lbodi's blog

How will I manage to tier in an already packed curriculum?

As it turns out, tiering is not difficult, nor is it time consuming.  I will tier in my classes by slightly modifying assignments and projects into different levels.  This is critical in a heterogeneously group class like I have.  One example is in my unit on the structure of matter, which  incorporates tiering in the Tic-tac-toe board  (Heacox 2009).  The  element collage for example is tiered into two levels.  This project is really good because it shows students that elements are a part of our every day life to two different degrees. 

A second way that I will incorporate tiering is with creativity.  I know that I get board doing the same thing chapter after chapter.  Tiering in 2 x 2’s ( 2009) or  tic-tac-toe boards add depth to learning.  For example, a student may choose to complete the graphic organizer  by filling in the basic information on elements, or create your own element requiring a deeper understanding of atomic content.  The graphic organizer was a new addition to this unit’s repitoire.

Bibliography:

Heacox, D. (2009).  Making Differentiation a Habit:  How to Ensure Success in Academically Diverse Classrooms.  Free Spirit Publishing Inc.  Minneapolis, MN.

Why does choice matter?

According to curriculum expert Robert Marzano “choice opens up opportunities and provides students with varied experiences.”(Marzano 2007).  I agree that choice does empower students, it creates a personal investment from their perspective.  This in turn generates a source of pride in the accomplishment of a given task.  Even Heacox states that “choice “hooks” students into learning and doing work”. (Heacox 2009)  One of my biggest challenges is to keep students on task and the choice boards or tic tac toe boards are a great means to achieve this end.  I am very excited to incorporate this methodology into my classes next year.

What research supports choice?

The option of choice gives students a greater opportunity to feel ownership for a project or topic.  Choice allows a student to follow a path closer to their interest level than a regular assignment where no choice is given.  According to Carter, Prater, and Dyches in Making Accomodations and Adaptations for Students with Mild to Moderate Disabilities, “allowing choice has been shown increase on-task e and productivity.” (Carter, Prater, Dyches, 2009).  I completely concur that choice is a valuable tool in a teachers’ repitoire towards creating excellence in an environment that can be challenging from a students’ perspective.

Give an example of how a specific student might react to it.

I can only infer how a student may react to choice.  My initial reaction is that most students will appreciate choice.  I think that higher ability students really enjoy a challenge, while lower ability students like positive feedback, and tiered assignments increase that liklihood.  The only drawback for choice occurs with flexible grouping.  While as educators, we try to prepare for every possible scenario within the dynamics of a classroom, even the best laid plans can have problems.  The social aspect of flexible gouping presents different personalities.  Despite our every effort to create a rich environment for synergy among student groups there are more dominant and passive personalities.  The personalities may clash due to outside environmental factors that we are not aware of in our classroom realm.

My DLP Template (Choice) is to create a tic-tac-toe board with the element adoption form in the middle and require that all students complete it.  Then an advanced assignment would include the create an element form.  I do have an advanced crossword puzzle available.  I have a tiered form of the element collage project.  A basic task would include making flashcards with names and symbols.  Another basic task would involve creating a visual slideshow or ppt of the hierarchy of life.  Students could also create a 1 minute video or rap about the elements.  Finally, students could complete the graphic organizer on atoms for a basic assignment.

Bibliography

Carter, Prater, Dyches. (2009).  Making Accomodations and Adaptations for Students with Mild to Moderate Disabilities.  Pearson Education, Inc.  Upper Saddle River,  NJ. 

Heacox, D. (2009).  Making Differentiation a Habit.  Free Spirit Publishing Inc.   Minneapolis, Mn. 

Marzano, R.  (2007).  The Art and Science of Teaching.  (Alexandra, Va:  Association for Supervision and Curriculum Development).

Holt, Rinehart, and Winston. (2006). Holt Science Spectrum: Physical Science.  Science Spectrum, Inc., Lubbuck, Tx.

Web sites used:

About.com Chemistry. (2011).  Printable Periodic Table.  Retrieved June 25, 2011 from

http://chemistry.about.com/od/periodictableelements/a/printperiodic.htm

 Lehrer, Tom. (2011). Element Song Lyrics.  Retrieved June 25, 2011 from

http://www.ncl.ox.ac.uk/talkweb/elements.html 

Sask School Curriculum. (2011). Gold Dust Kid worksheet.  Retrieved June 25, 2011 from

http://www.saskschools.ca/curr_content/science9/chemistry/worddocs/eletale2.PDF 

YouTube.com. (2006). Hindenburg video clip. Retreived  June 25, 2011 from http://www.youtube.com/watch?v=F54rqDh2mWA

Annotated artifacts:

Create  an element– students create their own element using a particle accelerator.  The properties should match the rest of the periodic table.

Element adoption form– students research an element of their choice and present to class if their is time or desire.

Element collage project – students find food labels with elements and arrange on a sheet of cardboard.

Graphic organizer on atoms – the graphic organizer reinforces basic concepts of atoms.

Hierarchy of Life – a ppt that I use, however student can create their own finding visuals on the web.

Holt Physical Science pre-test assessment – Holt, Rinehart, and Winston.(2006).  Holt  Science Spectrum: Physical Science.  Science Spectrum Inc. Lubbock, Tx.

Tic-tac-toe board – Heacox recommendation from page 75.

Go with the Force

I chose this lesson from the ODE because of the sad state of assessment that this lesson posesses.  Most of the elements of DI are present but need to be organized according to the template on pg 58 of Heacox.  Also, the post assessment is making a cartoon which could be modified for other levels of learning.  The author suggests work groups using roles but the levels are not indicated.  Finally,  DI adaption for higher levels could include discussion of sig figs, SI units, and scientific notation.  This lesson has potential with the cool title and could easily be adapted for DI.

What are ethical grading practices in your estimation?

Ethical grading practices  include a fair objective assessment of a student’s ability to demonstrate knowledge.  I believe that a student should always make their best effort as I do to grade fairly.  I record a large number of grades so that there is less significance for minor errors on either my part or the students.  I try to make assessments objective as much as possible so that there is no question about the accuracy of the answer.  Lab reports are graded on a much more subjective level.   Wormeli reminds us that  “grades are inferences, personal interpretations on the part of the teacher, not infallible truths about the students’ mastery.”  (Wormeli 2006).  It is my goal to make grades as objective as possible despite the truth I find in this statement. 

What is your new approach to differentiaing instruction?

My new approach to differentiating instruction is  to make a solid effort to reach every student on their level rather than expecting them to reach my level immediately.  A strategy that I intend to utilize from Heacox is the “Totally 10”  (Heacox 2009) that Carissa Smith uses to differentiate assessment on page 55.  While some of the differentiation methods are geared toward elementary, this could really work in my freshman physical science class.  Tasks are assigned to different values based on Bloom’s taxonomy and students choose tasks that total a value of 10.  

 The six new approaches that I intend to apply include publisher developed pre-assessment from my text and journal prompts drawing inferences from pictures that I create or find as formal strategies of pre-assessment.  I will try KWI  charts  and directed questions as the new informal strategies.  I am going to make my questions directly related to the KUDOs.  Formal strategies of post assessment will include quizzes such as this symbol quiz reinforcing the KUDOs and a graphic organizer.  The informal strategy that I will try is the critical reflection stem at the end of a lesson.  I am also going to try homework scans in lieu of grades.

Further reflection on differentation reveals that some of my projects and labs already incorporate differentiated learning.  My Rube Goldberg project was one example.  Students have to utilize a certain number and class of levers, fixed and movable pulleys, wheels and axels for a tiered grade. Some students go well above and beyond basic requirements. 

References

Heacox, D. (2009).  Making Differentiation a habit.  Free Spirit Publishing Inc.  Minneapolis, Mn.

Hill, Bonnie Campbell, Ruptic, Cynthia & Norwick, Lisa. (1998). Classroom Based Assessment. Christopher-Gordon Publishers, Inc., Norwood MA

Wormeli, R. (2006).  Fair isn’t always equal:  Assessing and Grading in the Differentiated Classroom.  Stenhouse Publishers.

Artifact Annotations

Holt Winston and Rinehart.(2006).  Holt Science Spectrum: Physical Science. Science Spectrum Inc. Lubbock, Tx. I use has a pre-assessment for each chapter.   Holt Physical Science pre-assessment 

Pictures and images from the text are useful formal strategies of pre-assessments.

KWI charts are useful for informal pre-assessment tools.

Direct questions from quizzes can tell me where students are in the lesson.

This song from Pirates of Penzance is a nice addidtion to any periodic table lesson.

A symbol quiz represents a formal assessment strategy.

This graphic organizer represents another formal assessment.

Critical reflection stems are an informal post-asessment.

Web sites used:

About.com Chemistry. (2011).  Printable Periodic Table.  Retrieved June 25, 2011 from

http://chemistry.about.com/od/periodictableelements/a/printperiodic.htm

 Lehrer, Tom. (2011). Element Song Lyrics.  Retrieved June 25, 2011 from

http://www.ncl.ox.ac.uk/talkweb/elements.html 

Sask School Curriculum. (2011). Gold Dust Kid worksheet.  Retrieved June 25, 2011 from

http://www.saskschools.ca/curr_content/science9/chemistry/worddocs/eletale2.PDF

Hello,

My name is Lisa Bodi and I teach science at Port Clinton High School(16 yrs).  I love my job for several reasons.   First, Port Clinton is my home…it is where I grew up.  I chose science because of my love for Star Trek.  Mr. Link, my high school science teacher inspired  my appreciation for science. 

I still have to say that the smell of boat gas and dead carp has always reminded me of Port Clinton.  I am very honored to teach at my alma mater. 

I graduated from P.C. in 1983 and then from BGSU in 1986 with a bachelors in comprehensive science.  I student taught at Toledo St Johns with Al Brady which was just awesome.  My teaching career began at Noralk St Paul until 1990.  From there I got married and moved to Yuma Az., Pensacola Fla, Meridian Ms., and then landed in Cherry Pt. NC, before heading back to PC three years later alone with my son in 1997.  Since I taught in all of those states except Az., I feel like I have literally been around the block a few times.

I love PCHS not only because it is my home, but because that is also where I met my husband of 10 years Tracy Bodi (History teacher and Woodvillian).  Finally, I am quite proud of my son Eric who just graduated from PCHS  in the top ten of his class while competing as a three sport athlete all four years along with band.  So needless to say I have been looking forward to a quiet summer of no baseball games, no basketball camps, and no football camps to worry about. 

I am finishing a second master’s degree in teaching physics. So while I am finishing… my son is gearing up for The Ohio State University or UT (He still has to decide).  Hopefully this class will enhance my 22nd year of teaching!  Wow, where has the time gone?

The teacher inventory on Differentiation Practices and Strategies showed that I most frequently use flexible instructional strategies, allow for extra time, enterst tasks and fex grouping at times.  Strategies that I rarely use include preassessments, learning preferences, and matching resources to student levels.  Two strategies that I will commit to use include design tasks using different learning preferences and use choice in topics, processes, and products to motivate.

My multiple intelligence test was somewhat surprising.  I have done this before in education classes however not with 80 questions.  Wow…this was extensive.  I am usually considered a visual learner.  I have found this to be true that I am more likely to remember directions on a map than if someone tells me directions.  So this was surprising.

Linguistic 22

Mathematic 34

Visual 25

Kinesthetic 40

Natural 39

Music 30

Interpersonal 16

Intrapersonal 26

So the large group discussions are not my favorite… It also show that my strengths are kinesthetic andnatural learning styles.  So I like to be moving around outside as much as possible. 

My continuum of teacher development in differentiation shows that I am a one in assessment and a three in grading practices and  roles, and then a two in beliefs and instruction so I am not sure what that makes me.  I am certain that I have much to learn about differentiation in the regular classroom. 

I typically have 80 freshmen in Physical Science, 50 in senior Physics , and 20 in junior Forensic Science.  So 150 pre and post s per chapter could prove challenging.  Although  I can certainly see why Wormeli says that the “demand for teacher training in differentiated instruction has exploded in the past decade, as school districts recognize how critical differentiation is to their mission.”  The mission is to try to meet the individual needs of every student in my classroom. 

On a separate note I found the video on grading scales truly inspirational.  I had never thought about the large end of the scale representing failure.  I found it interesting because I completely agreed,  in that the lowest grade I ever give a student is a 60% because anything lower defeats all chances of passing and the motivation level bottoms out. 

Have a great day!