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The transformative ten: Instructional strategies learned from high-growth schools

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The transformative ten: Instructional strategies learned from high-growth schools

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Jump-Start High Growth Instructional Strategies with MAP Growth

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Jump-Start High Growth Instructional Strategies with MAP Growth

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Targeting Learning with Success Criteria

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Targeting Learning with Success Criteria

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Discussion and Supporting Materials

Thought starters

1. How do the criteria for success help students give targeted feedback to their peers?

2. How does Ms. Ivey make the criteria for success accessible to her young learners?

3. What has Ms. Ivey learned from using criteria for success with her students?

School Details

Longfellow Elementary School
715 Highland Avenue
Oak Park IL 60304

Data Provided By:

Teachers

English Language Arts Math Science Social Studies / Kindergarten / Teacher

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Targeting Learning with Success Criteria

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Marion Ivey explains how she uses criteria for success with her kindergarten students. She writes the criteria in kid-friendly language and uses images to help her beginning readers understand them. Students use the criteria to give targeted feedback to each other during author's chair.

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This video illustrates how Kerry Meehan, a third-grade teacher at the World of Inquiry School #58 in Rochester, NY, adapts and differentiates a close reading lesson from an EL Education curriculum module

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- Today's lesson was a third grade lesson from module one, we engaged in a close-read lesson using the text Waiting for a Biblioburro. Differentiation is really important to the students in my class, so as a critical thinker I'm compelled to adjust the lessons to meet the needs of my students. Some ways I differentiate in the classroom are chunking text, adding sentence starters to support students with their writing. All students bring a different level of readiness to the tasks that they have to complete, so when I'm preparing to teach a lesson I consider three things. One, the data I have on my students, two, my menu of options for differentiation, and three, the structure of a lesson plan I have at hands. And then I take those three components and weave them together to design a differentiated lesson. First target size. When I start the whole group lesson I start by unpacking the learning targets with students. Reading and learning the target aloud and making sure the students are clear on the vocabulary used on the target and also giving the students some protocol to self-assess where they are on those targets. Show me where you feel where you are on that target. Are you a five, a four, a three, a two, a one? Great, hands down. Once I do that, then we work through the close-read process. On a hill behind a tree, there's a house. We take it step by step. First we close read for enjoyment. I just read the text out loud and ask the students to enjoy the story. So he took her book on his donkey to bring it to other kids. Isn't that cool? In your arm seat sack you will find a little surprise from me. I disseminated the materials this morning prior to the lesson. My students have seat sacks behind their chairs so I had tucked away the materials that I had differentiated for them. Disseminating the materials in this way allows for students not to feel singled out. And the next part of our lesson, I bring the students through annotating the text in the close-read process. So in this particular case the annotating of the text coding was the underlining of important information and circling unfamiliar words. I underlined libraries and books. In order to have my classroom more student-centered I balance teacher talk and student talk. And I chose after each work period to have them pair and share their work and make corrections that way and I allow them to check in with each other or myself in regards to that work. Cause you're a good reader, could you read it to them? And then after he's done reading it could you give him a suggestion on what he should write right there? I strategically pair the students on a similar reading level but even on a similar reading level they brought a different subset of skills. I knew that one student may bring a lot of vocabulary knowledge while the other student brought a comprehension element, and by pairing them like this they're able to reach a deeper understanding within the text. About halfway in the class is identifying the special needs, and I have a co-teacher to provide additional support to small groups as needed. Another way I differentiate is chunking text. I may give one student one paragraph and another student two. The students who receive one paragraph are able to feel like they can complete the process without feeling intimidated or frustrated, while those who feel more confident may get two paragraphs so they're able to complete the task and feel the challenge and not get bored during the lesson. Being aware of the pacing and the reading level that they're at it's just giving students a different amount, but I'm not changing the complexity of the text. The great thing about the modules is that the lesson plans and student work and student text are already prepared, so my planning time is spent preparing the differentiated material for the students and I'm not spending my time preparing those other pieces that I used to spend my time preparing. Once we complete the annotation of the text with the circling and the underlining, we ask the students to do the third close-read independently of their excerpt, and then after they do that to mark the gist on the side of their excerpt that best matches their chunk of text. Sean, how would you explain a gist in your own words? - What the text talks about a lot. - The gist is if the first draft of thinking about the text. What's the text mostly about? Alright, we're on the fourth part of the close-read which is answering text-based questions. Then I guide the students to take all that work that they've put into the text, that deep learning, and apply it to answering text-based questions. I provide different recording forms, some recording forms offer more support including sentence starters and some of the recording forms offer less support and they are minus the sentence starters. So another way I was able to differentiate instead of modeling for the whole class and then taking away time where other kids were ready to move on, I made sure I set the class and then moved to the students who would need the extra examples, touched based with them first and then was able to monitor the rest of the class. Exit ticket, you need to pick one question and right the answer for me on this card. So in this case I wanted an exit ticket as my ending assessment instead of a whole group discussion. I find with whole group discussion I'm not sure I heard from everY student, and with an exit ticket I do get a piece of work from every student. Differentiation done well is short term for the children so by the time they complete the academic year, they don't need the same differentiation and scaffolding that they did at the beginning. I absolutely see results, the kids have the support during the lesson that they need to complete the work regardless of their readiness. - So at night on her own bed-- - Students who normally feel frustrated, intimidated, overwhelmed, or lack confidence are able to feel empowered, engaged, because they know that the support is there for them to be able to finish. We all have the same text, we all have the same target, but we achieve the target by different means, and that's what differentiation does for the students during the lesson. Provide a different pathway to get to the same target. - And they were happy, because now they were reading, and they could read more better.

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Today's lesson was a third grade lesson from module one, we engaged in a close-read lesson using the text Waiting for a Biblioburro. Differentiation is really important to the students in my class, so as a critical thinker I'm compelled to adjust the lessons to meet the needs of my students.

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Explore best practices and resources to support all students in accessing rigorous grade-level content .

A key recommendation from our research findings is to give all students greater access to grade-level assignments. While this is critical to improving academic outcomes for all students, it's much easier said than done. Assigning rigorous content poses a significant instructional challenge for teachers who are faced with the reality of students who are behind grade level and need varying types and levels of support to be successful academically.

We observed teachers addressing this reality in many ways: reteaching content from previous grades, assigning students texts at their current reading levels, and providing worksheets with tasks broken down into discrete steps, to name a few. While these strategies did help students complete their assignments more successfully, they often focused on remedial content and did not help students meet the demands of grade-level standards. This speaks to a real and widespread need in the field of education that collectively we haven't yet figured out: How do we support all students to be successful with the rigorous grade-appropriate content that we know is so important for their academic outcomes?

What we're calling "scaffolding up" attempts to address that need. Instead of simplifying activities and bringing content down to what students can currently do, scaffolding up focuses on getting students to master the key practices and concepts in grade-level content, with students able to do so increasingly independently over time. We've combed the field for best practices and resources to support teachers in implementing scaffolding up strategies in their classrooms. As you'll see below, this is a modest collection and the resources are specific to a content area or population of students. As the field expands its expertise in this area, we will continue to share learnings and resources.

Best Practice

Details

Keep equity and rigorous content at the forefront of all decisions on what and how to teach students who are behind grade level .

Always use the relevant grade-level college and career ready standards as your baseline for planning content. Ensure you are deeply familiar with the standards for your grade level and/or content area, as w ell as how they connect to students' previous and future learning.

Any other standards you may be using, such as English language development standards, should work in tandem with-not supplant-grade-level college and career ready standards.

Provide all students with the opportunity to work with the same grade-appropriate texts and/or tasks in whole-group instruction.

Set aside time , both when initially creating unit/lesson plans and on an ongoing basis, to plan when and how you'll incorporate specific scaffolds to support students .

P roactively plan scaffolding in each lesson according to the learning objective, target standard(s), and your students' needs. Regularly revisit the scaffolds you've planned to gauge whether they are meet ing students' needs and adapt your plans as needed.

If u sing a curriculum that includes scaffolds, evaluate their appropriate ness for your content and population of students and adapt as needed.

Co-plan with other staff members who work with your students (such as interven tion specialists) to ensure students consistently receive appropriate scaffolds that support them in accessing grade-level content .

When possible, build time in your unit plans for regular progress checks to remediate specific content as needed (versus doing a broader review of multiple standards on a less regular basis).

Tailor scaffolds to the specific content you're teaching, the demands of grade-level standards, and the needs of your students.

Regularly assess where your students are currently perf orming to understand the ir academic progress and identify the most effective scaffolds to address their evolving needs.

When students need more support, provide repeated and varied opportunities to engage with grade-level content (for example, having students read the same text multiple times with different purposes and supports) . When students need less support, resist the urge to over-scaffold; u se scaffolds only when necessary and only for the students who need them.

For groups of students with different needs, consider how best to address them with targeted scaffolds or small-group instruction.

If working with the same group of students over an extended period of time , gradually decrease the frequency or level of scaffolding over time to promote students' increasing independence.

Continuously build your expertise in scaffolding best practices.

Considering the population of students you work with and the content you teach, seek out corresponding development opportunities and resources about the most effective support strategies.

If you are a content area teacher (for example, science or social studies), familiarize yourself with literacy scaffolding best practices.

Literacy Best Practices and Resources

Best Practice

Resources

Use text sets and systematically order them from less to more complex, by topic, to build students' background knowledge.

Use varying strategies before reading a text, during the initial reading and subsequent readings, and after reading to support all students in comprehending a complex text.

8 th grade ELA video and 8 th grade s cience video with examples of appropriate scaffolds for English language l earners

UnboundEd ELA Curriculum describes the linguistic demands of ELA standards and includes standard-specific scaffolds at multiple levels of language acquisition for all lessons ( for example, see sample 3 rd grade lesson plan )

Build students' vocabulary with a focus on words that are key to text comprehension.

In addition to having all students work with grade-appropriate texts, include time in your literacy block for differentiated support for individual and/or small groups of students depending on their needs.

Mathematics Best Practices and Resources

Best Practice

Resources

Continuously plan how best to support students following the Understand-Diagnose-Take Action cycle:

Understand : Study the focus standards for upcoming instruction and identify the critical prerequisite skills students need to access grade-level content.

Diagnose : Determine student understanding of prerequisites based on diagnostic or formative data, considering if gaps exist for your whole class or a small group.

Take Action : Build needed scaffolds into upcomin g lessons for whole class needs and plan differentiated instruction or coordinate with intervention to address small group needs.

Strategically prioritize remediation of the content that matters most for success in later mathematics (versus attempting to address all gaps students have or spending the most time on areas where student performance is weakest).

When students' unfinished learning does not prevent them from engaging with grade-level content, integrate remediation support into regular instruction.

Differentiate math content and scaffolds for students based on individual or small group remediation needs.

P r ovide new experience s for students to re-engage with previously taught content (versus re teaching using methods and strategies students were not successful with before ) .

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Unless otherwise indicated, the resources provided on the Student Experience Toolkit are licensed under the Creative Commons Attribution Non-Commercial Share-Alike license and are subject to the copyright rules under that license.

Commercial use of the materials is not allowed without explicit written permission from TNTP, Inc. Unless otherwise noted, any distribution of materials posted on this website must credit TNTP, Inc. as follows:

From The Student Experience Toolkit (2018) by TNTP, Inc., available at https://tntp.org/student-experience-toolkit.

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Explore best practices and resources to support all students in accessing rigorous grade-level content . A key recommendation from our research findings is to give all students greater access to grade-level assignments. While this is critical to improving academic outcomes for all students, it's much easier said than done.

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Video HS Calculus Differentiated Instruction in Action

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Video HS Calculus Differentiated Instruction in Action

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Websites and Apps That Support Differentiated Instruction

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20 Differentiated Instruction Strategies and Examples [+ Downloadable List]

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Make math learning fun and effective with Prodigy Math Game. Free for students, parents and educators. Sign up today!

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This post contains Amazon Affiliate links; if you purchase from Amazon after going through these links, Cult of Pedagogy receives a small commission at no extra cost to you.

You have probably come to this article for one of two reasons: Either you want to start differentiating instruction in your classroom and don't know where to start, or you already differentiate, but want to see if you're missing anything. I have combed through tons of online resources on how to differentiate instruction, and have put together this collection of the clearest, most high-quality resources for learning how to differentiate in your classroom. Off we go, then!

Lots of teachers think they are differentiating, when they really kind of aren't. So before you get started, give yourself a solid overview of what differentiation is (and isn't) and how it works. To do that, you need to read Carol Tomlinson, whose work is the gold standard in differentiation. Her book, How to Differentiate Instruction in Mixed-Ability Classrooms , is the best one I've seen on the subject. And it's short: At just over 100 pages, it's a fast, easy read, and is full of useful information that will set you on the path toward high-quality differentiation.

In addition to explaining basic principles, the book shows you how to manage a differentiated classroom, teaches you specific strategies, and lets you peek inside a few sample differentiated classrooms so you can see how all the parts work together. I really can't recommend this book highly enough...get it!

Reading about how to differentiate on paper is helpful, but seeing other teachers actually doing it will give you a far better understanding of how to implement the strategies in your own classroom.

This Edutopia video shows how one school has set up a system they call Reteach and Enrich, where time is built into the schedule every day to reteach students who haven't met learning targets or provide enrichment activities for those who have. Watching this process in action makes it really clear HOW to make it work:

In this Teaching Channel video (click below), high school math teacher Maria Barchi demonstrates how she tiers instruction by giving different exit slips to students based on their mastery of a lesson, then adjusts instruction the following day based on their responses:

Below, second grade teacher Robert Pronovost shows how he uses two separate online programs, Planet Turtle and Dreambox, to meet students' individual needs in 2nd grade math (Teaching Channel):

The next video shows 5th grade teacher Stacy Brewer demonstrating how she differentiates process for readiness in writing responses to a text: Because this group of ELL students needs additional help, she works with them while the rest of the class responds to their questions independently (Teaching Channel).

Finally, this Teaching Channel video shows how Mary Vagenas uses Learning Menus to differentiate in her 7th grade Social Studies class:

Once you understand the basic principles of differentiation, it's a good idea to have a few basic tools on hand.

Task Cards
What are task cards? They are all the rage in some classrooms: The basic idea is that you take tasks and questions that might normally appear on worksheets and put them onto laminated cards (one item per card), which allows you to better individualize instruction, set up centers, and group students according to need (plus, you can re-use them year after year!). You can make your own or browse through thousands on Teachers Pay Teachers. This free e-book by Rachel Lynette explains how to use them in detail:

Tiered Lesson Template
This blog post from Marsha McGuire at A Differentiated Kindergarten shows you how to plan a tiered lesson and includes an editable template. Even though the featured classroom is a kindergarten, Marsha's system would work effectively with all age groups.

Using Color to Help You Tier Differentiated Activities

Learning Menus
This packet from the University of Virginia Curry School of Education teaches you how to create learning menus or choice menus, which offer students a variety of learning activities to choose from, depending on their interests and learning profiles.

Choice Menus (PDF)

There's No Time to Differentiate: Myth-Busting DI, Part 2
by John McCarthy
This Edutopia article discusses some of the myths about and objections to differentiation.

Dr. Kathie Nunley's Layered Curriculum
This website is based entirely on the Layered Curriculum philosophy. Somewhere between a learning menu and a tiered unit, a layered curriculum looks like an interesting take on differentiation and is worth a look once you've got the basics down.

Leading and Managing a Differentiated Classroom
by Carol Tomlinson and Marcia Imbeau
Although I have not read this one, I got a recommendation from Dr. Jennifer Beasley, an assistant professor in the Department of Curriculum and Instruction at the University of Arkansas. "This is a practical guide for how to begin to establish routines and practices that facilitate differentiation. We all know that we could have the most beautiful lesson on paper and see that same lesson fall apart in the classroom as a result of forgetting to give directions for handing out materials. This resource offers many practical examples for putting some routines in place to allow for working in groups, answering questions, or even talking with your students about differentiation."

If you thought this was helpful, stick around.
Join my mailing list and never miss another post. You'll get weekly tips, tools, and inspiration - in quick, bite-sized packages - all geared toward making your teaching more effective and joyful. To thank you, I'll send you a free copy of my new e-booklet, 20 Ways to Cut Your Grading Time in Half. I look forward to getting to know you better!

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A Starter Kit for Differentiated Instruction

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A collection of the clearest, most high-quality books, articles, videos, and downloadable documents for learning how to differentiate in your classroom.

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Free teacher resources for effective instruction

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In this collection of tools and advice from Edutopia and the web, find resources to help you adjust instruction in response to diverse learner needs and interests.

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Differentiated Instruction

In this collection of tools and advice from Edutopia and the web, find resources to help you adjust instruction in response to diverse learner needs and interests.

Levels of Understanding: Learning That Fits All: Learn how to develop a framework to support creating homework or practice to meet the needs of all learners. (Edutopia, 2015)

Making Failure Harder Work Than Passing: Discover how one chemistry teacher uses incremental learning goals, formative assessments, and differentiation to inspire students to work hard and reach their potential. (Edutopia, 2015)

5 More Ways to "Remove the Walls" From Your Classroom: Explore five ways to rearrange students across the usual groupings and grade levels while differentiating, hitting the standards, ensuring proficiency, and boosting engagement. (Edutopia, 2015)

Students Matter: 3 Steps for Effective Differentiated Instruction: Check out three strategies for differentiated instruction: knowing students' strengths, involving them in planning, and leveraging the strengths of fellow educators. (Edutopia, 2014)

3 Ways to Plan for Diverse Learners: What Teachers Do: To differentiate learning in the classroom, focus on content, process, and product. For more planning tips, also see 15+ Readiness Resources for Driving Student Success, which provides resources to help teachers meet the readiness needs of all students. (Edutopia, 2014)

Understanding Differentiated Instruction

Make Learning Last: How Diverse Learners Can Process Their Understanding: Find out how quick reflections, surveys, and diverse-perspective assessments can help students to process more deeply and check their own understanding. (Edutopia, 2016)

How Learning Profiles Can Strengthen Your Teaching: Explore ways that collecting data about learners can inform differentiation. (Edutopia, 2014)

3 Guidelines to Eliminating Assessment Fog: Break through assessment fog by identifying and communicating clear learning targets, separating logistical guidelines (like following directions) from academic learning targets, and providing students with different ways to demonstrate their learning. (Edutopia, 2014)

Dipsticks: Efficient Ways to Check for Understanding: Within this primer to formative assessment, you'll find a printable list of 53 ways to check for student understanding. For more ideas, you might also want to check out David Wees' community post with 56 Examples of Formative Assessment and Edutopia's formative assessment page. (Edutopia, 2014)

Tools for Teaching: Ditching the Deficit Model: Read about how to gain knowledge of students' strengths, interests, and hidden talents in order to best determine out how to meet their needs. (Edutopia, 2013)

Planning and Implementation Ideas

Equity vs. Equality: 6 Steps Toward Equity: Explore seven steps toward classroom equity: knowing every child, celebrating their potential, recognizing their challenges, becoming flexible, acknowledging inequity, and using culture as a resource. (Edutopia, 2016)

Serving Gifted Students in General Ed Classrooms: Consider do's and don'ts for meeting the needs of gifted students. (Edutopia, 2015)

Bridging the ADHD Gap: To support the needs of children with ADHD, make the learning child-centered, differentiate, integrate movement and mindfulness, create supportive learning environments, and document the process. (Edutopia, 2015)

Integrating ELL Students in General Education Classes: Learn about differentiated-instruction and formative-assessment strategies that can help general-education teachers of English-Language Learners (ELLs).

The Power of Introverts: An Essential Understanding for Teachers: Understand the characteristics of an introvert to better serve shy and quiet students. (Edutopia, 2013)

Knowing and Assessing Students

Integrating Technology and Literacy: Explore digital tools for text and video annotations, teacher feedback, and formative assessment. (Edutopia, 2016)

100+ Tools for Differentiating Instruction Through Social Media: Find out how social media can enhance differentiated instruction if the tools are selected with a careful eye on individual students' readiness, interests, and learning profiles. (Edutopia, Updated 2016)

Mixing it Up With Mangahigh: Using Games to Differentiate Instruction: Learn how one teachers uses the online math game site Mangahigh to better differentiate instruction. (Edutopia, 2014)

Enhancing Learning Through Differentiated Technology: Discover three tech tools -- SAS Curriculum Pathways, Newsela, and EDpuzzle -- that can help differentiate instruction by showing where students are and offering appropriate formative assessment. (Edutopia, 2015)

Teaching Diverse Learners

Tools for Differentiating Instruction in PBL: Differentiate the content, process, and product of your PBL lessons with tools and practices like Learning Profile Cards, narrative feedback, and design thinking. (Edutopia, 2016)

6 Strategies for Differentiated Instruction in Project-Based Learning: Learn about six simple, effective approaches to differentiated instruction in project-based learning. (Edutopia, Updated 2016)

How Does PBL Support Differentiated Instruction?: Understand how PBL can be designed and managed to factor in students' readiness, interests, and learning profiles. (Buck Institute for Education, 2012)

Differentiating With Technology

Differentiation in Project-Based Learning

Examples and Downloads From Schools That Work

Sample Student Exit Tickets -- Download sample exit tickets that Humboldt teachers use as a quick check for comprehension of that day's lesson; these tickets let teachers know who might need additional help in a small group setting.

Edutopia's flagship series highlights practices and case studies from K-12 schools and districts that are improving the way students learn. Below, find downloads used by practitioners at featured schools, and dive into real-world examples of differentiated instruction.

Small Group Work With "I Choose"
When teachers began asking for time to work with students in small groups, Humboldt Elementary in Dewey-Humboldt, Arizona found the time, adjusted the schedule, and empowered students by mixing scaffolded supports with a variety of student-friendly elective enrichments. Watch the video, and download sample exit tickets used by teachers:

Academic Success for All Students: A Multi-Tiered Approach
At P.K. Yonge Developmental Research School in Gainesville, Florida, Multi-Tiered System of Supports (MTSS) enables teachers to differentiate and provide each student the right level of instruction to succeed. Learn more, and check out one of this school's tools:

How do you approach differentiated instruction in your classroom? Share tools, resources, experiences, or advice in the comments.

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In this collection of tools and advice from Edutopia and the web, find resources to help you adjust instruction in response to diverse learner needs and interests.

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7 Programs and Games to Help Facilitate Personalized Learning 

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7 Programs and Games to Help Facilitate Personalized Learning 

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NWEA Blog with Links

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Personalized learning, the practice of tailoring instruction to meet each student's strengths, needs, and interests, helps create a classroom environment that engages and accelerates learning for all students. Studies have shown that teachers who use assessment data to customize their instruction improved students' reading and math, while also closing persistent achievement gaps.

Thanks to technology like smartphones, tablets, and laptops, there are now apps that teachers and students can use to facilitate personalized learning and instruction. Graphite.org has a nice list of some games, apps, and sites that can help teachers put students first as they deliver personalized learning. Here are seven to consider:

Whether you or your school takes advantage of programs and games like those above or uses MAP assessment data, personalized learning and instruction is something that all educators can utilize as part of their daily plan. We partner with many companies, organizations and educational leaders to help support teachers, students, parents and administrators with content providers who offer tools to enhance the depth of kids' educations. Here's a complete list of our Instructional Content Providers: https://www.nwea.org/business-alliances/.

Reach out and share your ideas on our Facebook page or via Twitter @NWEA.

Joi brings passion, creativity, and a desire to communicate effectively to her role as community engagement manager at NWEA. In what seems like another lifetime, she "herded cats" on various college campuses while also proactively growing her technological skills in SQL, HTML, and web content management systems. Joi received a BA in psychology from Whitworth University and a master's in higher education leadership from the University of Nevada, Las Vegas. When not at work, she enjoys exploring the beauty of the Northwest with her family, though she still hasn't found mountains that compare to those of her home state, Alaska.

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7 programs and games to help facilitate personalized learning #edchat #personalizedlearning

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Personalized learning, the practice of tailoring instruction to meet each student's strengths, needs, and interests, helps create a classroom environment that engages and accelerates learning for all students. Studies have shown that teachers who use assessment data to customize their instruction improved students' reading and math, while also closing persistent achievement gaps.

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This video explores using Learning Menus to differentiate for students.

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A video exploring the workshop model as well as personalized and customized learning.

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ELA.RI.9-10.1

Common core State Standards

ELA: English Language Arts

RI: Reading Standards for Informational Text 6-12

9-10: 9th & 10th Grades

1:
Cite strong and thorough textual evidence to support analysis of what the text
says explicitly as well as inferences drawn from the text.

Download Common Core State Standards (PDF 1.2 MB)

|

ELA.RI.9-10.2

Common core State Standards

ELA: English Language Arts

RI: Reading Standards for Informational Text 6-\x80\x9312

9-10: 9th & 10th Grades

2:
Determine a central idea of a text and analyze its development over the course
of the text, including how it emerges and is shaped and refined by specific
details; provide an objective summary of the text.

Download Common Core State Standards (PDF 1.2 MB)

|

ELA.W.9-10.2d

Common core State Standards

ELA: English Language Arts

W: Writing Standards 6-12

9-10: 9th & 10th Grades

2d:
Write informative/explanatory texts to examine and convey complex ideas,
concepts, and information clearly and accurately through the effective
selection, organization, and analysis of content.

a. Introduce a topic; organize complex ideas, concepts, and information to
make important connections and distinctions; include formatting (e.g.,
headings), graphics (e.g., figures, tables), and multimedia when useful to
aiding comprehension.

b. Develop the topic with well-chosen, relevant, and sufficient facts, extended
definitions, concrete details, quotations, or other information and examples
appropriate to the audience'\x80\x99s knowledge of the topic.

c. Use appropriate and varied transitions to link the major sections of the text,
create cohesion, and clarify the relationships among complex ideas and
concepts.

d. Use precise language and domain-specific vocabulary to manage the
complexity of the topic.

e. Establish and maintain a formal style and objective tone while attending to
the norms and conventions of the discipline in which they are writing.

f. Provide a concluding statement or section that follows from and supports
the information or explanation presented (e.g., articulating implications or
the significance of the topic).

Download Common Core State Standards (PDF 1.2 MB)

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Discussion and Supporting Materials

Thought starters

1. How does Mr. McComb use success criteria to help students be more self-directed in their learning while making progress towards the standards?

2. What structures and supports does Mr. McComb have in place to ensure students are engaged and productive during the workshop?

3. How does Mr. McComb formatively assess students during and after the the workshop?

School Details

Patapsco High & Center For Arts
8100 Wise Avenue
Dundalk MD 21222

Data Provided By:

Teachers

English Language Arts / 9 10 11 12 / Teacher

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Making Learning Personalized & Customized

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Sean McComb engages his students in a workshop model in order to provide personalized and customized learning. Students are working on social justice projects that involve research, blog writing, and creative writing on topics of their choices. During class, students work at stations based on where they are in their projects.

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A video exploring how a teacher used learning stations in the classroom.

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Discussion and Supporting Materials

Thought starters

1. How could you use this easy and effective activity with another math concept?

2. How does the rotation with Mr. Walker efficiently allow for identifying and addressing learning gaps?

3. How and what can students learn from each other as they work through each rotation?

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Using Stations to Explore Algebra Expressions

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Math teacher Keith Walker has students work collaboratively on algebraic expressions as they rotate through stations. One of the rotations gives the student group time with him to discuss the work they are doing and address any questions they have.