Help! Rhonda Bondie Generous support has been provided by our Platinum Sponsors:
Differentiated Instruction Made Practical September 2018 & February 2019 https://www.gse.harvard.edu/ppe/program/differentiated-instruction-made-practical
All Learners Learning Every Day http://alled.org
Rhonda Bondie
[email protected]
What are you hoping to learn?
Find Partner
Quad or Triad Stations
Tiers of Help: How Teachers Provide Help that Furthers Learning
Let’s get started!
1. Waiting
2. General
3. No Follow-up
1
2
What are the different types of help resources?
What are the different ways teachers approach offering help to support diverse learners?
GENERAL 1. DESIGN HELP
2.SPECIFIC Look and Listen HELP
INDIVIDUALIZE 3. CARR CHECK D HELP
TIERS OF HELP
Help Resources What are the different types of help resources?
THIS HELP IS MOST FREQUENT BECAUSE...
Jot down help resources in your classroom environment
?
H HELP INDIVIDUALIZED
SPECIFIC
GENERAL
GENERAL
Free Swim
SPECIFIC
INDIVIDUALIZED
Shallow End
Lap Lanes
GENERAL 1. DESIGN HELP
2.SPECIFIC Look and Listen HELP
INDIVIDUALIZE 3. CARR CHECK D HELP
TIERS OF HELP
General Help ALL
TOOLS
MATERIALS
RESOURCES
PEOPLE
C
CLARITY
A
ACCESS
R
RIGOR
R
RELEVANCE
How do teachers approach providing general help?
GENERAL
LEARNERS
USE
TEACHING
APPROACH
All Many different resources used for same or different tasks Teach, Prompt, Provide
Teacher Prompted, Student Selected
SPECIFIC
Some/Individuals Groups Used to accomplish a specific task
Systematic teaching by teacher (faded or built by students)
Teacher Assigned
INDIVIDUAL
Individual
Use to develop specific skills for individuals Systematic use by student for a period of time Teacher Assigned
USE
TEACHING
TEACH
REQUIRE PROMPT
HOW TO USE HELP & PUT AWAY
HOW & WHEN TO ASK FOR HELP
PROVIDE
APPROACH GENERAL
High
SPECIFIC
INDIVIDUALIZE D
STUDENT DECISION
Providing
Teaching
Assigning
Low Low
TEACHER DECISION
High
Revisit your brainstormed list of help resources
Using Help to Increase Engagement and Activate/Provide Background Knowledge
Eyal WallenBerg Teacher: Math
Brittany Cook
Teacher: Math, Special Education
https://vimeo.com/190666651
GENERAL 1. DESIGN HELP
2.SPECIFIC Look and Listen HELP
INDIVIDUALIZE 3. CARR CHECK D HELP
TIERS OF HELP
Specific Help SOME
ASSIGNED
TAUGHT THROUGH A STRATEGIC PROCESS
All
Some
Individual
SCAFFOLDS
PART OF A TASK
SUPPORTS
WHOLE TASK
EXTENSIONS
BEYOND TASK
GOAL: A SWIMMER WANTS TO SWIM FASTER
PART OF A TASK
SCAFFOLDS
KICK
ARM STROKE
SUPPORTS
SCAFFOLDS PART OF A TASK
AWESOME CRITERIA
WHOLE TASK
BEYOND TASK SUPPORTS
EXTENSIONS
How do teachers approach providing specific help?
GENERAL
LEARNERS
USE
TEACHING
APPROACH
All Many different resources used for same or different tasks Teach, Prompt, Provide
Teacher Prompted, Student Selected
SPECIFIC
Some/Individuals Groups Used to accomplish a specific task
Systematic teaching by teacher (faded or independence)
Teacher Assigned
INDIVIDUALIZE D
Individual
Use to develop specific skills for individuals Systematic Use by student for a period of time
Teacher Assigned
FADING
INDEPENDENCE
APPROACH GENERAL
Hig h
SPECIFIC
INDIVIDUALIZE D
STUDENT DECISION
Providing
Teaching
Assigning
Low Low
TEACHER DECISION
High
Revisit your brainstormed list of help resources
Students will be able to write a relationship statement
Why are there three questions?
1. Task Analysis
2. Criteria Must Haves 1. State relationship 2. Provide example data 3. Use the data to make an inference about the pattern 4. Predict what this pattern might mean or explain
Amazing Makes a connection to another variable, data from an experiment, a text, another lesson, or life experience in explanation of results Use key vocabulary terms to provide details in inference and explanation. Represents the data from the table in another graphic form that shows relationships
2. Support
Scaffold
Purpose Parts of a relationship statement 1. State relationship Model: As X increases, Y decreases. Try it: ___ _________ ____________, ____________ ____________. 2. Provide Data Model: For example, when _________________ then _____________ Try it: 3. Make an inference Model: From this pattern we can infer that _______________________. about the data Try it: pattern 4. Predict what the Model: When __________ happens then we can predict that __________ because pattern might explain __________________________. Try it: Reread and annotate answer noting Criteria used in statement Criteria Must Haves State relationship Provide Example Data Use the data to make an inference about the pattern Predict what this pattern might mean or explain Amazing Makes a connection to another variable, lesson, or personal experience in explanation of results Uses key vocabulary terms to provide details in inference and explanation. Represents the data from the table in another graphic form that shows relationships
3
4
GENERAL 1. DESIGN HELP
2.SPECIFIC Look and Listen HELP
INDIVIDUALIZE 3. CARR CHECK D HELP
TIERS OF HELP
Individualized Help INDIVIDUAL
GENERAL
Free Swim
SPECIFIC
Shallow End
INDIVIDUALIZED
Lap Lanes
SWIMMING WORKOUT PLAN OPTION 1
OPTION 2
OPTION 3
Warm up 100m any stroke 2 x 25m freestyle
Warm up 100m any stroke 25m kick
Warm up 100m any stroke 2 x 25m freestyle
Main 4 x 25m kick 30 seconds rest
Main 4 x 50m medium effort
Main 4 x 25 high effort with 45 sec rest in between
Cool down 100m any stroke
Cool down 100m any stroke
Cool down 100m any stroke
How do teachers approach providing individualized help?
GENERAL
LEARNERS
USE
TEACHING
APPROACH
All Many different resources used for same or different tasks Teach, Prompt, Provide
Teacher Prompted, Student Selected
SPECIFIC
Some/Individual s - Groups Used to accomplish a specific task
Systematic teaching by teacher (faded or built by students)
Teacher Assigned
INDIVIDUALIZED
Individual
Use to develop specific skills for individuals Systematic Use by student for a period of time
Teacher Assigned
APPROACH GENERAL
High
SPECIFIC
INDIVIDUALIZED
STUDENT DECISION
Providing
Teaching
Assigning
Low Low
TEACHER DECISION
High
Revisit your brainstormed list of help resources
GENERAL 1. DESIGN RESOURCES
2.SPECIFIC Look and Listen HELP
TIERS OF HELP
Wrap-Up
INDIVIDUALIZE 3. CARR CHECK D HELP
GENERAL
LEARNERS
USE
TEACHING
APPROACH
All Many different resources used for same or different tasks Teach, Prompt, Provide
Teacher Prompted, Student Selected
SPECIFIC
Some/Individual s - Groups Used to accomplish a specific task
Systematic teaching by teacher (faded or built by students)
Teacher Assigned
INDIVIDUALIZED
Individual
Use to develop specific skills for individuals Systematic Use by student for a period of time
Teacher Assigned
SELF-EFFICACY
High
Low Dependence
AUTONOMY
Independence
H HELP INDIVIDUALIZED
SPECIFIC
GENERAL