieved by pre-testing basic concepts or using performance assessment methods. Students demonstrating they do not require instruction move on to tiered problem solving activities while others receive instruction . Strategies to Make Differentiation Work

42. What Differentiation Is … Student Centered Best practices Different approaches 3 or 4 different activities Multiple approaches to content, process, and product A way of thinking and planning Flexible grouping

43. What Differentiation Isn’t One Thing A Program The Goal Hard questions for some and easy for others 35 different plans for one classroom A chaotic classroom Just homogenous grouping

44. Learning Result Teacher

45. What do we want students to know and be able to do? Curriculum How will we know each student has acquired the intended knowledge and skills? Assessment How will we respond when students are or are not achieving the objectives? Instruction Responsive Teaching (see Shift in Education)

46. Differentiate between types of assessment Assessment OF and FOR Learning Plan learning opportunities with the end in mind Differentiate Instruction Make adjustments Assess learning ( guided activity or the individual activity from (explicit teaching ) ongoing assessment ongoing assessment Support Extension Define outcomes Curriculum and Instruction: A Planning Guide Adapted from Tomlinson 05

47. Assessment Identify what achievement looks like prior to teaching Involve students in peer and self assessments Adjust teaching based on assessment evidence ( TOS,Item analysis ) Plan questions (cognitive ability) Provide specific, descriptive feedback to promote next steps in learning ( item analyis ) least learned and learned ) Use Exemplars

48. Product Through a variety of instructional strategies Carol Ann Tomlinson (2006) Differentiation Is a teacher's response to learner’s needs Respectful tasks Continual assessment Flexible grouping Teachers can differentiate through Content Process According to students’ Readiness Interests Learning Profile Environment

49. Differentiation Is a teacher's response to learner’s need Respectful tasks Continual assessment Flexible grouping Interesting Engaging Challenging In the ZONE Think Pair Share Jigsaw Think Pad Brainstorming Preassessment (PRETEST) Summative Assessment Formative Think, write, pair, share Graffiti Four Corners Rally Table Place Mat Gallery Walk

50. Differentiation Is a teacher's response to learner’s need Respectful tasks Continual assessment Flexible grouping Teachers can differentiate through Content Process Process Differentiation Is a teacher's response to learner’s need Respectful tasks Continual assessment Flexible grouping Teachers can differentiate through Content Process Product

51. Through a variety of instructional strategies Carol Ann Tomlinson (2006) Product Differentiation Is a teacher's response to learner’s need Respectful tasks Continual assessment Flexible grouping Teachers can differentiate through Content ( mandates) Process (teacher) According to students’ Readiness Interests Learning Profile Environment (learning Styles)

52. Teaching according to: Skills Concepts READINESS INTEREST LEARNING PROFILE Content Knowledge Interest Surveys Interest Centers Self-Selection Areas of Strength and Weakness Work Preferences Self Awareness ENVIRONMENT Still/Active Flexible/Fixed Warm/Cool Quiet/Noisy Many Displays/ Few Displays

53. Through a variety of instructional strategies Carol Ann Tomlinson (2006) Product Differentiation Is a teacher's response to learner’s need Respectful tasks Continual assessment Flexible grouping Teachers can differentiate through Content Process According to students’ Readiness Interests Learning Profile Environment

54. Quick Assessments ( sample only) Fist of 5 Hardest First Continuum Line Four Corners Graphic Organizers Cards Voting Techniques

55. Directions: Complete the chart to show what you know about Voice. Write as much as you can. Definition Non-Examples Words that come to mind Examples Useful for Pre - Assessment Environment

56. Picture Words Voice

57. Knowledge Rating Chart I’ve never heard of this before I’ve heard of this, but I am not sure how it works I know about this and how to use __ 2 __ Direct Object __ 3 __ Direct Object Pronoun __ 3 __ Indirect Object ___ 3 _ Indirect Object Pronoun ___ 3 _ Object of Preposition ___ 3 _ Adjective __ 1 __ Interrogative Adjective Example of Pre-assessment Readiness

58. Compose Create Cubing – Generic Cubes Who When Where Why How What

59. My Family in the Past and Present Cube Make a video or tape recording, interviewing members of your families telling about their responsibilities. Create a timeline with pictures and/or words showing changes in your family over time. Create a song or rap that tells about how your family has changed over time. Present an argument that convinces others how your family is different today than it was in the past. Create a collage with digital pictures showing changes in your family over time. Create a play that demonstrates changes in your family over time. Make a video or tape recording of a family member, describing how your family has changed over time.

60. Leveled Writing Prompts Our school is considering having longer class periods. Do you believe this is a good idea? Why or why not? Which freedom do you believe is the most important? Why? People have many choices of what to do during free time. What is your favorite thing to do during free time, and why is the best choice?

61. Leveled Questions with Reading What were your feelings after reading the opening chapter(s) of this book? Return to a place in the story that you loved, hated, or questioned. How did this event change the way you looked at the story? ( Creation and reverse Creation ) What was the author trying to say about life and living through this novel?

62. Exit Cards: Decimals and Fractions Name:___________ How is a decimal like a fraction? How are they different? What’s a light bulb moment for you as you’ve thought about fractions and decimals?

63. Student Survey Name ________ Date_________ Answer the following questions with either a yes or no answer or fill in the blank. Yes NO I like to read. 4 3 2 1 I like to make up songs. 4 3 2 1 I am challenged by things that are difficult to do. 4 3 2 1 Taking things apart and reassembling 4 3 2 1 them intrigues me. I like to play outside. 4 3 2 1 I prefer to work by myself. 4 3 2 1 I enjoy working with others. 4 3 2 1 I like to draw my own pictures. 4 3 2 1 I like school. 4 3 2 1 Carolyn Chapman / Rita King 2005

64. Interest Inventory Diane Heacox, 2002 What is your favorite activity or subject at school? Why? Your least favorite? Why? What are your best subjects: What makes them easiest for you? What subjects are difficult for you? What makes them the hardest? What subject make you think and work the hardest? Why is it the most challenging? What are your favorite games or sports? If you could learn about anything you wanted to, what would you choose to learn about?

65. Other LO-PREP Tools Flexible groups Varied materials Open-ended activities Jigsaw Digital Images Interactive Websites Online reading

66. Collaborate to add one high-prep per term Cubing Learning contracts Varying organizers Tiered activities Choice boards Literature circles Learning stations

67. Compose Create Cubing – Multiple Cubes

68. Poetry Contract Create A Rhyming Wheel Use your spelling lists as a w ay to get started Use Your Rhyming Wheel Write a poem that sounds like Shel Silverstein might have written Write an Acrostic Poem Be sure it includes alliteration Write A cinquain ( check with another cinquain writer to make sure you got the right pattern Computer Art Use clip art to illustrate a simile, metaphor, or analogy on your class list, or ones you create. Write about you Use good descriptive words in a poem that helps us know and understand something important about you Interpret “How to Eat a Poem” Research a Famous Person Take notes. Write a clerihew that uses what you have learned. (It can have more than one stanza.) Illustrate a Poem Find a poem we’ve read that you like or one on your own. Write about why you illustrated it as you did. Student choice #1 Student choice #2 Student choice #3

69. Graphic Organizers Flow Chart KWL Timeline Venn Diagram Character Map Story Board Circular Story Compare and Contrast Listen-Draw- Pair-Share PMI Retell-Relate- Reflect

70. Planning Tiered Assignments Concept to be Understood OR Skill to be Mastered Below-Level Task On-Level Task Above-Level Task Create on-level task first then adjust up and down. “Adjusting the Task”

71. Find a friend & measure the length and width of the classroom. Draw onto paper in centimeters. Work at the Graphing Centre to complete 2 activities. Place into your Math folder when done. Measure your height, the height of 2 friends and the height of an adult. Rank order from smallest to tallest. Graphing and Measuring: Student Choices

72. Writing Bingo Try for one more BINGO this month. Be sure to use your writing goals and our class rubric to guide your work . Recipe Invitation Newspaper Article Advertisement Letter to Your Teacher Directions to one place to another Rules for a game Letter to the editor Thank- you Note Email request for Information Letter to a pen pal, friend or relative Skit or scene Interview Schedule for your work Grocery or shopping list FREE YOUR Choice Short Story Design a web page Journal for a Week Proposal to Improve Something Cartoon Strip Poem Instructions Greeting Card Book Think Aloud

73. Interest-Based Assignment Select a person in one of the folders and write a composition describing that person as thoroughly as you can, Athletes Authors Artists Film Stars Scientists Musicians Political Leaders

74. What is fair isn’t always equal… and Differentiation gets us away from “one size fits all” approach to curriculum and instruction that doesn’t fit anyone In Summary…..

75. Set a Goal! It is perfectly acceptable to take small steps AS LONG AS WE ARE STEPPING FORWARD!

76. If you want to feel safe and secure, continue to do what you have always done. If you want to grow, go to the cutting edge of our profession. Just know that when you do, there will be a temporary loss of sanity . So know when you don’t quite know what you are doing, you are probably growing . Madeline Hunter

77. Campbell, Bruce. The Multiple Intelligences Handbook: Lesson Plans and More. Stanwood, WA. 1996. Daniels, Harvey and Bizar . (2005). Teaching The Best Practice Way: Methods that Matter, K-12. Portland, Maine: Stenhouse Publishers. Gregory, Gayle. Differentiated Instructional Strategies in Practice. Thousand Oaks, CA. 2003. Tomlinson, Carol Ann. The Differentiated Classroom. Alexandria, VA: ASCD. 1995. Wormeli , Rick. Fair Isn’t Always Equal: Assessment and Grading in the Differentiated Classroom, Stenhouse Publishers, 2006. Bibliography

78. Give Yourself a Hand You deserve it. Teachers ROCK!