Table Of ContentFM-Kryza-45248.qxd 3/14/2007 12:36 PM Page ii
To our students:
Thank you for all you have taught us and for being our inspiration.
To our fabulous families:
Thank you for your love and support. Thank you for believing in us.
The authors will be donating a portion of their
proceeds from this book to Challenge Day, a non-profit organization
whose vision is to see that every child lives in a world where they feel
safe, loved and celebrated.
Mission Statement:
Challenge Day provides youth and their communities
with experiential workshops and programs that demonstrate
the possibility of love and connection through the
celebration of diversity, truth and full expression.
www.challengeday.org
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Inspiring
Middle Secondary
and
Learners
Honoring Differences and Creating Community
Through Differentiating Instructional Practices
KATHLEEN KRYZA S. JOY STEPHENS ALICIA DUNCAN
(cid:1) (cid:1)
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Copyright © 2007 by Corwin Press
All rights reserved. When forms and sample documents are included, their use is
authorized only by educators, local school sites, and/or noncommercial or nonprofit
entities who have purchased the book. Except for that usage, no part of this book may
be reproduced or utilized in any form or by any means, electronic or mechanical, including
photocopying, recording, or by any information storage and retrieval system, without
permission in writing from the publisher.
For information:
Corwin Press Sage Publications India Pvt. Ltd.
ASage Publications Company B 1/I 1 Mohan Cooperative Industrial
2455 Teller Road Area
Thousand Oaks, California 91320 Mathura Road, New Delhi 110 044
www.corwinpress.com India
Sage Publications Ltd. Sage Publications Asia-Pacific Pte. Ltd.
1 Oliver’s Yard 33 Pekin Street #02-01
55 City Road Far East Square
London EC1Y1SP Singapore 048763
United Kingdom
Printed in the United States of America
Library of Congress Cataloging-in-Publication Data
Kryza, Kathleen.
Inspiring middle and secondary learners: Honoring differences and
creating community through differentiating instructional practices/
Kathleen Kryza, S. Joy Stephens, Alicia Duncan.
p. cm.
Includes bibliographical references and index.
ISBN 978-1-4129-4902-6 (cloth: alk. paper)
ISBN 978-1-4129-4903-3 (pbk.: alk. paper)
1. Differentiated teaching staffs. 2. Middle school education.
3. Education, Secondary. 4. Differentiation (Developmental psychology)
I. Stephens, S. Joy. II. Duncan, Alicia. III. Title.
LB1029.D55K79 2007
373.1102—dc22
2006101323
This book is printed on acid-free paper.
07 08 09 10 11 12 10 9 8 7 6 5 4 3 2 1
Acquisitions Editor: Allyson Sharp
Editorial Assistant: Nadia Kashper
Production Editor: Denise Santoyo
Copy Editor: Karen E. Taylor
Typesetter: C&M Digitals (P) Ltd.
Indexer: Kathy Paparchontis
Cover Designer: Michael Dubowe
Graphic Designer: Lisa Riley
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Contents
List of Figures ix
Foreword x
Lance Secretan
Preface xii
Acknowledgments xiv
About the Authors xv
PART I: INSPIRING MIDDLE AND SECONDARY
LEARNERS 1
1. The Inspiring Classroom 3
Motivation Versus Inspiration 4
Foundations of the Inspiring Classroom 5
Honoring Our Role as Teacher 7
Honoring Our Fellow Teachers 9
Honoring Our Students 10
What Is the Inspiring Classroom? 11
2. The Inspiring Classroom: Theory Into Practice 13
Three Foundations of an Inspiring Classroom 13
Five Elements to Differentiate 15
3. Honoring Individuals, Building Community 19
Gathering Data About Students 20
Honoring and Inspiring All Learners 23
Using the Data to Honor Students 24
Creating an Environment That Honors Students 25
Building Community and Honoring Diversity 26
Using the Data to Build Community and
Honor Diversity 26
Creating the Environment to Nurture Community
and Honor Diversity 28
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4. Creating Lifelong Learners: An Apprenticeship
Approach 31
Maintaining a Balance 32
Vital Know-Hows for Student Success 34
How to Teach the Vital Know-Hows 36
PART II: ACTIVITIES AND DESIGNS TO INSPIRE
MIDDLE AND SECONDARY LEARNERS 41
5. Lite-n-Lean Learning Activities: Beginning
Steps for Inspiring Learners 43
Investigations for Advanced Learners 45
Questions for Discussions and Journaling 46
Offering Students Choices 46
1. Choices on Homework 47
2. Choices on Tests 48
3. Choices for Vocabulary 48
Graphic Organizers 50
Vocabulary Instruction for Different Learning Profiles 54
Learning Profile Projects 57
Scientific Method Mnemonics 58
Adding Fractions Mnemonics 59
Interest-Based Projects 60
Varying Text Levels 61
How to Get Started Collecting Texts of Varying Levels 62
How to Use Texts of Varying Levels 62
Memory Techniques 62
6. Teaching for Meaning 65
What Is C U KAN? 65
Why C U KAN? 67
1. C U KAN provides a target for meaningful learning. 67
2. C U KAN provides a target for meaningful instruction. 67
3. C U KAN provides a target for meaningful assessment. 68
How to Write a C U KAN 68
C U KAN Sample 68
Rubrics for Student Assessment 68
Using the Rubric With Students 73
C U KAN: Teaching Tips for All Lesson Designs 73
Lesson Design 73
Management Level 75
Assessment Level 76
Assessing Group Projects 76
How C U KAN Will Help You Differentiate 77
Deep and Dynamic Lesson Designs 77
Looking Ahead to Deep and Dynamic Designs 78
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7. Deep and Dynamic Design #1: Choice Menus 80
Teacher Overview 80
Content Examples 82
Mathematics 82
Science 84
Social Studies 86
English Language Arts 89
Choice Design: Teaching Tips 90
8. Deep and Dynamic Design #2: RAFT Plus 92
Teacher Overview 92
Content Examples 94
Mathematics 94
Science 96
Social Studies 97
English Language Arts 99
RAFT Plus: Teaching Tips 101
9. Deep and Dynamic Design #3: Tiered Lessons 102
Teacher Overview 102
Content Examples 104
Mathematics 104
Science 108
Social Studies 113
English Language Arts 115
Tiered Lessons: Teaching Tips 118
10. Deep and Dynamic Design #4: Contracts 120
Teacher Overview 120
Content Examples 122
Mathematics 122
Science 124
Social Studies 126
English Language Arts 128
Learning Contracts: Teaching Tips 130
11. Deep and Dynamic Design #5: Learning Stations 132
Teacher Overview 132
Content Examples 134
Mathematics 134
Science 138
Social Studies 143
English Language Arts 145
Learning Stations: Teaching Tips 148
12. Deep and Dynamic Design #6: Compacting 150
Teacher Overview 150
Content Examples 152
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Mathematics 152
Science 155
Social Studies 158
English Language Arts 161
Compacting: Teaching Tips 164
PART III: EVALUATING AND COMMITTING
TO THE INSPIRING CLASSROOM 165
13. Assessment and Grading in the Inspiring
Classroom 167
Ongoing Assessment 169
Assessment Before Learning 169
Assessment During Learning 170
Assessment After Learning 170
Grading in the Inspiring Classroom: Now They Get It! 170
Assessing Our Own Growth 175
Make Time for Reflection 176
It’s Okay Not to Know, But Once You Know,
It's NOT Okay Not to Grow 176
Opening the Door: Creating an Inspiring Legacy 177
Resources 179
Bibliography 246
Index 247
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List of Figures
Figure 2.1 Foundations of an Inspiring Classroom 14
Figure 2.2 Five Elements We Can Differentiate (form) 16
Figure 2.3 Five Elements We Can Differentiate (graphic) 18
Figure 3.1 Collecting Data About Students 21
Figure 3.2 Results of a Learning Styles Survey 22
Figure 3.3 Results of a Learning Preference Survey 23
Figure 3.4 Data Index Card 23
Figure 3.5 Grouping for Different Purposes 27
Figure 4.1 AComparison of Traditional and Differentiated
Teaching 32
Figure 4.2 Stages: Moving Toward Independence 33
Figure 4.3 Inspiring Image: Think Aloud 37
Figure 4.4 Inspiring Image: Explicit Instruction 37
Figure 5.1 Five Elements We Can Differentiate (graphic) 44
Figure 5.2 Questioning for Increasing Challenge 47
Figure 5.3 Examples of Graphic Organizers for Vocabulary 53
Figure 5.4 Two Examples of Graphic Organizers 64
Figure 6.1 C U KAN Components 66
Figure 6.2 C U KAN Sample Learning Targets 69
Figure 6.3 Example of a Clear Learning Target 70
Figure 6.4 Example of a Planning Guide 71
Figure 6.5 Example of Student Handout and Learning Target 72
Figure 6.6 Example of Student Handout 72
Figure 6.7 Example of Rubric 74
Figure 6.8 Deep and Dynamic Designs and the
Benefits of Each 78
Figure 13.1 How to Assess Before Learning 171
Figure 13.2 How to Assess During Learning 172
Figure 13.3 How to Assess After Learning 173
Figure 13.4 Sample Student Grades 174
ix
