Carol Tomlinson and differentiation

When I first heard that  Carol Tomlinson was speaking on differentiation in science I thought...oh man...I'm not sure we need to split up into differentiated groups in science.  I was prepared to disagree with everything she would say.  In fact, I told a friend that I was going so that I would have more ammunition to debate why what we do with FOSS is better than differentiating.  But, I can now say I was wrong...big time!

She hooked me right away when she introduced us to the Common Sense model of Differentiation.

As she  spoke about these points, I realized what was the problem with the way that many people interpret differentiation.  It is so much more that just leveled books, leveled worksheets and more.  It is, in the truest sense, a method of framing instruction.These are the key points I took away that we need to remember at all times.In order to be a really effective classroom teacher, you need to plan for:

Environment

Learning Goals

 Assessment

Relationships

Adjustment

Routines 

Here is a graphic that she showed us that really puts this in perspective: 

When I break it down, it makes me think of the parts that are at work in many successful classrooms.  At our school we believe in the Responsive Classroom approach to environment, routines, relationships and more.  We have also read Engaging Students with Poverty in Mind to help us reach our hard to reach students of poverty.  These kids need a different approach than many of our "typical" children.  

Next, I think of our science curriculum and instruction. At our school we also use FOSS, a research based model of instruction that is recognized across the nation for engaging, thought provoking science instruction.  FOSS breaks down instruction by providing an outline of learning goals that can be organized into what the students should know, understand and do. 

Throughout the model there are opportunities for formative and summative assessments along with suggestions to adjust your teaching to meet the needs of all your students.  It also creates an opportunity to teach up...to teach beyond the basic standards and teach for understanding. 

 And so...I realized that I do agree with Carol Tomlinson's theories on differentiation.  My planning sheet is tailored to meet the needs of all learners. I assess and adjust all the time throughout the day.  My classroom environment is open and engaging for all.  Differentiation is not JUST leveled worksheets...it is a whole philosophy based on best teaching strategies. Now, I can't wait to read more  of her books and visit her website to learn even more.

Formative Assessments at work...

Don't forget to assess as you go....
Yesterday, we did a ramp experiment where we learned that speed is determined by time and distance of movement.  Our investigation today, was very similar with a few changes.

I started off by reviewing what we had learned so far.  I wanted to know if they had gotten the concepts I had taught yet...

• Force - push/pull, gravity
• Motion - movement, measured by speed (distance and time) and described by changes in position (directions: up, down, forward, back)
• Friction - caused by two objects rubbing against each other, some surfaces slow objects down (rough, bumpy) others speed it up (smooth or oiled)

So I asked the kids to do a 3, 2, 1

3 things you know about Motion
2 things you know about Force
1 thing you know about Friction

The next step is to take the samples and sort them.  I mark who got it according to the criteria I had already set, and then am able to find mistakes and misunderstanding.  For example, one of my students wrote that force was the same as speed.  Hmmmm...not so much!  Another thing I noticed, when I took a sampling as a pre-assessment not many kids had mentioned a pull as a force.  This time they all did.  Phew!

Tomorrow - pictures from the friction activity...and a lesson plan as well.

Quick Checks for formative assessment...

I am on another vacation this weekend..this time to celebrate the wedding of my fourth grade colleague Joe Curtin! So, I peeked back through my posts and picked an oldie but a goodie that I posted back in December.  Enjoy!


I am all about authentic assessments. I want to peer into the child's mind and see what she or he really understands about a concept that I have taught.  However, one of the drawbacks to this is TIME.  It takes time to check work and make comments and provide appropriate feedback.  Right?

This fall I was introduced to a new element of formative instruction that will be implemented in all the FOSS 3rd edition NEW units.  I sat with my jaw wide open as I thought...this is what I've been waiting for. So let me tell you how it's done!


Step one:  When you are teaching a lesson, pick out one or two main concepts that you want them to understand.  Write them on the sheet I have provided for FREE in google docs. (right under the Teachers Pay Teachers link)

Step two: Design in your lesson a way for the students to explain what they learned at the end of the day.  Suggestions include:  answer the focus question based on what you learned today, do a 3,2,1 reflection, a reflection such as Today I learned.... (make sure you tell them to write about the concept you are checking) or a simple Quick Write to explain the concept.

Step Three:  After teaching the lesson, have the students turn in their science notebooks open to the page they were working on.  Research has shown that this saves 25 minutes of teacher time - looking for the correct page to check! I also make sure that I have all journals turned in before I grade.  This is important for the next step.

Step Four: Read the reflection pieces.  If the student "gets it", then you only need to mark with a check. If they do not get it, then you write down what they made an error on so that you can get in touch with them tomorrow and clear up the misunderstanding.

The Formative Assessment sheet will look like this:

Quick check Assessment for Science Notebooks

Date:___________________________

Concept	A force can be a push or a pull
Got it!	√√√√√
Needs support	Brian – forces can only be a push Cindy – pushes cause the force

I absolutely love this formative assessment technique because it keeps me on track.  I am able to check in with kids who may not understand a lesson quickly instead of waiting until the final test to see they didn't get it at all. 

I have used this technique in Math, Reading, and Social Studies as well.  It is a great way to keep track of your student's learning in all subjects.

Exit Cards - Freebie!

Freebie Friday on www.TeachingBlogAddict.com means an excellent way to share with more of you my blog.  My blog is mainly about instruction - how I use science notebook and literacy strategies in my fourth grade classroom.  I am an inquiry based teacher who loves to learn with my kids.  If you want to see more, please scroll on down and peek into the past two months of my blog.  There is a lot to see!

For others: you may only be interested in grabbing the goodie! I get that too...so here it is:

 http://www.teacherspayteachers.com/Product/Exit-Cards-101

Have a great weekend...I am a super busy sports mom this weekend.  No time for play...drive, watch and cheer!

Quick Writes! a peek into a child's thinking....

     I love a good way to peek into the minds of my students.  One way to do this is with a "Quick Write". I got these pointers from FOSS and would like to share them with you. 
       Quick Writes are usually short and to the point...designed to get to the heart of the topic at hand.  I like to use them as a preassessment to show what the students have for background knowledge on a new topic and to reveal misconceptions that they bring with them in the classroom.  This is crucial so that you can catch them early and work to correct these misunderstandings as you teach (not at the end of the unit!)
     When designing a quick write, you need to start with a topic in mind.  Think of a main concept, big idea or standard that you will be addressing and develop a prompt or question for the students to write a response to.  Jot down 3 or 4 concepts that you feel are common for your students to have as background knowledge ahead of time.  This will help you assess the prompt to determine who has a strong background, who has a typical background and who has a weak background on the topic at hand.

     Some teachers like to do Quick Writes on index cards so that they can do a quick sort into three groups - strong, typical or weak.  Others like to have students write the quick write in your notebooks.  I personally like the idea of combining the two.  I like to have them write on index cards, collect them, sort them and add feedback if needed.  Then I pass them back out and we glue them into the notebook to reflect on later in the unit as a self-reflection piece.  Students can then look at the first card and write a statement such as "I used to think....now I know...."

      What do you think? Would it work in your classroom? How would you adapt it to fit your needs and the needs of your students?

Gotta Run for now!