TOSA Tribune

Intermediate
Nixa Public Schools
November 2009
Volume 4, Issue 2

Do You Differentiate?
All differentiation begins “An ounce of prevention is worth a pound of cure.” with student assessment. ~Benjamin Franklin Think of the variety assessments you have in play to deterConsider these mine your students‟ readiness skills.

Inside this issue:
Differentiated Instruc- 1 tion

learning formulas:

A highly differentiated classroom includes:
Student Learning Profiles Curriculum Compacting— Preassess. If a student KNOWS the curriculum, create opportunities to deepen their understanding or expand their content knowledge. Tiered Activities Learning Contracts Independent Study Flexible Grouping Anchor Activities Problem-Based Learning Project-Based Learning

Traditional Classroom Targeted Instruction + Time = Learning Constant +Constant = Variable Differentiated Classroom Targeted Instruction + Time = Learning Variable + Variable = Constant Is learning the constant or the variable in your classroom? Differentiation can occur in a whole-class setting if you‟re proactive in planning and create opportunities for flexible grouping. Movement, music, technology, cooperative learning, selfassessment checklists and rubrics can differentiate. It‟s important to follow up lessons with individualized accountability. Showdown is a simple way to quickly assess which students “get it.” The question a differentiated teacher then asks is, “Now, what can I do for the ones that don‟t?”

Boost Achievement with Brain-Friendly Learning Pre-Exposure and Review Ideas

2

2

M.A.P. GLEs and Vocabulary Updates

3

M.A.P. Data

3

M.A.P. Rigor

3

Help! My Entire Class Has ADD!

4

Boost Achievement with Brain-Friendly Learning
Do you have attentional issues? You may be talking too much.
*Guidelines for Direct Instruction of NEW Content Grade Level
Appropriate Amount of Direct Instruction 5-8 minutes 8-12 minutes 12-15 minutes 12-15 minutes 15-18 minutes

Pre-Exposure, Priming and Previewing Ideas
Vocabulary words (rivet, guess the covered word, vocab in motion) Show a video clip in advance of a topic Display key concepts in a wall poster in advance of teaching a concept Anticipation guides Model a math problem students will learn „later.‟ You will be amazed what three minutes a day, ten days in advance of teaching a concept, will do for learning.

K-2nd 3rd-5th 6th-8th 9th-12th Adult Learners

Where success is a tradition ...

*Jensen, E. (2005) Teaching with the Brain in Mind. ASCD

After direct instruction, allow students time to process. This is a good time to use the Think/Write/Pair/Share Cooperative Learning Structure.

Relay Race /Four Corners:
List key M.A.P. concepts on chart paper and post in the four corners of the room. Divide the class into four teams. Each team lines up single-file, and the first person is given a marker to fill in [depends on the chart]. Students do not need to complete the chart in order ... allowing for differentiation. They may want to huddle to devise a plan and discuss some answers before they begin. As soon as the first person is finished, he/she must quickly walk back and hand over the marker to the next person in line. Then he/she goes to the end of the line. If a person is stumped, he/she can just pass on the marker and go to the back of the line. Repeat until chart is finished. This is a fun way to energize an afternoon session as it gets everyone up moving and thinking. Upon completion of the „game‟, students summarize/pair/share content from the game.

Drill and Thrill, Don’t Drill and Kill
Repetition is crucial to learning, but it‟s important to use several approaches. *Activity
Pre-exposure When To Do It Days, weeks, months, years ahead Minutes, hours ahead Seconds, minutes Minutes after learning Hours, days, weeks later

Previewing Priming Reviewing Revision

Revising and Reviewing Ideas Stump the Class:
Teams write review questions and answers on index cards. Collect the cards and toss a ball randomly to ask a question. The person who catches the ball may answer the question, confer with the team or toss the ball to someone else. Once the question has been answered correctly, the person who has the ball tosses it to someone else and the process continues. Then, students summarize/pair/share.

*Jensen, E. (2005) Teaching with the Brain in Mind. ASCD

Page 2

TOSA Tribune Intermediate

M.A.P. GLES and Vocabulary Updates
IMPORTANT INFORMATION

The blue Communication Arts Curriculum Cards printed and given to you in August have had a few minor revisions. These have been updated and posted on our staff resource page. Check the revision date on yours against the one on-line. You may need to print a new one.

If you haven‟t printed gradeappropriate vocabulary from DESE‟s website, you might want to consider it before it‟s too late. Math is broken down by grade-level, so students need to be familiar with vocabulary from the current year and all previous years. Communication Arts is NOT broken down, so you‟ll need to know your GLEs to know which words are appropriate for your grade level.

Print Your Vocabulary Here:
http://www.dese.mo.gov/divimprove/ curriculum/glossary/index.html

M.A.P. Data—It’s Here ... Now What?
First and foremost: Celebrate Your Successes! Remember that next year’s tests will be different than last year’s test. Look for trends. Is there a particular focus area for instruction in which you see a need for improvement? Have you devised a written, strategic plan to improve in these areas? How are you monitoring that what you’re doing is working?

“What will I do to establish and communicate learning goals, track student progress and celebrate success?”
~Robert Marzano

How Rigorous are Missouri’s Tests Compared to the Nation?
A national report recently released (Oct. 29, 2009) by the National Center for Education Statistics confirms that Missouri‟s academic performance standards in reading and mathematics are among the most rigorous in the nation. Specifically, Missouri standards rate second-highest of all states in three out of four areas measured. Based on this study, Missouri‟s proficiency standards are: Second in rigor only to Massachusetts in grade 4 reading and grade 4 math. Second only to South Carolina in grade 8 reading. Fourth in the nation in grade 8 mathematics (behind South Carolina, Massachusetts and Hawaii).

Volume 4, Issue 2

Page 3

205 North Street Nixa, MO 65714

Help! My Entire Class Has ADD!
We know that only doctors can diagnose ADD, but as educators, we must accommodate and manage classrooms. Consider these accommodations: Break tasks into smaller chunks
(Remember to give directions ONE at a time.) you may want to surprise your class. Consider quietly telling students with ADD before you surprise the entire class.)

Increase feedback Acknowledge part-way process

Aim the student to a less distracting view Make a to-do list Make a schedule to do the todo list Set up a signal system Give sensory tools for using up energy (squeeze balls) Set fair limits and stick to them Celebrate when a performance goal is reached

Create high predictability Establish routines and stick to them the best you can Don‟t surprise—give ample warning for change (Sometimes

Attention-Deficit Disorder (ADD) is the most commonly diagnosed behavioral disorder in students. The condition is characterized by impulsiveness and time disorientation. ~Eric Jensen
November 1, 2009 Dear Colleagues, Happy Fall! It‟s hard to believe that we are already one-quarter finished with this school year. I know you‟re diligently teaching and assessing the written curriculum which should ensure success on the M.A.P. test. It‟s important to press on toward the goal of increased achievement without stressing out students. You want to constantly prepare but limit the amount of time you actually say the actual words “M.A.P. Test” in your classroom. When you do say it, make it exciting. Say things like ... “When you GET to take the test .... M.A.P. IS the SuperBowl of Academics ... etc.” Your students often reflect your attitude. If you‟re teaching and assessing the written curriculum, you‟re on the right track. Don‟t hesitate to contact our office if you need anything. Working Together, Cheryl Dick
417.724.4060 debbylawson@nixaschools.net cheryldick@nixaschools.net debbymoney@nixaschools.net barbarastclair@nixaschools.net

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