Early Release Day #2 PD: - Phases of Learning - Differentiation East Elementary School October 29, 2009

Professional Development Outcomes  Classroom application  Integration of resources, technology, & differentiation  Sharing our practice

Types and Phases of Learning

Taking a deeper look at what students need to know and be able to do… Declarative Declarative Procedural Procedural

Two Types of Knowledge (Learning): Procedural: Requires the learner to perform a process or to demonstrate a skill Procedural: Requires the learner to perform a process or to demonstrate a skill Developed by practice Developed by practice Shaped by learner over time Shaped by learner over time Eventually done without thinking about it Eventually done without thinking about it Declarative: Information the learner must know or understand Declarative: Information the learner must know or understand Informational Developed by review/revision, error analysis, comparing similarities and differences 3-4 exposures to information with no more than a two day gap

Organizing Ideas Vocabulary Terms and Phrases Details Processes Skills Tactics Algorithms DeclarativeProcedural Episode Cause/Effect Time Sequence Facts Concepts (Standards) Generalizations Principles Types and Levels of Knowledge

Current Research on Types of Knowledge 1.The exposures to declarative knowledge should be at least 4 times within two days. 2. Students should be provided with multiple opportunities to apply generalizations and principles (organizing ideas) once they understand them. 3. There should be 20 to 24 practices for procedural knowledge in order to reach 80% proficiency. Released over time. 4. Tactics are sets of steps that can be completed in any order. 5. Algorithms are sets of steps that must be completed in the same order every time.

Where do I go? Procedural or Declarative Activity Envelope: Envelope: Take out the “Do” strategies Take out the “Do” strategies Place in the appropriate “circle” on the Venn diagram Place in the appropriate “circle” on the Venn diagram HINT: Use Slides 9-14 to help make decisions HINT: Use Slides 9-14 to help make decisions Venn Diagram: Venn Diagram: ProceduralDeclarative Both

Procedural Knowledge Solve multi-step problems involving fractions, decimals, and basic percents. Solve multi-step problems involving fractions, decimals, and basic percents. Use prewriting strategies to plan written work. Use prewriting strategies to plan written work. Predict possible results of scientific investigations. Predict possible results of scientific investigations. Solve simple inequalities and non-linear equations with rational number solutions, using concrete and informal methods. Solve simple inequalities and non-linear equations with rational number solutions, using concrete and informal methods. Summarize information found in texts. Summarize information found in texts.

Students need about practice sessions before the teacher can be reasonably sure the students grasp the new skill enough to use it effectively on their own (80% competency). Students need about practice sessions before the teacher can be reasonably sure the students grasp the new skill enough to use it effectively on their own (80% competency). The increments of learning gradually get smaller and smaller as students fine tune their knowledge and skills. The increments of learning gradually get smaller and smaller as students fine tune their knowledge and skills.

Schedule massed and distributed practice RELATIONSHIP BETWEEN MASSED AND DISTRIBUTED PRACTICE Week 1 Week 2 Week 3 Week 4 At first, practice sessions should be very close together (massed). When students are first learning a skill, they should practice it immediately and often. Over time, practice sessions can be spaced apart (distributed).

Declarative Knowledge Understand that words and pictures convey ideas or meaning in a text. Understand that words and pictures convey ideas or meaning in a text. Understand that animals have characteristics that help them adapt to their environment. Understand that animals have characteristics that help them adapt to their environment. Know the causes and effects of the American Revolution. Know the causes and effects of the American Revolution. Know the rules that govern various sports. Know the rules that govern various sports. Understand the concept of mutation. Understand the concept of mutation.

At least four experiences, spread no more than two days apart, are required to learn declarative (information) knowledge at an adequate level (Nuthall, 1999; Rovee-Collier, 1995). At least four experiences, spread no more than two days apart, are required to learn declarative (information) knowledge at an adequate level (Nuthall, 1999; Rovee-Collier, 1995).

DeclarativeProcedural Know/UnderstandSkilled/Master Science Mathematics History Geography Language Arts 92%8% 49%51% 98%2% 97%3% 25%75%

Because teaching should reflect what we know about how students learn, it is helpful to examine the three phases a learner goes through when acquiring a skill or process. Understanding Understanding Skill Shaping Skill Shaping Internalizing Internalizing

#1. Understanding (Constructing models) To learn a skill or process, the learner needs a rough model of the steps involved. To learn a skill or process, the learner needs a rough model of the steps involved. Verbalizing thoughts as you demonstrate the skill or process. Verbalizing thoughts as you demonstrate the skill or process. Written set of steps (teacher) Written set of steps (teacher) Creating a flow chart of the routine (students) Creating a flow chart of the routine (students) Constructing a model of the routines that will be used in the classroom…. Constructing a model of the routines that will be used in the classroom….

#2. Skill Shaping Two major processes: Two major processes: Understanding the procedure at a conceptual level…. Understanding the procedure at a conceptual level…. Learning how to use the skill in different contexts Learning how to use the skill in different contexts Becoming aware of common errors and potential problems when using the skill Becoming aware of common errors and potential problems when using the skill Modifying the skill or process itself…. Modifying the skill or process itself…. Discovering tricks that make the skill easier to perform or shortcuts that make use of skill more efficient Discovering tricks that make the skill easier to perform or shortcuts that make use of skill more efficient

#3. Internalizing To make the use of a skill or routine automatic requires practice….and lots of it! To make the use of a skill or routine automatic requires practice….and lots of it! Developing automaticity Developing automaticity Developing fluency Developing fluency

Activity #2: Tying the Types and Phases Together View Elementary Examples with your team View Elementary Examples with your team Using your Curriculum Guides, decide on two essentials that you will be working on soon…. Using your Curriculum Guides, decide on two essentials that you will be working on soon…. Which type? Which type? What are you going to do to progress your students through each phase? What are you going to do to progress your students through each phase? Begin working on the Graphic Organizer as a grade level. Begin working on the Graphic Organizer as a grade level.

Differentiation

Differentiation simply suggests that teachers have clear learning goals that are rich in meaning and provide various avenues and support systems to maximize that chance of each student succeeding with those rich and important goals. Differentiation simply suggests that teachers have clear learning goals that are rich in meaning and provide various avenues and support systems to maximize that chance of each student succeeding with those rich and important goals. - Carol Ann Tomlinson, 2005

Differentiation Is a teacher’s response to learner’s needs Guided by general principles of differentiation Respectful tasks Flexible groupingContinual assessment Teachers Can Differentiate Through: Content Process Product Environment According to Students’ ReadinessInterestLearning Profile Through a range of strategies such as: Multiple intelligences…Jigsaw…4MAT…Graphic Organizers…RAFTS Compacting…Tiered assignments…Leveled texts…Complex Instruction… Learning Centers

Use differentiated homework. When everyone in the class has exactly the same homework assignment, some students will likely only be doing busy work because they have already mastered what they've been asked to practice, while some other students simply have no idea how to do the required work. Differentiated homework can provide a great opportunity for students to "work backwards" to master missing skills, to extend content to challenge advanced learners, and to link applications of content to student interests. When everyone in the class has exactly the same homework assignment, some students will likely only be doing busy work because they have already mastered what they've been asked to practice, while some other students simply have no idea how to do the required work. Differentiated homework can provide a great opportunity for students to "work backwards" to master missing skills, to extend content to challenge advanced learners, and to link applications of content to student interests.

Ways to Differentiate Homework Difficulty/amount of work Difficulty/amount of work Amount of structure/scaffolding Amount of structure/scaffolding Learning style/Interest Learning style/Interest

Difficulty/Amount of work “What level of work can the student successfully complete?” “What level of work can the student successfully complete?” Simpler reading or more concrete tasks Simpler reading or more concrete tasks Adapted reading packets (that come with the text) Adapted reading packets (that come with the text) Optional challenge questions Optional challenge questions Amount of writing required Amount of writing required Time “Do what you can in 20 minutes, draw a line, work longer if you like”. Time “Do what you can in 20 minutes, draw a line, work longer if you like”. “Fifty minutes is fifty minutes”. Parent note: “We spent our 50 minutes on science and math and had no time for reading tonight.” “Fifty minutes is fifty minutes”. Parent note: “We spent our 50 minutes on science and math and had no time for reading tonight.” “

Structure/Scaffolding Create a graphic organizer vs fill in a graphic organizer Create a graphic organizer vs fill in a graphic organizer Amount of writing required Amount of writing required Word banks/answer banks Word banks/answer banks

Learning style/Interest Create own method to study—outline, cards, pictures Create own method to study—outline, cards, pictures Method of showing learning (written, typed, verbal, pictures) Method of showing learning (written, typed, verbal, pictures) Format choices: talk show, commercial, short story Format choices: talk show, commercial, short story

Table Talk: * How could your grade level work together to differentiate homework and/or practice for your students? * Discuss the three questions on the next slide… just something to think about Table Talk: * How could your grade level work together to differentiate homework and/or practice for your students? * Discuss the three questions on the next slide… just something to think about

Discussion: If we know students differ in readiness, why would we give everyone the same assignment? If we know students differ in readiness, why would we give everyone the same assignment? If we know students differ in working speed, why would we expect slower students to spend more time instead of giving them less work? If we know students differ in working speed, why would we expect slower students to spend more time instead of giving them less work? If we know students have responsibilities and activities after school, why would we give students an assignment at 3 pm and expect it back at 8 am the next day? If we know students have responsibilities and activities after school, why would we give students an assignment at 3 pm and expect it back at 8 am the next day?

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