2. D.I.A.L: Differentiated Instruction for All Learners CESA # 11 Morning Power Point 2 Dr. Stephen Schroeder-Davis stephen.schroeder-davis@elkriver.k12.mn.us

4. b People born and living at about the same time b A group of people born about the same time who share the same historical experiences, beliefs and attitudes GENERATIONAL GROUPS Silents 1922-1946 (52M) Silents 1922-1946 (52M) Baby Boomers 1946-1964 (73.2M) Gen X’ers 1965-1985 (70.1M) Millennials 1985-2000 (69.7M) b Corrigan, M.J., (2008). Leading a cross-generational team.

5.  Values that we develop when we are young influence what we believe as adults  A variety of things shape our values including parents, neighborhood, friends, and historical events  Differences in generations may create conflict at home and in the workplace

6. n Silents (AKA Builder Generation, Veterans, Traditionalists) Born before 1946 Born before 1946

7. Values Hard workHard work OrganizationOrganization HierarchyHierarchy TraditionTradition LogicLogic FamilyFamily HonorHonor Respect for authorityRespect for authority Consistency, uniformityConsistency, uniformity DisciplineDiscipline

8. HEROES: b Superman, FDR, Eisenhower, Patton, Churchill, Babe Ruth, Joe DiMaggio CULTURAL ICONS: b Mickey Mouse, Flash Gordon, Jukeboxes, Kewpie Dolls FASHION: b conservative coats & ties, nylons, neatly trimmed hair

9. Boomers (AKA Baby Boomers) n Born between 1946-1964

10. b Values FairnessFairness OptimismOptimism Team orientationTeam orientation Personal GrowthPersonal Growth Personal GratificationPersonal Gratification ServiceService FamilyFamily Personal ApproachPersonal Approach YouthYouth Work EthicWork Ethic InvolvementInvolvement Consensual LeadershipConsensual Leadership Recognition of AchievementRecognition of Achievement

11. HEROES: b Gandhi, MLK, JFK & Jackie, John Glenn CULTURE ICONS: b Ed Sullivan, poodle skirts, Slinkies, TV dinners, peace sign FASHION: b designer glasses, designer suits, vintage wines, cell phones

12. Boomers

13. Generation X (AKA Baby Busters, Post-Boomers, Thirteeners) n Born between 1965-1985

14. b Values DiversityDiversity Self-relianceSelf-reliance Questioning AuthorityQuestioning Authority Thinking GloballyThinking Globally BalanceBalance Techno-literacyTechno-literacy FunFun InformalityInformality PragmatismPragmatism FamilyFamily Entrepreneurial SpiritEntrepreneurial Spirit

15. HEROES: b None CULTURAL ICONS: b ET, Cabbage Patch dolls, The Brady Bunch, The Simpsons FASHION: b Body piercings, tattoos, functional clothing

16. Generation X

17. Nexters (AKA Net Generation, Generation Y, Nintendo Generation) n Born between 1985-2000

18. b Self-discovery b Balance of work/life b Question everything b Public service b Parallel careers – many options b Reject rigid job descriptions b Focus on collaboration -“don’t command” b E-learners and cyber literate

19. b Fall of the Berlin Wall b Expansion of technology b Mixed Economy b Drugs and gangs b Violence in the work place place

20. Millenials…Net Generation…Echo Boom

21. Two learning activities 1 of 2 b Arrange yourselves in groups of 4 - 5 by high school graduation date (don’t be shy, I graduated in 1968!) b In your groups, try to recall the various cliques and social strata that existed in your school - attach a name to each b Place them in a hierarchy of popularity/power and write the results on your poster board b Consider the questions posed about the video

22. Responding to Raymond In what ways did the episode match the hierarchy you established in your group? Were there any disconnects? Why do you think students are stratified this way?

23. How is a paradigm formed?

24. A group of scientists placed 5 monkeys in a cage and placed a ladder with bananas on it in the middle of the room.

25. Every time a monkey went up the ladder, the scientists soaked the rest of the monkeys with cold water.

26. After a while, every time a monkey went up the ladder, the others beat him up when he came down.

27. After some time, no monkey dared to go up the ladder, regardless of the temptation.

28. Scientists then decided to substitute one of the monkeys with one unexposed to the experiment. The first thing the new monkey did was go up the ladder to get the bananas. Immediately the other monkeys beat him up. After several beatings, the new member learned not to climb the ladder even though he never knew why.

29. A 2 nd monkey was substituted and the same occurred. The 1 st monkey participated in the beating of the 2 nd monkey. A 3 rd monkey was changed and the beating was repeated. The 4 th was substituted and the beating was repeated and finally the 5 th monkey was replaced.

30. What was left was a group of 5 monkeys that had never received a cold shower,but continued to beat up any monkey who attempted to climb the ladder.

31. If it was possible to ask the monkeys why they would beat up all those who attempted to go up the ladder….. I bet you the answer would be…. “I don’t know – that’s how things are done around here” Does it sounds familiar?

34. An Example of Media Imbalance: School Coverage Center for School Change, 1993, found the following ratios of news coverage for athletics vs. academics: b KARE: 2:1 b KSTP: 6:1 b WCCO: 30:1

35. An Example of Media Imbalance: Sports Coverage St. Paul Pioneer Press (September 2, 1993) called the (lack of) coverage of academicians “symbolic annihilation” On January 31, 1995 the Star Tribune noted that in the previous year, they published 1,639 articles on the Vikings (an average of 4.5 per day).

36. Consequences of Imbalance b (Academic) giftedness can become stigmatizing b The adolescent requirements of social and intellectual development can become a paradox: a “forced- choice dilemma” b GT students can become self, peer, and culturally alienated

37. Consequences of Imbalance b GT students can intentionally and systematically underachieve b GT students can become depressed and isolated b GT students become an “at-risk” population in a culture (school) where virtually no resources, expertise, or support is present

38. School Hallmarks The visible expressions of culture and climate: b Heroes b Myths b Symbols b Prestige b Rituals b Ceremonies b Popularity b Heroines

39. Examining School Culture b Who is celebrated at pep fests ? b What are the categories in the yearbook “Hall of Fame”? b Do the local & school papers dedicate equal time to academics, the arts, and athletics?

40. Examining School Culture b Are trophies and artifacts in schools displayed as prominently for artists & academicians as for athletes? b Who are the most popular and well known students in school? b Are National Merit students celebrated equally with D1 athletes?

41. Examining School Culture b Are Mock Trial, Speech, Destination Imagination and Geography Bees as well attended as “entertainment venues”? b Do school and community calendars feature academic competitions? b Is there an “Academic Activities” Director in the district? b Is there academic & artistic lettering?

42. Peers Norms: The way we do things here b Athletes are honored and celebrated b Athletes are the “governing elite” b Athletic accomplishments are memorialized b Academicians are relatively unknown b Scholars are often pariahs b Academic achievements are marginalized

43. Anti-Intellectualism in Schools Some commentators believe that primary and secondary schools, at least in the United States, place too much emphasis on equality of outcome at the expense of individual intellectual achievement. In the view of such commentators, such emphasis leads to a Handicapper General mentality and the dumbing down of the curriculum.

44. Anti-Intellectualism and Youth Culture 1 A major preserve of real, though hardly militant or even self-aware, anti- intellectualism in the contemporary world is a youth subculture often associated with those students who are more interested in social life or athletics than their studies.

45. Anti-Intellectualism and Youth Culture 2 Such subcultures, often marked by cliques, exist among students of all groups. Pursuing popularity has been likened by blog writer Paul Graham to a full time job that leaves little time for intellectual interests. Wikipedia

46. Popularity is a competitive distortion of the concept of friendship S. Rimm

52. A Case Study You have just completed a test, and as you are leaving class, several classmates talk about how the test was “unfair” and “too hard.” Some feel they may fail the test and are planning their protest. You studied hard for this, and felt the test was not only fair and challenging, but kind of fun. One angry classmate turns to you and asks, “So how do you think you did?” How do you reply and why do you reply as you do?

53. MAXIMIZING “SOCIAL LATITUDE” Child --- (feels different/stigmatized) --- manages information by behaving along a continuum of visibility: VISIBLE > > > > > > > > > > > > > > > > > > > > INVISIBLE truth placate/truth cop out preface/no answerlie Behaviors vary, and could include: Compensatory activities (sports in particular) “Reverse Cheating” Feigning interest in small talk (“American Idol” vs.. Cosmology) Making fun of other gifted kids Managing vocabulary (“tiny” rather than “diminutive”) In general, choosing affiliation rather than achievement

54. For gifted students, this can become a paradox, not a hierarchy

55. We Need to End Stereotyping! Can you imagine any other racial, (dis) ability, gender, or ethnic pejorative having it’s own show such as “Beauty and the Geek”?

57. Some Recommendations for Cultural Change See “Nerds: Who They are and Why We Need More of Them” b Challenge stereotypes - make them shameful b Turn off - or debrief - the viral marketing of anti- intellectual (anti-adult, anti-authority, anti-achievement) messages that are embedded in media aimed at school- aged kids b Don’t use nerdity as an excuse (“of course she won the spelling bee, all she does is study”) b Offer role models other than celebrities b Find, or develop, a subculture for intellectuals in school b Encourage intellectual pursuits beyond standardized tests b See that scholars are elevated to a status as least equal to athletes in your school and community

58. Two learning activities 2 of 2 b Take turns telling your group about a time when learning for you was particularly powerful and meaningful. If possible, set the time during your K-12 career, although this is not required b When you are not telling your story, use the sticky note to jot down words or phrases the story teller repeats of emphasizes, indicating the idea had meaning to him/her. Use one sticky note per word or phrase. b When everyone has told a story, wait for directions regarding how to create an “affinity diagram”

59. High performance is never an accident; it is always the result of high intention, sincere effort, intelligent direction, careful planning, and skillful execution; it represents the wise choice of many alternatives. Adapted from Willa A. Foster An Axiom

60. Overview of D. I.

61. Appropriate Challenge…  OVER CHALLENGE b UNDERCHALLENGE

64. Students who are struggling with the concept or skill Students with some understanding of concept or skill Students who understand the concept or skill Group 1 Group 2 Group 3 Readiness Groups EXIT CARD GROUPINGS

65. Flexible Grouping BUZZARDS BLUEJAYS WOMBATS

66. Respectful Tasks? STRUGGLING LEARNERS: STRUGGLING LEARNERS: Complete the packet of worksheets on force and motion. You may choose to work with a partner if you like. Check your work with the answer key in the back of the room. ADVANCED LEARNERS: Using power tools and your natural brilliance, construct a rocket to launch during the Homecoming Half Time Show.

67. Two ways to be “intelligent”  Utilize your strengths b Compensate for your deficiencies

68. Personal Example b I have NO sense of direction So, I buy a