DifferentiationinHigh
School– Part2KRISTINAJ DOUBET, PH.D. [email protected]
JAMESMADISONUNIVERSITY
INTERNATIONALLEADERS INEDUCATIONPROGRAM
APRIL19, 2017
@KJDoubet
Youcandownloadmaterialsusedinthissessionat
www.KristinaDoubet.com
DevelopedwithJessicaHockett,Ph.D.
ReadinessWhereastudentisinhisorhergraspoflearninggoalsatacertainpoint
intime
InterestPassions,affinities,
kinshipsthatmotivatelearning
LearningProfileHowastudentprefersor
seemstolearnbest
Teacherscandifferentiatebyadjusting
Tomlinson,2014
accordingtopatternsinstudent
ContentThe“stuff”that
studentsgrapplewithtoreachthelearninggoals
ProcessHowstudentstakeinand
makesenseofthecontent
ProductHowstudentsshowtheirknowledge,
understanding,andskill
Differentiation
isateacher’sproactiveresponsetolearnerneeds
andguidedbygeneralprinciplesofdifferentiation
BuildingClassroomCommunity
High-QualityCurriculum
OngoingAssessment
FlexibleGrouping&Management
TeachingUpthruRespectfulTasks
shapedbymindset
usingavarietyofstrategies.
Source:Mindshift/ColumbiaUniversity
• Whataremyfeelingsandthoughtsabout_________?Wheredotheycomefrom?
• How wouldother peopleIknowfeelabout________?
• WhatproblemsorchallengesdoIseewithregardto___________?
• Why/whenmightIchooseNOTto ______________?
• Whatbenefitsaregainedby/from________? Forwhom?
• Howdoes________supportmycurrentpractices?
• Whatexactlyis ______?Whatarethepartsof_______?Theassumptions?
• What questionsdoIstillhaveabout______?
• WhereamInowwithregardtounderstanding ________?
• WhatspecificstepswouldIneedtotakeinordertobeabletobetter understand__________?
• Whatmightmake___________ morepowerful/effective?
• HowcouldIbest use_____?
• AVERSATILEINTERACTIVESTRATEGYFORENGAGINGSTUDENTSINSMALL-GROUPDISCUSSIONANDSENSE-MAKING.
• THEYCANALSOBEDIFFERENTIATED(DIFFERENTLEVELSOFQUESTIONS)
ThinkDots
Book:pp.137-140
©2016BYDOUBET&HOCKETT 97
FormativeAssessmentandReadiness
Readinessv.Ability
READINESS
“where”astudentisinhisor hergraspoflearninggoalsatacertainpointintime.variesfromlessontolessonandskilltoskillbestgaugedbyrecently-gathered evidencethatisrelevant tothelearninggoals
ABILITYaproclamationaboutastudent’soverallcapacityasalearnerorhumanbeingoftentreatedstaticorfixedacrosssubjects,skills,ortimeusuallyinferredfromstandardizedtestscoresInvolvesorimpliescomparisonstootherstudents
©2016BYDOUBET&HOCKETT 98 ©2016BYDOUBET&HOCKETT 99
“StatusoftheClass”ChecksTechniquestousetosurveytheentireclassforunderstanding.
NOTE:Whilethesetechniqueswon’tletusknow
whatevery studentisthinking,theycangiveusanoverallsenseofwheretheclassis…
and helpmaintainattention.
EndofLesson/AssessmentRoutine
https://www.teachingchannel.org/videos/daily-lesson-assessment
AnotherOption
Poseonequestionorpromptandaskstudentstoplacetheiranswersaccordingtohowcertaintheyareoftheirresponse.
TalkwithanElbowPartner
Whatideasdoyoulike?Whichmightyouuse?Howmightyouadaptthemtobettersuityourclassroom?
104
Classroom1:MyFavorite“No”
https://www.teachingchannel.org/videos/class-warm-
up-routine
NoWhatdoesthisteacherdotocheckforindividualunderstanding?
Doesherapproachyieldusableresults?
Whattechniqueswillyou“borrow”?Whattechniquesdoyouquestion?
©2016DOUBET&HOCKETT
MyFavorite“No!”NO! NO!
§ Teacher poses an opening question (OR an exit question from the previous day OR student responses posted to a discussion board the night before, etc. )
§ Teacher chooses a common and critical error in student work to highlight
§ Teacher rewrites the response/error (in her own handwriting) at the beginning of class and explains to students that it’s her “Favorite No” because 1) it highlights a key learning point that many students confuse, and 2) it features some “good math” along with the mistake
§ The teacher leads the class in discussion of what’s been done correctly in the problem, and then moves to an error analysis
§ All students complete a similar problem to show that they can avoid the mistake, or “favorite no,” in their future work.
©2016DOUBET&HOCKETT
TalkwithanElbowPartner
Whatideasdoyoulike?Whichmightyouuse?Howmightyouadaptthemtobettersuityourclassroom?
107
“Differentiation is the recognition, articulation, and commitment to planfor student differences.”
CarolTomlinson
©2016BYDOUBET&HOCKETT 108
ULTIMATEGoalofFormativeAssessment
©2016BYDOUBET&HOCKETT
Formative Assessment
EXIT CARDS
EasyStrategyforAssessingStudentUnderstanding…
©2016BYDOUBET&HOCKETT 110
ButsimplyusinganExitSlipdoesnot
guaranteesuccess….
Rather,it’saboutthequestionsweaskONtheexit
slips!
©2016BYDOUBET&HOCKETT
DEFENDORDESTROYSelect2claimsfromthelist:onethatyoucan“defend” andonethatyouwantto“destroy.”Useevidencefrom[e.g.,thetext,thedocuments/sources] andyourreasoningtoexplainandjustifyyourthinking.
SAMPLE “Customize-
able” PROMPTS
FormativeAssessmentExaminetheExitCardandFrayer Diagramexamplesonpages165-172 ofthebook.Usethestickynotesonyourtabletoidentify◦ 3-4examplesyoucoulduseasis◦ 2-3examplesyoucouldadapt anduseinyourschool
Bereadytoshareyourselectionswithacolleague
©2016DOUBET&HOCKETT
ShareandCompare• Meetwithyourline-uppartner• Eachpartnersharestheir”Top2”finds• Bereadytoshareoneofthosefindswiththefullgroup
©2016DOUBET&HOCKETT
Assess,ThenWhat?We’llwatchtwo videosofclassroomsthatshowteachersformativelyassessingandthen“doingsomething”withtheresults.Theexamplesdifferin“preptime”requiredfromtheteacher.
©2016DOUBET&HOCKETT
Whatiftheyareindifferentplaces…?
©2016DOUBET&HOCKETT
• ACONCEPTTHATCANBESUPERIMPOSEDON
OTHERSTRATEGIES(E.G., DIFFERENTLEVELSOF
PROMPTSWITHINSTRUCTURESORSTRATEGIES)
INRESPONSETOVARYINGSTUDENTNEEDS.
• PROTOCOL,TEMPLATE,ANDEXAMPLES
Tiering
Book:pp.194-201
©2016DOUBET&HOCKETT
TieredPromptsExaminationReview1or2setsofTieredPromptsonpage181HowarethetasksSIMILAR?What’sthe“glue”thatholdsthemtogether?Ø“Bothtasksaskstudentsto…”Ø“Botharefocusedon…”
HowarethetasksDIFFERENT?Ø“Thisoneismore_______,andthisoneismore___________.”
Ø “Thisonerequiresstudentsto ________,andthisonerequiresthemto_________.”
©2016DOUBET&HOCKETT
Classroom2:ErrorAnalysis
https://www.teachingchannel.org/videos/students-learn-from-
mistakes-ccssmdc
• Whatmightyouhavestudentsexamineinordertoanalyzeworkformisconceptions,errors,etc.
• Howcouldyouadaptthisstrategytorespondtodifferencesinstudentreadiness?
©2016DOUBET&HOCKETT
Students’TaskDirections
©2016DOUBET&HOCKETT
InsideaDifferentiatedClassroom(3)
Examinehowoneteacherusesstationstorespondstostudentdifferences.
©2016DOUBET&HOCKETT
First,listentowhateachroleentails.
Then,grabtheRoleCardsfromthecenterofthetable
anddividethemamongstyou.
Philosopher Detective Psychologist
Lawyer Director Architect
ASTRATEGYFORSTRUCTURINGAND
DIFFERENTIATING READING/VIEWING
LENSESANDDISCUSSION
AnalyticalRoleCards
Bookpp.126-129
vWarm-Up:CompleteandTurnIn.
v ReviewAgendav LearningStations
MathLearningStations:TrishDutchie &JenniferFinno
©2016BYDOUBET&HOCKETT
Like-RoleProcessing
Standupandfindalike-rolepartnerinyourvicinity.Comparenotes;talkaboutwhatyousawfromyourrole’sperspective.
©2016BYDOUBET&HOCKETT
Mixed-RoleDiscussion
Returntoyourtable.Flipyourrolecardovertofindyourdiscussionrole.
Yourtablewillengageinamixedrolediscussionofthevideo,pullinginwhatyousawthroughyourrespectiveviewinglenses.
Youwillalsoassumeyourassigneddiscussionroleasdescribedonyourcard.
Usethesoundbytes– they’refun!J
©2016BYDOUBET&HOCKETT
Whatdid
younotice?
ForDiscussionDirectors,raiseyourhands!Herearethediscussionquestions:• Whatisthisteacher’sapproachtodifferentiation?• Howeffectiveisit?Whydoyousayso?• Whatkindofpreparationwouldit“take”tomovetowardthiskindofclassroom?
©2016DOUBET &HOCKETT
©2016BYDOUBET&HOCKETT
GroupsfortheDay
©2016BYDOUBET&HOCKETT
JenniferTrish
Desksareinhomeseatingarrangementat
beginning.Studentsmovethemto
stationformation.
©2016BYDOUBET&HOCKETT©2016BYDOUBET&HOCKETT
LearningStations• A structureformanagingsimultaneousinstruction,learningactivities,and/ortasks.
• Stationscanbeusedtointroducetopicsorconcepts,provideexperiencewithorreviewmaterial,orpracticeorreinforceideasandskills.
Book:pp.280-281
FromtheclassroomofJackStephenson,EvanstonTownshipHighSchool(IL)
Eachstudentcreatesanameplateonaindexcard.
Theycomeineachdayandfindoutwheretheyaresitting.
SoHOWwouldyoulogisticallygroup
studentseachday?OneApproach:AmeliaWorthington– Louisville,KY
ColoredOrbshangovergroupsofdeskstoenabletheteachertogroupherHSstudentseasily.
Sheoftenhandsthemthecorrectcolorpopsiclestickwhentheyentertosendthemtotheirgroups.
Theyrecordanswersonthewhiteboardusingcorrespondingcoloredmarkers
Shecanalsocallongroupsrandomlyusingthecoloredpopsiclesticksl
IndexCardswithcolor-codednames–
TapedorinClearPhotoFrames
FlexibleGroupingmade
manageableatMamaroneckHighSchoolinNewYork
PhotoCred:JessicaHockett
HowdoIgetmyGroupsto
ProduceQualityWork?
qDetailedtaskcards/recordings/screens
qSomethingPRODUCEDingroup
qInterdependence/accountability
qSelf-Checkrubrics/gradingcriteria
qBetweengrouppeerchecking
qSomethingtomovetowhenwe’refinished(sothere’snotincentivetorush)
qSystemforaskingforandreceivinghelpDOUBET&HOCKETT- ASCD- 2015
GettingHelpDuringGroup
Work
QUESTION CHIPS
Rules for Using Question Chips
1. Each student or group gets a certain number of chips (e.g., 3)
2. 1 chip = 1 opportunity to ask the teacher a question; when you’re out, you’re out!
3. During group or independent work, students must decide if they need the teacher to answer their question. If they can figure it out together or ask another student/group for help, they should “reserve” their chip for a situation that seems more “urgent.”
JudyRex
From:Doubet&Hockett(March2015)StrategiesforDifferentiationinMiddleandHighSchool.ASCD.DOUBET&HOCKETT- ASCD- 2015
Green = We’re good to go!
Yellow = We need you over here, but we can continue working!
Red = S.O.S. We need you here right now, and we’ve stopped working!
Upside down during task
Right-side up when finished
COLORED CUPS FOR MANAGING GROUPSYou can post a sign like this in the room to teach students how to use the system.
Place cups on desks prior to the start of the period to “signal” students that they will be doing group work.
DOUBET&HOCKETT- ASCD- 2015
ManagementRoutines• PRESENTEDINTERMSOF“OVERCOMING
ROADBLOCKS”.
• INCLUDEPRACTICALGUIDANCEASWELLASEXAMPLES
OF“SIDEWORK”(ANCHORACTIVITIES), GROUP-WORK
PROTOCOL,OTHERFORMS,ANDSTATIONS.
©2016BYDOUBET&HOCKETT162
Book:pp.265-281
ForFurtherInvestigation
Inyourhandoutyouwillfindthewebsites/QRcodesforthreedifferentsitesfocusingon3differentareasofmanagementmostmiddleschoolteachersciteasproblematic.Atyourleisureyoucanstudyanyandallofthesethreesites.Ateachoneyouwillfindvideoclips,blogposts,additionalmaterials,etc.Feelfreetosharethesewithyourfacultieswhenyoureturntoyourhomeschools
©2016BYDOUBET&HOCKETT 163
GroupWorkGuru
http://padlet.com/doubetkj/groupwork
©2016BYDOUBET&HOCKETT 164
• Followtheinstructionsonthescreen.Youwillread,watch,andexaminematerials…andthenreportyourfindingstothosewhocompeteddifferentPadlets.
TIME!!!
http://padlet.com/doubetkj/TIME
©2016BYDOUBET&HOCKETT 165
• Followtheinstructionsonthescreen.Youwillread,watch,andexaminematerials…andthenreportyourfindingstothosewhocompeteddifferentPadlets.
PeerRelationships/GettingAlonginGroups
http://padlet.com/doubetkj/community
©2016BYDOUBET&HOCKETT 166
• Followtheinstructionsonthescreen.Youwillread,watch,andexaminematerials…andthenreportyourfindingstothosewhocompeteddifferentPadlets.
Readiness Interest LearningProfile
Teacherscandifferentiateaccordingtostudent
whenthegoal
is
AcademicGrowth Motivation Efficiency
whenthegoal
is
whenthegoal
is
BasedonTomlinson,2014169
Interestand
LearningProfile
PROVIDINGSTUDENTSWITHCHOICESTODEMONSTRATEGRASPOFLEARNINGGOALS(HOW-TO-S,TEMPLATES,ANDEXAMPLES).
©2016BYDOUBET&HOCKETT170
Motivation Occurswhenwehaveakinshipwith...Interestin...
Passionforwhatweareattemptingtolearn.
Interest
Piaget,1978
©2016BYDOUBET&HOCKETT 171
TwoKindsofInterest
PERSONALINTERESToInterestsofpersonalvaluethatstudentsbringtotheclassroomoDevelopedovertimeoActivatedinternallyoBeyondtheteacher’scontroloArisesinpartfromsituationalinterestoImportantfor“holding”students
SITUATIONALINTERESToIntereststhatariseinorfromasituationoSpontaneousor“in-the-moment”oActivatedbytheenvironmentoWithintheteacher’scontroloPrecedespersonalinterestoImportantfor“hooking”students
©2016BYDOUBET&HOCKETT 172
SometimesChoicesareLowPrep
©2016BYDOUBET&HOCKETT 173
InterestInquiryGroups
InterestGroups◦Students choosefromthefollowingadoptions:
◦ SportsDrinks◦ HairProducts◦ GameSystems◦ Phones
◦ Inpairsorgroupsof3withotherswhochosesameoption,studentsanalyzetheadsfortechniquesused,strengthsandweaknesses,andrecommendationsforimprovement.
©2016BYDOUBET&HOCKETT 174
Interest ProblemText
TraditionalAsampleoftenmiddleschoolstudentswasaskedtocountthenumberofwritingutensilsthat
theyown.Theirresponsesarerepresentedinthefollowingsetofnumbers:
5,4,2,10,6,14,8,5,1,8
• Whatisaverageofthesetnumbers?
• Whatisthemedianofthesetofnumbers?
• Createa“five-numbersummary”ofthedataanddisplayitinboxplotformat
• Whatpatternsdoyouseeinthedata?
VideoGames
Asampleoftenmiddleschoolstudentsthatplayvideogameswasaskedhowmanyhoursthey
spendplayingeachweek.Theirresponsesarerepresentedinthefollowingsetofnumbers:
5,4,2,10,6,14,8,5,1,8
[samequestionsastraditionalproblem]
SocialMedia
AsampleoftenmiddleschoolstudentsthatuseFacebookwasaskedhowmanystatusupdates
theyposteachweek.Theirresponsesarerepresentedinthefollowingsetofnumbers:
5,4,2,10,6,14,8,5,1,8
[samequestionsastraditionalproblem]
Sports Thegirl’sbasketballcoachwasfrustratedwiththeamountofplayersfoulingout.Forthenextfive
games,thecoachkeptarecordofeverytimeaplayercommittedafoul.Thenumbersbelow
representeachplayer’stotalamountoffoulsoverafive-gameperiod.
5,4,2,10,6,14,8,5,1,8
[samequestionsastraditionalproblem]
AdjustingAlgebraProblemstoAppealtoStudentInterest
FromCarbaugh,E.M.&Doubet,K.J.(2016).Thedifferentiatedflippedclassroom.ThousandOaks,CA:CorwinPress.175
SomeChoicestakeMoreTimeto
Prepare
©2016BYDOUBET&HOCKETT 176
Jigsaw
AcooperativelearningstrategyinwhichallstudentsbecomeexpertsonasmallpieceofatopicandthenteacheachotherINHOME/TABLEGROUPS:Yourtablematesandyouwill“divideandconquer,”sothateachofthefollowingFOURstrategies/stationsis“covered.”
©2016BYDOUBET&HOCKETT 177 ©2016BYDOUBET&HOCKETT 178
Pleasearrangeyourselvessothatyou
aresittingingroupsof4
Tri-Mind• ASTRATEGYFOR
DESIGNING
INSTRUCTIONALTASKS
ANDASSESSMENTSTHAT
CONTAINANALYTICAL,
PRACTICAL,AND
CREATIVEELEMENTS
• WE’LLEXPLORETHIS
STRATEGYINMORE
DETAILLATERONINTHE
YEAR
©2016BYDOUBET&HOCKETT 179
Book:pp. 216-222Tri-Mind:EvaluatingaScientificArgument/Claim
Dr.JessicaHockett ‘13
AnalyticalThinking Task CreativeThinkingTask PracticalThinkingTask
Useachart,diagram,ortabletodepictandanalyzethestrengthsandweaknessesof[thisauthor’s/scientist’s]scientificclaims,evidence,andreasoning.Includeanexplanationthatreflectsyouranalysisandsupportstheconclusionsyou’redrawing.
Imagineyouare goingtointerview[thisauthor/scientist] onyourradioorTVshowregardingthescientificclaimsandevidenceinthearticleyouread.Generatealistofquestionsthatprobehisclaims,evidence,andreasoning.Explainwhyyouareaskingeachquestion—thatis,whatinorabouttheargumentispromptingyoutoposeeachquestion.
Takeonthevoiceofsomeoneimpacted bythis [author’s/scientist’s]claimandcreatearesponsethateithersupportsorrefutestheclaim.Ineithercase,besuretosituatetheclaiminrealityandprobehisclaims,evidence,andreasoningaccordingly,explainingwhy youaresupportingorchallengingthem.
ThePROFILER• AFRAMEWORKFORDEVELOPINGASSIGNMENTCHOICES
GEAREDTOWARDVARIOUSMULTIPLE INTELLIGENCE
PREFERENCESREPRESENTED INTHECLASSROOM.
• AWAYOFCONNECTINGSTUDENTSTOTHEWORKING
WORLDASWELLASWITHROLESORAUDIENCESFOR
THEIRWORK.
©2016BYDOUBET&HOCKETT 181
Book:pp.223-231
©2016BYDOUBET&HOCKETT182
Quickfire “Band”Task(SampleProfiler)
Createabandthatconformstothephilosophicaltenetsofthebeliefsystemassignedtoyourgroup(eitherConfucianismorLegalism).Therearefourtaskstocomplete.Dividetheseamongyourselves.Youmaycompletethemindividually,butyourworkshouldmakesenseasawhole.AlbumProducerChoosemusicgenreforband.Createfoursongtitlesforthealbum thatrepresentthebeliefsystemyouwereassigned.[Logical]
CoverArtistCreateaCDcover.Usewordsandimagestorepresentthebeliefsystemyou’vebeenassigned.[Visual-Spatial]
LyricistWrite(andperform?)ashortsong orrap.Thelyricsmustrepresentthebeliefsystemyou’vebeenassigned.[Musical-Rhythmic]
MusicCriticWriteareviewofthebandanditsalbum.Besuretoincludehow (andhowwell)thealbumrepresentsthebeliefsystemyou’vebeenassigned.[Verbal-Linguistic]
ChadPrather
RAFT• ASTRATEGYFORCREATINGDIFFERENTIATED
PERFORMANCETASKS,ORIGINALLYDEVELOPED
TOHELPTEACHERSTHINKABOUTANDPLANFOR
TEACHINGDIFFERENTKINDSOFWRITING
(SANTA,1988;BUEHL,2009).
• RAFTISMOTIVATINGBECAUSEITGIVES
STUDENTSCHOICE,APPEALSTOTHEIRINTERESTSANDLEARNINGPROFILES,ANDCANBEADAPTEDTOSTUDENTREADINESSLEVELS
©2016BYDOUBET&HOCKETT 183
Book:p.118-119
Tom Sawyer’s RAFTROLE AUDIENCE FORMAT TOPIC
Sid Aunt Polly Affidavit Why Tom should get a lickin’
Huck Self Poem or Song Who am I without my friend, Tom?
Aunt Polly Widow Douglas Dialogue Nobody knows the troubles I’ve seen (because of Tom)!
Becky Tom Letter How I really feel about you…
Injun Joe Self Drawing of Dream
Why I’m going to get even with Tom Sawyer… and HOW I’ll do it!
Muff Potter Townspeople Speech Why I thank goodness for Tom Sawyer….
©2016BYDOUBET&HOCKETT 184
•ThisRaftisalsodifferentiatedaccordingtoreadiness;top3formatsaremoredifficult.
•PostRAFTAssignment –•Meetin“MixedCharacter”GroupsandshareRAFTresponses•Composeanessayonthefollowingtopic:“Takingmultipleperspectivesintoaccount,isTomahero?Whyorwhynot?
Doubet/Capper– 2003
LEARNINGMENUSLEARNINGMENUSOUTLINEAVARIETYOF
INSTRUCTIONALOPTIONSTARGETEDTOWARD
IMPORTANTLEARNINGGOALS.STUDENTSSELECT
ANDCOMPLETETHEASSIGNMENTOPTIONSTHAT
MOSTAPPEALTOTHEM.
©2016BYDOUBET&HOCKETT 186
Book:pp.253-262
©2016BYDOUBET&HOCKETT 187
YourStrategyChoices
◦ TriMind: BasedontheworkofRobertSternberg,thisstrategyprovidesstudentswith3assignmentoptionsalignedtocreative,analytical,&practicalthinkingandasksthemtousethoseintelligencestowrestlewiththesamelearninggoals(p.216-222)
◦ TheProfiler: BasedontheworkofHowardGardner,thisstrategyprovidesstudentswithareasonablenumberofchoices(e.g.,4)alignedtothesamelearninggoalsandassociatedwithpotentialcareersthatwouldreflectGardner’sintelligences(p.223-231)
◦ RAFTs: StudentsassumeaRole,addressacertainAudiencewhilewritinginaspecificFormatonatargetedTopic(p.232-252)
◦ LearningMenus:StudentsareassignedMainDishes,andchoosefromaselectionofAppetizers,SideDishesandDesserts(p.253-262)
©2016BYDOUBET&HOCKETT 188
Jigsaw
INHOME/TABLEGROUPS:Yourtablematesandyouwill“divideandconquer,”sothateachofthefollowingstrategiesis“covered”:◦ TriMind (p.216-222)◦ TheProfiler(p.223-231)◦ RAFT (p.232-252)◦ LearningMenus(p.253-262)
©2016BYDOUBET&HOCKETT 189
InExpertGroups
Examineyourstrategy.Readtheexplanatorymaterialsandstudytheexamples.Togetherdiscussthefollowing:◦ Whatitis?◦ Howisitbestused?Whatareitsbenefits?◦ WhatmightIneedtobecautiousoforconsiderbeforeIusedthisstrategy?
◦ Whatexamplesfromthepacketseemmosthelpful/usable?◦ WhatideasdoIhaveforusingthisstrategyinmyclassroom?
RecordthisinformationonyourGraphicOrganizer
Aloneorwithotherpeopleinyourgroup,designandoriginalapplicationofthatstrategythatyouwoulduseinyourclassroom.
©2016BYDOUBET&HOCKETT 190
BackinHome/TableGroups
◦ Taketurnssharingwhatyoulearnedaboutyourstrategy(usepromptsonGraphicorganizer)
◦ Shareguidelinesandclarifyingexamples.◦ Groupmatestakenotesintheirgraphicorganizersasyoushare.
◦ Ifyoucameupwithanoriginalexample,sharethatandgetsomefeedbackonstrengthsandsuggestions
◦ Asagroup,decidewhichstrategyisbestusedindifferentways,withdifferentcontentareas,orindifferentpartsofyourcurriculum/year
©2016BYDOUBET&HOCKETT 191
Jigsaw
©2016BYDOUBET&HOCKETT192
HomeGroupsTTaskLaunch/Introduction
ExpertGroup ExpertGroup ExpertGroup ExpertGroup
ExpertGroupUnderstandingCheck
HomeGroupSharing/SynthesisTask
Whole-ClassDiscussion
HomeGroupAccountability
IndividualUnderstandingCheckBasedonatemplateinDoubet&Hockett(2015)
JIGSAW
Book:pp.141-144
• Acooperativelearningstrategy(Aronson&Patnoe,1997)inwhicheachmemberofasmallgroupbecomesanexpertonadifferentaspectofthecontentandshareshis
orherexpertise withtheothergroupmembers.Thisstrategycanbeusedwithmanyotherstrategiesfeaturedinthebook.