1. Module 5: Classroom Strategies for Mixed-Ability CTE Lawrence Dennis Robert Baer Dee Sturgill

2. A. Mixed Ability Classroom: the Challenge Compared to teaching students of similar abilities, teachers who teach students with mixed abilities have to manage and monitor many activities simultaneously. They must: 1. Create the learning environment 2. Manage group and individual learning activities 3. Manage differentiated assignments 4. Grade differentiated products (Tomlinson, 2001).

3. 2. Managing Learning Activities 1. Creating the Learning Environment 3. Quality Assignments 6. The Key Concepts 3. Last Unit: Module 4: Tech-Prep and Students with Disabilities 1. This Unit: Module 5: Classroom Strategies for Mixed-ability CTE 4. Next Unit: Individualized Problem Solving for CTE 5. Big Question: How do we structure the classroom to avoid problems related to mixed abilities? 2. Is about? 2. Is about? 7. Self-test Questions 1.What are key elements of a mixed ability learning environment? 2.What do the “Comparison and Mastery Routines” help students do? 3.What are key elements in managing small group activities? 4.What are two ways that teachers can allow flexible pacing? 5.What do the acronyms PLAN, PACE, and REACT mean 6.Name grading that can be used in addition to traditional grades 8.Tasks 1.Lecture learning environments 2.Small group discussion 3.Lecture learning activities 4.Small group discussion 5.Lecture assignments and grading 6.Small group activity LESSON ORGANIZER MATRIX

4. 1. CREATE THE LEARNING ENVIRONMENT a. Everyone feels welcomed b. Mutual respect is non-negotiable c. Growth is the goal d. Teachers and students collaborate for success e. Teachers may co-teach to create more learning options

5. 1.a. Everyone feels welcomed! Classrooms that contain student work and other student designed artifacts are inviting Flexible and comfortable seating options Time during the day when students and the teacher can talk about the day and life in general Build bridges between learning and the world of the learner

6. 1.b. Mutual respect is a non-negotiable Teacher helps students learn to solve problems in constructive ways that attend to the issue at hand without making a person or group feel smaller Humor plays a central role in a welcoming and respectful classroom – sarcasm and sharp words do not Students feel safe in the classroom From Desjardins, Grauer, Inselman, & Shaw, 2010

7. 1.c. There is a pervasive expectation of growth Students learn to chart their own growth Students should be encouraged to discuss their learning goals and ways of achieving them Growth of each student is a matter of celebration

8. 1.d. Teachers and students collaborate for success Teacher’s can: Set the tone for the classroom environment Continually coach students to be contributing members of a group Student’s can: Help develop routines for the classroom Help one another Keep track of their work All students need to be guided in assuming a growing degree of responsibility and independence as a learner and member of a community of learners

9. 1.e. Teachers May Co-Teach to Expand Learning Options Complementary Teaching Station Teaching Parallel Teaching Alternative Teaching Shared Teaching Lead teacher models organization of the content: Support teacher assists Sequence 4 Lead teacher and support teacher divide the number of stations they are to teach Sequence 5 Lead teacher and support teacher divide students into two groups Sequence 3 Lead teacher and support teacher develop remedial or enriched lessons Sequence 2 Lead teacher and support teacher teach simultaneously to the whole class Sequence 1 Support teacher provides content support to lead teacher’s lesson and teaches components to small groups Lead teacher and support teacher segment learning to small groups or individuals Lead teacher and support teacher independently deliver the lesson plan Lead teacher conducts teaching and support teacher implements supplemental activities Both the lead teacher and the support teacher conduct formal training DESIGN DELIVERY

10. 2. MANAGING LEARNING ACTIVITIES a.Introduce the lesson using a graphic organizer (See Module 1) b.Provide study materials/guided notes (See Module 1) c.Compare and contrast key concepts to ensure foundational understanding The “Concept Comparison Routine” (Bulgren, Shumaker, & Deshler, 1998) can improve unit test passage 13-20%. d.Break into small groups, practice pairs, and I.S. e.Provide opportunities for students to move at their own pace

11. 6. The Key Concepts 3. Last Competency:1.This Competency:4. Next Competency: 5. Big Question: 2. Is about: 2. Is about: 7. Self-test Questions 8. Tasks 2.a. Use a Graphic Organizer to Introduce Lesson

12. 2.b. Provide Guided Notes and Individualized Study Materials Guided note question: What are the four key concepts to learn in the Module 5: Classroom Problem Solving for CTE? 1. C____________ the L___________ E __________ 2. M_____________ the C_____________________ 3. M _____________ A_________________ 4. G ______________ for M__________________ A ______________

13. 1.Concept 2Overall Concept 3. Characteristics 4. Like Characteristics 6.Unlike Characteristics 8. Summary 5.Like Categories 7. Unlike Categories 9. Further Study 2.c. Compare Concepts (Comparison Routine) C = Comparing O = Obtain overall concept M = Make lists of characteristics P = Pin down like characteristics A = Assemble like characteristics R = Record unlike characteristics I = Identify like catagories N = Nail down a summary G = Go beyond the basics Bulgren, Shumaker, & Deshler 1998 Like Characteristics (cont’d)

14. 1.CONCEPT WORKING FOR YOURSELF 1.CONCEPT WORKING FOR AN EMPLOYER 2OVERALL CONCEPT EMPLOYMENT OPTIONS 3. CHARACTERISTICS MAKE MONEY PROFITS TAXES HAVE TO BE RESPONSIBLE COULD GET SUED IRREGULAR SCHEDULE 3.CHARACTERISTICS MAKE MONEY SALARY TAXES HAVE TO BE RESPONSIBLE MEDICAL BENEFITS REGULAR SCHEDULE 4. LIKE CHARACTERISTICS MAKE MONEY TAXES HAVE TO BE RESPONSIBLE 6.UNLIKE CHARACTERISTICS PROFITS COULD GET SUED IRREGULAR SCHEDULE 6. UNLIKE CHARACTERISTICS SALARY MEDICAL BENEFITS REGULAR SCHEDULE 8. Summary : Working for yourself or working for an employer are both forms of employment. They are alike in that they both generate income, have to pay taxes, and require personal responsibility. They are different in the type of income, type of insurance, and type of working schedule. Working for yourself makes profits, requires liability insurance, and has an irregular schedule. Working for an employer provides a regular salary, medical benefits, and a regular schedule. 7.UNLIKE CATEGORIES TYPE OF INCOME TYPE OF INSURANCE TYPE OF SCHEDULE 9. Further Study Explore what is required to start your own business. 2.c. Comparison Routine C = Comparing O = Obtain overall concept M = Make lists of characteristics P = Pin down like characteristics A = Assemble like characteristics R = Record unlike characteristics I = Identify like catagories N = Nail down a summary G = Go beyond the basics 5. LIKE CATEGORIES INCOME TAXES RESPONSIBILITY

15. Group Activity Divide into groups of 4-6 Identify a concept (e.g., diesel engines) and compare it with another concept (e.g., gasoline engines) using the concept comparison routine and following the numbers Remember to identify an area that students can pursue for greater in-depth knowledge

16. 2d. – Break into Practice Pairs, Small Groups, and Independent Study 1.For students who need to work on basic concepts develop practice pairs and drill sheets 2.For students who need to explore concepts more in- depth form small groups (see “Think Tac Toe” and “Jigsaw” Modules 2 and 3) 3.For students who want advanced above-level knowledge develop independent studies to apply concepts in real settings SIMULTANEOUSLY OCCURRING

17. 2.e. Provide Opportunities for Students to Move at Their Own Pace through “Compacting” 1. Offer students who can pass end of chapter lessons a chance to opt out of some whole class activities 2. Allow opting out students the opportunity to conduct an independent study 1. Allow student to pursue an independent study related to applying the topic to the real world  Include this work in the student portfolio for extra credit 3. Have opting out students take final test with other students for grade (Tomlinson, 2001)

18. Areas of StrengthDocumenting MasteryAlternate Activities Student’s Name: ________________________________ From Desjardins, Grauer, Inselman, & Shaw, 2010 2.e. (cont’d)

19. 3. QUALITY ASSIGNMENTS a. PLAN—What the teacher does to create a quality assignment b. PACE—What the students need to do to learn to monitor their own work. c. REACT—What do students need to do the make sure they understand their assignment Rademacher, Deshler, Shumaker, & Lenz, 2001

20. 3.a. Plan the assignment P = Purpose—describe what will students will be expected to do and why is it important L = Link—provide options for students to link the assignment to their personal interests and needs (see Think Tac Toe-Module 3). A = Arrange—provide clear directions regarding student action steps, needed supplies, and grading criteria and due dates N = Note—After the assignment has been handed in and graded, note what worked well and what didn’t for future reference Rademacher, Deshler, Shumaker, & Lenz, 1998

21. 3.b. Provide ways for students monitor their own work (PACE) P = Prompt—students should guarantee that their assignments are turned in on time A = Arranged—students should monitor their assignments for neatness, even margins, and organization C = Complete—students should ensure that all of the directions were followed E = Edited—students should double check their work for handwriting, spelling, and punctuation; read their work aloud to test for clarity; and ensure that the contents are accurate Rademacher, Deshler, Shumaker, & Lenz, 1998

22. 3.c. Provide ways for students to assess understanding and ask questions (REACT) R = Reread the instructions E = Ensure that you understand the action steps, supplies, and grading criteria A = Ask questions if you did not hear, understand, or need more information C = Create a plan that breaks the assignment into steps and that schedules time for completion T = Target your own goals to improve your spelling, organization, and ask the teacher to assist as needed Rademacher, Deshler, Shumaker, & Lenz, 1998