Task Rotation

24 Pages·2005·0.36 MB·English

SSATR Workbook5.016p08.crw2 6/27/05 9:57 AM Page 1
THOUGHTFUL CLASSROOM PORTFOLIO SERIES
Task Rotation
™
Differentiating Questions, Activities,
and Assessments by Learning Style
TEACHER PLANNING AND IMPLEMENTATION GUIDE
WORKSHEETS • TEMPLATES • EXAMPLES
Silver Strong & Associates • www.ThoughtfulEd.com
© 2005 Thoughtful Education Press, LLC. All Rights Reserved.
SSATR Workbook5.016p08.crw2 6/27/05 9:57 AM Page 2
TH E THOUGHTFU L CLASSROOM™
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SSATR Workbook5.016p08.crw2 6/27/05 9:57 AM Page 3
USING YOUR PORTFOLIO
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R USL C meeting, read through the portfolio carefully yourself with the various panels of the
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Y THIES about how to use the skill or strategy to planning forms.
E IN OF enhance student learning. 2. If at all possible, invite a colleague into your
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IVIDTH 2. At the Learning Club meeting, work with other learning, planning, and implementation
UIS Learning Club members to develop plans you processes. It will always be easier to master a
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UO can use as individuals or as a team. new strategy or technique if you can discuss
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ERM 3. Use the enclosed templates to flesh out your and test your ideas with another teacher.
OFM plans and to reflect on what happens when 3. Use the enclosed templates to flesh out your
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HIS PYBE yinotuor opplaenrast iaonnd. Wtheo sbee loief vyeo uthr apt arretfnleecrsti nagre o pnut pyolaun sp uatn tdh otos er epflleacnts oinnt ow hoapte hraatpiopne. nWede when
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TFO your own and your colleagues’ experiences believe that self-reflection is a powerful (and
OLW can be a powerful tool for effective profes- often undervalued) tool for effective
ION
ONLO sional learning. professional learning.
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Y. PEDED 4. mAfteemr byoeurs ahnadv eth dee ovethloepr eLde aarnndin gim Cplulebm ented 4. tUos est uthdey Ethxea macintuinagl eSftfuedctesn yt oWuor rpklacnosm hpaodn oennt
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MISAT a number of plans using the portfolio, conduct student learning and thinking.
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NIC RELIOS TABLE OF CONTENTS
P
R Task Rotation: A Diversity That Works . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4
O
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UC Task Rotations Examples . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
T 5
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N AN Planning Task Rotations: Six Steps in the Circle Planning Template . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12 H 062
D DIS Sample Task Rotation Classroom Scenarios . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14 BK-PO
TRIB Task Rotation Strategic Practice Note Sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18 RPIG-
UT Examining Student Work Note Sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20 1 T
IO 00
N. Appendix: Task Rotation: Two Dozen Ways to Make it Happen . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22 DT-
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The Thoughtful Classroom, The Thoughtful Classroom Learning Club, and The Thoughtful Classroom Portfolio Series are trademarks of Silver Strong & Associates,LLC and Thoughtful Education Press,LLC.
SSATR Workbook5.016p08.crw2 6/27/05 9:57 AM Page 4
TASK ROTATION:
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A DIVERSITY THAT WORKS TI
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Differentiation is nothing new. All teachers adjust instruction, assignments, and even tone of D
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voice to meet the needs of different students. However, recent calls for wider and more varied N
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approaches to differentiation have overwhelmed many schools, teachers, and administrators. TI
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If differentiation is to work, if it is to meet its goal of increasing each and every learner’s D
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opportunity to find relevance and achieve success in school, then it must be manageable. R
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Task Rotation was designed specifically to address the manageability issue that so many educators face as they OLIOONIC R
are being called on to raise standards while, at the same time, respond meaningfully to the diverse needs and FR
TT
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interests of their students. The Task Rotation strategy is based on a model of diversity that is both practical and OLE
PE
well-researched: learning styles. Over the last thirty years, we have helped thousands of schools engage, M/OR
motivate, and raise the achievement of all learners with a classroom-friendly model of diversity based on four OS
CS
dominant learning styles: D.MA
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The Four Learning Styles HOOT
TN
W.S
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Mastery Learners WSI
Interpersonal Learners ATMIS
Want to learn practical information and procedures. Want to learn about things that affect people’s lives. EDPER
Like drills, lectures, demonstrations, and practice. Like group experiences, discussions, cooperative ADLY.
ON
May experience difficulty when learning learning activities, role-playing, personal attention. NLO O
becomes too abstract or when faced with WLI
open-ended questions. Mfocauys eesx poenr iinednecpee dndifefinctu sletya t wwhoerkn oinr swtrhuecnti on DORTFO
Learn best when instruction is focused on learning lacks real world application. BES PO
modeling new skills, practicing, and feedback YHI
Learn best when their teacher pays attention AT
sessions. MF
to their successes and struggles. O
MR
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FL
SUA
HID
Understanding Learners Self-Expressive Learners FTNDIVI
Want to use logic, debate, and inquiry to Want to use their imaginations to explore ideas. S OHE I
ET
investigate ideas. Like creative and artistic activities, open-ended PIBY
OE
Like reading, debates, research projects, independ- and non-routine problems, generating possibilities CS
ent study, making cases or arguments, asking “Why?” and alternatives, asking “What if?” AL OR U
NF
May experience difficulty when there is a May experience difficulty when instruction OE
focus on the social environment of the classroom focuses on drill and practice and rote problem DITICIBL
(e.g., cooperative learning). solving. DDU
AO
R
Learn best when they are challenged to think and Learn best when they are invited to express P
E
explain their ideas. themselves in unique and original ways. S R
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TASK ROTATION:
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A A DIVERSITY THAT WORKS
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O (Continued from previous page.)
T
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H Engaging all four learning styles is a challenge. But, if the learning preferences and styles of some learners are
IS
P routinely ignored, then those learners will likely disengage from or feel threatened by the material. Quite simply,
A
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E by failing to reach out to the different learning styles, teachers produce uninterested, unmotivated, uncomfortable
IS
R students. Task Rotation provides a diverse and manageable structure for instruction and assessment that allows
E
PR teachers to reach all students without imposing a hierarchy of style.
OA
DD
UCIBDIT All styles are equally important and all styles must be used by every individual throughout his or her life. By
LEIO using the Task Rotation Strategy, teachers will help students see material in new ways and investigate content
FN
OA more deeply through a series of tasks that emphasize facts and details; logic and critical thinking; creativity and
R USL C self-expression; and personal and social relevance.
EO
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Y THIES Task Rotation is a flexible strategy; it can be used in a variety of ways to meet a host of instructional and
E IN OF assessment purposes. You can design Task Rotations that ask students to:
D
IVIDTH • Complete all four activities in a specified sequence.
UIS
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L UFO • Complete a certain number of activities in any sequence.
SR
ERM • Complete specified task(s) and choose a preferred task.
OFM
TA • Choose the tasks they want to complete.
HY
IS PBE On the next 6 pages, you will find 12 examples of Task Rotations in various content areas and at four separate
O
RTFDO grade levels: primary, elementary, middle, and high school.
OW
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ION On page 12, you will find a blank Task Rotation Planning Template, followed by a set of examples showing how
ONLLOA four teachers used this template to design their own Task Rotations.
Y. PDE
ERD In the Appendix, we have included a menu of 24 types of tasks, organized by learning styles, to facilitate your
MA
IST work in developing Task Rotations for your students.
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TASK ROTATIONS
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EXAMPLES TI
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On the pages that follow you will find twelve Task Rotations designed by teachers of all grade T
S
levels and content areas. Examine them carefully, paying close attention to those Task D DI
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Rotations in your content area and/or at your grade level. Which ones do you like best? Why? A
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PRIMARY - Understanding Coins OLIOSONIC REP
FR
Interpersonal Task - Activity 2 TT
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Mastery Task - Activity 1 Team up with a friend. Have your friend close his POELE
Using a magnifying glass, describe the characteris- or her eyes. M/OR
OS
tics of a penny, nickel, dime, and quarter according Your teacher will give you two different coins. CS
A
to the following criteria: color, shape, size, words, Can your friend tell which coin is which without D.M
and pictures. looking? ER
LO
UF
Now switch places with your friend. FD
TE
HNT
GA
UR
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HOOT
Understanding Task - Activity 3 TN
W.S
Compare and contrast a penny, a nickel, and a WN I
dime. How are they all alike? How is one different Self-Expressive Task - Activity 4 WSIO
from the others? In your journal, write about what you have learned ATMIS
When you are done with your comparison, you will about telling coins apart. DER
dapisacruts.s with the class how you can tell these coins Then, select one coin and write a poem about it. ADEPLY.
ON
Now, explain how the quarter is different from the NLO O
other three you have already compared. WLI
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PRIMARY - Teddy Bears, etc. MOF
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Mastery Task Interpersonal Task HID
The teacher helps the students create a teddy bear Each student brings to class his or her favorite FTNDIVI
bar graph by arranging their stuffed animals in four teddy bear – or other stuffed animal. The students S OHE I
sizes. Then, students brainstorm other characteristics sit in a circle and introduce their stuffed animal (tell ET
that could be used to create new bar graphs. the stuffed animal’s name and what makes him/her PIBY
special). COSE
AL OR U
NF
OE
TIBL
DICI
Understanding Task DDU
Self-Expressive Task AO
Students sit together in pairs to compare and contrast R
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their stuffed animals according to five characteristics: Students design a stuffed animal for someone they RE
love and care about. Their stuffed animal should S
Size serve one of three purposes: 05 GE I
Shape 1) To help you feel calm when you’re afraid. 621 PA
Color 2) To keep you company when you feel sad. POH 0 THIS
Expression K- E:
3) To be a companion in pretend games. B T
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TASK ROTATIONS
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A EXAMPLES
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E ELEMENTARY -
IS Nouns
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UCIBDIT Mastery Task Interpersonal Task
LE FION Nthoinugn.s Uarned werolirndes tthhea tn noaumnse ian ptheers soenn, tpelnaccees, obrelow. Ask your mother or father to help you make a list of
OR USAL C Ncheaxrtt,: write each noun in the correct column of this tinhfea nfitr.s t L woookrd osv yeoru y oeuver rl isspt.o kWeh wath edno yyoouu wnoetriec ean
EO about the first words?
BP PERSON | PLACE | THING
Y THIES
E IN OF
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UIS Understanding Task
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USOR Before you can use better nouns, you must be able Self-Expressive Task
ERM to find the nouns. If you are a good noun detec-
OF TMA tsievnet, etnryc etos. f iTnedll thhoew n oyouun sd hisicdodveenr itnh ethme.se three Nnoonws etrnys eth wiso: r dWsr iltiek es,e “nMteyn bceesa uthtiafut la srne afgurlild o wf on
HY the porfgret.” Write your own sentence so that a
IS PBE 1. Lethargy is difficult to combat. friend can easily spot the nouns no matter how
ORD 2. Those fallacies are often believed. many nonsense words are in the sentence.
TFO
OLW 3. Did you write those six formulae?
ION
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IST ELEMENTARY - How a Setting Changes a Story
SW
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T GOU Mastery Task - Activity 1
RAG Interpersonal Task - Activity 2
NH Read a story and find two different settings.
TED FTFU List three things about each setting. IWdehnatti fcyh atwraoc tseert twinogusl dy oaug rleikee wd iftrho ymo uth aen sdt owryh.y ?
OL
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NIC RELIOS Understanding Task - Activity 3 Self-Expressive Task - Activity 4
P With the two settings you identified in Activity 1, Imagine and draw a very different setting than
R
O identify how they are similar and how they are the ones presented in the story. How would that
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TASK ROTATIONS
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EXAMPLES TI
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ELEMENTARY - Lions and Tigers and Bears and Mosquitoes CTI
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Mastery Task OLIOONIC R
Interpersonal Task FR
Select an irritating, powerful, or dangerous animal. RTCT
Write a friendly letter explaining why you love OLE
Uinscelu ydoeusr acto lmeapsutt e1r0 tfoe actounrsetsr uocft yao purro afniliem sahle.et that your animal. M/POR E
OS
CS
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D.M
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UF
FD
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GA
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Understanding Task HOOT
Self-Expressive Task TN
W.S
Develop a plan that will help preserve your animal Create a myth to explain an important trait or WN I
and help others understand the role your animal behavior of your animal. WSIO
plays in our world. ATMIS
DER
EP
ADLY.
ON
NLO O
WLI
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OF
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ELEMENTARY - Wagons West! BES PO
YHI
AT
MF
Interpersonal Task MR O
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Mastery Task Write a letter to a friend who stayed back in the OUS
colonies. Try to persuade this friend to come FL
Make a map of the trails going west on construction out west. HISDUA
pimappeorr.t a Bnet nsuarmee tso oinnc yluoduer ma ampa.p key and label any FTNDIVI
Remember that this friend has no idea what The S OHE I
West is like. Describe it in detail. ET
PIBY
OE
CS
AL OR U
NF
OE
Understanding Task Self-Expressive Task TIBL
DICI
Make a list of the pros and cons for moving to What if “The West” had already been settled by DDU
Kentucky in the late 1700’s. people who came across the Pacific Ocean? ARO
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Omno vweh aitned l ienxepdla pina ptehre, wreraitseo nifs y foour wyoouurl dch moiackee. the Wperniteed a d pifofeerme netxlyp ldauinriinngg twhhea Wt wesotuwladr dh aMveo vheamp-ent. 62105 PAGE I
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TASK ROTATIONS
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E IS MIDDLE SCHOOL - Slope
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PR Mastery Task
OA Interpersonal Task
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UCIBDIT Fthoer egaracphh p aronbdl edmet,e srkmeitnceh Gthieve snlo jpuest, sokneet cpho tinhte and Work with a partner. Imagine that the graphs of
LEIO the slope. graph of the line. the equations and inequalities in the Mastery box
FN represent the steepness of bike paths. Identify
OR USE BAL COP 12.. 63xx ++ 22yy => 62 56.. (( -03,, 03 )) aanndWd mhma =t= w 12/a2s so great abtrwhiodheuei tl peua psth itostri n tdhgoa dwt oynwo. un A basensuldime rvieed itynhogau ty oycoouuur l bdai rcaeyn cpdlee cd foaruolilmndgn’t
Y THIES 3. y = 4 7. (2, -1) anda nmc i=en 0t Egypt? left to right.
E IN OF 4. x = 2 8. (1/3, 2 2/3) andp amp y=r u-s3
DIVIDTH hieroglyphics
UIS Understanding Task scribe
A
L UFO Line segment AB originates at Self-Expressive Task
SR the origin and has slope 1 (Why?).
ER OF TMMA Dslroapwe ss e1/g2maenndt s8 .A CA cacnodr dAinDg w toit hthe How was Egypt goveWCrnrheeeadnt?e raid liinsgt oaf btiekne aucpti voirt ideos wonr sait huiallt,i osnlosp oet hmear tttherasn.
HY slope values, AB should be twice pharaoh bicycling where slope is an important factor.
IS PORBED asisx tseteeenp t iamse AsC a sa nsdte AepD assh oAuCl.d be priests Ewsittihm tahtees teh aec gtirveiatiteess.t and least slopes associated
TFO Visually, does this seem to be the Hatshepsut
OLW case? Explain how this can or
IO ONNLO cannot be. Akhenaten
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IST MIDDLE SCHOOL - Casey at the Bat
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OT GHOU Mastery Task Interpersonal Task
RAG “Casey at the Bat” is a poem written in thirteen Everyone is a little like Casey. What attitudes do
NH stanzas. Can you retell the poem in seven sentences: you have that help you perform well in school?
TEDTF six sentences for the first twelve stanzas and one What attitudes do you have that might make school
FU sentence for the last stanza? more difficult for you? Explain how these attitudes
OL
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OO Self-Expressive Task
NIC RELIOS Understanding Task Loente’s s wtarnitzea .a Ilmittaleg ipnoee Ctrays eoyu risse blveeins.g iWntee’lrlv aiedwde jdust
P Prove or disprove this statement with evidence
R after the game. Based on your discussion about
O from the poem: Casey’s attitude is responsible for
D his attitude, what would Casey say in the inter-
U his failure.
CT view? Be sure to follow the style and rhyme 5
IO scheme of the poem. 10
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TASK ROTATIONS
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EXAMPLES TI
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MIDDLE SCHOOL - The Phases of Water CTI
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Dprroapwe ral yc olambpelleetde acxoMeosal.insgte cruyr vTea fsokr water, with Ydcuoerusvc eari rbferi onamg m yooonlueeIrcn seuetnlleefd r a op(s2fe 0ywr0osa°uoCt e)tnr r.taa o vlW etThlr aieates loo katnh gse trtoh (re-y3 c2o°Co)li.ng ORTFOLIOLECTRONIC R
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Understanding Task Self-Expressive Task HOOT
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Imagine if water froze at 50°C and boiled at 87°C. W.S
Compare and contrast the heating and cooling Create a cooling curve using the new data, and WN I
curves of water. Be as detailed and specific as draw pictures showing how the water molecules WSIO
possible. change at each stage of the curve. ATMIS
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HIGH SCHOOL - An Orientation of the Human Body BES PO
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Mastery Task MR
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You are planning on going to medical school and Interpersonal Task FOL US
need to take the MCAT exam. A portion of the exam Your birthday is next Tuesday. In registering for SUA
includes being able to identify anatomical body struc- your driver’s license, you decide to become an HID
tures and their functions. In preparation for this organ donor. Prioritize the organs you would FTNDIVI
esyxsatmem, dse ivneclloupd itnegc hthneiq mueasjo tro omrgeamnos riinz ee athceh .12 body donate. Explain why you chose these organs. S OHE I
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Self-Expressive Task ONE F
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Understanding Task As an author of Anatomy and Physiology for DICI
Dummies, you have been requested to illustrate DDU
You are outdoors on a very hot day and become appropriate anatomical terminology. In keeping ARO
thirsty, which causes you to drink fluids. Describe with the company’s motto, “We make the complex EP
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whether the thirst sensation is part of a negative or simple,” your work must be created for a nonscien- S
positive feedback system. Defend your choice. tdainifridec c5atui obdnoieadnly ctceear. mv iYtsoi,e u1sr0. i lrleugsitorantailo ntesr mmsu, s5t ibnocdluyd pel a1n0es, POH 062105 THISPAGE I
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