Inspiring middle and secondary learners: honoring differences and creating community through differentiating instructional practices PDF
Preview Inspiring middle and secondary learners: honoring differences and creating community through differentiating instructional practices
FM-Kryza-45248.qxd 3/14/2007 12:36 PM Page ii To our students: Thank you for all you have taught us and for being our inspiration. To our fabulous families: Thank you for your love and support. Thank you for believing in us. The authors will be donating a portion of their proceeds from this book to Challenge Day, a non-profit organization whose vision is to see that every child lives in a world where they feel safe, loved and celebrated. Mission Statement: Challenge Day provides youth and their communities with experiential workshops and programs that demonstrate the possibility of love and connection through the celebration of diversity, truth and full expression. www.challengeday.org FM-Kryza-45248.qxd 3/14/2007 12:36 PM Page iii Inspiring Middle Secondary and Learners Honoring Differences and Creating Community Through Differentiating Instructional Practices KATHLEEN KRYZA S. JOY STEPHENS ALICIA DUNCAN (cid:1) (cid:1) FM-Kryza-45248.qxd 3/14/2007 12:36 PM Page iv Copyright © 2007 by Corwin Press All rights reserved. When forms and sample documents are included, their use is authorized only by educators, local school sites, and/or noncommercial or nonprofit entities who have purchased the book. Except for that usage, no part of this book may be reproduced or utilized in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without permission in writing from the publisher. For information: Corwin Press Sage Publications India Pvt. Ltd. ASage Publications Company B 1/I 1 Mohan Cooperative Industrial 2455 Teller Road Area Thousand Oaks, California 91320 Mathura Road, New Delhi 110 044 www.corwinpress.com India Sage Publications Ltd. Sage Publications Asia-Pacific Pte. Ltd. 1 Oliver’s Yard 33 Pekin Street #02-01 55 City Road Far East Square London EC1Y1SP Singapore 048763 United Kingdom Printed in the United States of America Library of Congress Cataloging-in-Publication Data Kryza, Kathleen. Inspiring middle and secondary learners: Honoring differences and creating community through differentiating instructional practices/ Kathleen Kryza, S. Joy Stephens, Alicia Duncan. p. cm. Includes bibliographical references and index. ISBN 978-1-4129-4902-6 (cloth: alk. paper) ISBN 978-1-4129-4903-3 (pbk.: alk. paper) 1. Differentiated teaching staffs. 2. Middle school education. 3. Education, Secondary. 4. Differentiation (Developmental psychology) I. Stephens, S. Joy. II. Duncan, Alicia. III. Title. LB1029.D55K79 2007 373.1102—dc22 2006101323 This book is printed on acid-free paper. 07 08 09 10 11 12 10 9 8 7 6 5 4 3 2 1 Acquisitions Editor: Allyson Sharp Editorial Assistant: Nadia Kashper Production Editor: Denise Santoyo Copy Editor: Karen E. Taylor Typesetter: C&M Digitals (P) Ltd. Indexer: Kathy Paparchontis Cover Designer: Michael Dubowe Graphic Designer: Lisa Riley FM-Kryza-45248.qxd 3/14/2007 12:36 PM Page v Contents List of Figures ix Foreword x Lance Secretan Preface xii Acknowledgments xiv About the Authors xv PART I: INSPIRING MIDDLE AND SECONDARY LEARNERS 1 1. The Inspiring Classroom 3 Motivation Versus Inspiration 4 Foundations of the Inspiring Classroom 5 Honoring Our Role as Teacher 7 Honoring Our Fellow Teachers 9 Honoring Our Students 10 What Is the Inspiring Classroom? 11 2. The Inspiring Classroom: Theory Into Practice 13 Three Foundations of an Inspiring Classroom 13 Five Elements to Differentiate 15 3. Honoring Individuals, Building Community 19 Gathering Data About Students 20 Honoring and Inspiring All Learners 23 Using the Data to Honor Students 24 Creating an Environment That Honors Students 25 Building Community and Honoring Diversity 26 Using the Data to Build Community and Honor Diversity 26 Creating the Environment to Nurture Community and Honor Diversity 28 FM-Kryza-45248.qxd 3/14/2007 12:36 PM Page vi 4. Creating Lifelong Learners: An Apprenticeship Approach 31 Maintaining a Balance 32 Vital Know-Hows for Student Success 34 How to Teach the Vital Know-Hows 36 PART II: ACTIVITIES AND DESIGNS TO INSPIRE MIDDLE AND SECONDARY LEARNERS 41 5. Lite-n-Lean Learning Activities: Beginning Steps for Inspiring Learners 43 Investigations for Advanced Learners 45 Questions for Discussions and Journaling 46 Offering Students Choices 46 1. Choices on Homework 47 2. Choices on Tests 48 3. Choices for Vocabulary 48 Graphic Organizers 50 Vocabulary Instruction for Different Learning Profiles 54 Learning Profile Projects 57 Scientific Method Mnemonics 58 Adding Fractions Mnemonics 59 Interest-Based Projects 60 Varying Text Levels 61 How to Get Started Collecting Texts of Varying Levels 62 How to Use Texts of Varying Levels 62 Memory Techniques 62 6. Teaching for Meaning 65 What Is C U KAN? 65 Why C U KAN? 67 1. C U KAN provides a target for meaningful learning. 67 2. C U KAN provides a target for meaningful instruction. 67 3. C U KAN provides a target for meaningful assessment. 68 How to Write a C U KAN 68 C U KAN Sample 68 Rubrics for Student Assessment 68 Using the Rubric With Students 73 C U KAN: Teaching Tips for All Lesson Designs 73 Lesson Design 73 Management Level 75 Assessment Level 76 Assessing Group Projects 76 How C U KAN Will Help You Differentiate 77 Deep and Dynamic Lesson Designs 77 Looking Ahead to Deep and Dynamic Designs 78 FM-Kryza-45248.qxd 3/14/2007 12:36 PM Page vii 7. Deep and Dynamic Design #1: Choice Menus 80 Teacher Overview 80 Content Examples 82 Mathematics 82 Science 84 Social Studies 86 English Language Arts 89 Choice Design: Teaching Tips 90 8. Deep and Dynamic Design #2: RAFT Plus 92 Teacher Overview 92 Content Examples 94 Mathematics 94 Science 96 Social Studies 97 English Language Arts 99 RAFT Plus: Teaching Tips 101 9. Deep and Dynamic Design #3: Tiered Lessons 102 Teacher Overview 102 Content Examples 104 Mathematics 104 Science 108 Social Studies 113 English Language Arts 115 Tiered Lessons: Teaching Tips 118 10. Deep and Dynamic Design #4: Contracts 120 Teacher Overview 120 Content Examples 122 Mathematics 122 Science 124 Social Studies 126 English Language Arts 128 Learning Contracts: Teaching Tips 130 11. Deep and Dynamic Design #5: Learning Stations 132 Teacher Overview 132 Content Examples 134 Mathematics 134 Science 138 Social Studies 143 English Language Arts 145 Learning Stations: Teaching Tips 148 12. Deep and Dynamic Design #6: Compacting 150 Teacher Overview 150 Content Examples 152 FM-Kryza-45248.qxd 3/14/2007 12:36 PM Page viii Mathematics 152 Science 155 Social Studies 158 English Language Arts 161 Compacting: Teaching Tips 164 PART III: EVALUATING AND COMMITTING TO THE INSPIRING CLASSROOM 165 13. Assessment and Grading in the Inspiring Classroom 167 Ongoing Assessment 169 Assessment Before Learning 169 Assessment During Learning 170 Assessment After Learning 170 Grading in the Inspiring Classroom: Now They Get It! 170 Assessing Our Own Growth 175 Make Time for Reflection 176 It’s Okay Not to Know, But Once You Know, It's NOT Okay Not to Grow 176 Opening the Door: Creating an Inspiring Legacy 177 Resources 179 Bibliography 246 Index 247 FM-Kryza-45248.qxd 3/14/2007 12:36 PM Page ix List of Figures Figure 2.1 Foundations of an Inspiring Classroom 14 Figure 2.2 Five Elements We Can Differentiate (form) 16 Figure 2.3 Five Elements We Can Differentiate (graphic) 18 Figure 3.1 Collecting Data About Students 21 Figure 3.2 Results of a Learning Styles Survey 22 Figure 3.3 Results of a Learning Preference Survey 23 Figure 3.4 Data Index Card 23 Figure 3.5 Grouping for Different Purposes 27 Figure 4.1 AComparison of Traditional and Differentiated Teaching 32 Figure 4.2 Stages: Moving Toward Independence 33 Figure 4.3 Inspiring Image: Think Aloud 37 Figure 4.4 Inspiring Image: Explicit Instruction 37 Figure 5.1 Five Elements We Can Differentiate (graphic) 44 Figure 5.2 Questioning for Increasing Challenge 47 Figure 5.3 Examples of Graphic Organizers for Vocabulary 53 Figure 5.4 Two Examples of Graphic Organizers 64 Figure 6.1 C U KAN Components 66 Figure 6.2 C U KAN Sample Learning Targets 69 Figure 6.3 Example of a Clear Learning Target 70 Figure 6.4 Example of a Planning Guide 71 Figure 6.5 Example of Student Handout and Learning Target 72 Figure 6.6 Example of Student Handout 72 Figure 6.7 Example of Rubric 74 Figure 6.8 Deep and Dynamic Designs and the Benefits of Each 78 Figure 13.1 How to Assess Before Learning 171 Figure 13.2 How to Assess During Learning 172 Figure 13.3 How to Assess After Learning 173 Figure 13.4 Sample Student Grades 174 ix
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