Tom Van Hulle Wayne State University SSE

INorms IIObjectives IIIIntroduction of the Presentation and Project IVIntroduction of Differentiated Instruction ABrain Research (D. Willingham, 2009) BMultiple Intelligences (H. Gardner, 1983) VKey Themes VIContent Standards Identification VIIDifferentiated instruction is NOT… VIIIConclusion 2 Agenda

Assume best intentions and seek clarification when needed. Think, speak, and act in the best interests of the class. Avoid side conversation. Challenge assumptions and risk personal discomfort to provide opportunities to learn Maintain a healthy humor, celebrate and laugh together Keep cell phones silent and leave all non-emergency calls to attend to after meetings. 3 Norms

By the end of class, participants will be able to… Categorize the role of founding U.S. documents within the context of the Michigan Department of Education’s social studies curriculum, and… Apply key themes and content of the Michigan Department of Education’s social studies curriculum to interdisciplinary teaching in differentiated lessons, and… Engage in a dynamic on-line discussion concerning differentiated instruction. 4 Objectives

U.S. Documents Founding Documents—Citizenship with CDV’s Function of Government—Structure and Processes Primary Resources—Historical Inquiry Process Project (Mini-case study) Objective #1: COMMUNICATION THROUGH DIALOGICDISCOURSE—To document, narrate, depict, and interpret how issue-centered curriculum empowers students’ communication in the domain of a college-level social studies education course. Objective #2: ASSESSMENT OF CHANGE IN STUDENTS’ UNDERSTAND OF COMMUNICATION—To document, depict, and interpret change in college students’ communicative processes in the domain of a college-level social studies education course. Objective #3: CURRICULUM DESIGN—To document and interpret how student learning and innovation influences curriculum change. Week #1 (10/8/11-10/21/11)—Differentiated Instruction with child focus concern Week #2 (10/29/11-11/11/11)—Technology Integration with a resource focus concern Week #3 (11/12/11-11/25/11)—Globalization with a content focus concern 5 Introduction of the Presentation and Project

We will use this method to investigate U.S. documents, but what is it? It is not… (Funny/Frustrating) So then, what is it? ? A good, yet brief description is… (Simple Introduction) 6 Introduction of Differentiated Instruction

Directions: In pairs at your current tables, read your assigned paragraphs from the Willingham (2009) article. As you read write on the paper to indicate: √ for “Good Point” ! for “Something New” ? for a “Question” When everyone is done, I will ask (in order) one person in the group to summarize what they read and the other person to tell up what symbols they used and why. 7 Brain Research

Howard Gardner is a Harvard professor of Cognition and Education. In 1983 he developed the theory of multiple intelligences without providing a tool to measure intelligences. Like Bloom’s Taxonomy and Maslow’s Hierarchy of Needs, many in education have misused these ideas by stratifying students, restricting lesson design with mandated compliance, and redefining skills/abilities as an “intelligence.” Let’s take one version of the test now… Please follow along, as I read the directions. ‘For these 16 questions, choose the best answer and circle “A”, “B”, or “C”. Don't spend too much time thinking about any one question.’ Remember to answer all 16 questions with only one answer for each question and record your answers on the answer document—do NOT write on the survey itself. Allow about 15 minutes for participants to read and total each question Before you turn in your surveys, add up the total number of “A”, “B”, and “C” answers and record it in the appropriate box at the top of the answer document. Make sure that you answered all questions and that the total number of “A”, “B”, and “C” answers equal 16. Order into three equal, yet diverse groups (use triangle, if necessary) (Informational) 8 Multiple Intelligences

What are these documents? Quiz (fill in the blanks) Founding Documents—Citizenship with CDV’s MDE CDV’s Handout Function of Government—Structure and Processes (I’m Just a Bill) Primary Resources—Historical Inquiry Process Let’s now take a look at the GLCE’s and HSCE’s to see how you would identify “Key Themes” 9 Key Themes

Directions: In your diverse group, look through your assigned area. Answer these two questions… #1 What standards can use founding U.S. documents in lesson design? #2 How would you categorize these standards (into Key Themes)? NOW, pick one or two standards and create a lesson plan that incorporates an objective (with an active product), procedure (with an anticipatory set, activity description, identify what the teacher will do, identify what students will do), materials (including supplies and technical devices), and evaluation (for in-class, homework, and/or test). 10 Content Standards Identification

(Ferris Bueller) OR (Jerry Seinfeld) 11 Differentiated Instruction is NOT…

If you answered mostly “A,” draw a picture of a teacher leading a differentiated class. If you answered mostly “B,” how do you define differentiated instruction? If you answered mostly “C,” how do you think differentiated activities make students feel? 12 Conclusion