Heacox Chapter 4 How Do You Teach?

Planning for Challenge and Variety Matrix + Models= Differentiation Two Familiar Models Bloom’s taxonomy Gardner’s theory of multiple intelligences. Matrix Plans- allow educators to look systematically at “what is” and “what’s missing”.

Planning for Challenge consider the rigor, relevance, and complexity Bloom’s Taxonomy

Bloom’s Levels of Thinking: Reteach or reinforce basic content Enables you to categorize activities by challenge and complexity. Allows for modifications or adaptations of activities so that all students have opportunities to use higher levels of thinking.

Using Bloom’s to Differentiate In differentiating instruction, educators must ask, “How challenging is this learning activity?” Educators can use definitions and associated verbs to develop and categorize activities at each level.

Bloom’s Challenge Levels LevelDefinitionActionActivities Knowledge Recall facts and information Know it Tell, list,define, label,memorize ComprehensionShow your understanding Understand it Locate, explain, summarize Application Use what you have learned Use it Demonstrate, construct, record Analysis Examine critically Examine it Compare, contrast, categorize Evaluation Determine worth or value based on criteria Judge it Judge, predict, verify,justify Synthesis Put together in a new way Create it Compose,design,fo rmulate,invent

Planning for Variety Gardner’s Theory of Multiple Intelligences Use a multitude of strategies and resources in the classroom Every student has strengths in thinking and learning. Students produce with greater ease when using an area of strength. Working in less able ways helps to strengthen intelligences. Intelligences can be developed.

Gardner’s Theory of Multiple Intelligences IntelligenceDefinitionVerbActivities Verbal/linguisticOral /written language Say it Speaking, reading,telling Logical Mathematical Numbers patterns, Count it Problem solving/ reasoning Visual/spatial Make mental pictures Picture it Pictures,webs Bodily/ kinesthetic Expression thru movement Move it Hands-on, manipulate mat. Musical Rhythm and music Hum it Singing,rapping Interpersonal “people people” Lead itorganizer Intrapersonal Thoughtful/ reflective Reflect on itIndependent Naturalists “street smart” Investigate it Observe,investi gate

Differentiating Your Curriculum First, Analyze curriculum map and code Next, Adjust Challenge and Variety Then, Write Differentiated Activities: Content+ process+ product = Learning Experience (what?) (level?) (results?) E.g. Content = written and film versions of a scene from a novel Process = compare and contrast (analysis level) Product = storyboard of words or pictures (verbal/linguistic, visual/spatial product)

The Matrix Plan A planning tool that specifically addresses levels of challenge. Identify “keeper” activities Redesign or modify existing activities to balance levels of challenge Design new learning activities to represent missing challenges and intelligences Number activities in order you will use

Many Uses for Your Matrix Your matrix can serve as a differentiation “insurance policy” Use the matrix to: Provide a slate of activities to choose from. Plan activities to be used with all students Design tiered activities for flexible grouping Develop “project menus”