Fist+Full+of+Knowledge+Using+Data+Driven+Decision+Making

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The link found above has great information concerning making decisions for instruction using data. Use the "fist full of knowledge" strategy and list five things in order that you will try in your classroom to differentiate lessons for students. M. HarrisSolving Density Problems 1. Highlight critical featuresReview the components of the density equation with the students. Discuss both mass and volume. Also review the appropriate units for both. 2. Provide multiple examplesTeacher works problems on the overhead. Students answer teacher questions as she work problems on the overhead. 3. Allow opportunity to demonstrate new skillAllow students to go up to the board and solve problems. 4. Cooperative Grouping---Students then work in groups of 3 to 4 students to solve density problems. 5. Provide ongoing feedback-Students work problems independently and receive feedback from teacher.

Yuliya Grecu -- Adverbs 1. Providing multiple examples (adverbs ending in -ly, modifying verbs, adverbs, and adjectives, answering adverb questions) 2. Highlight critical features (-ly and not -ly adverbs; differnce between adverb and adjective, adverb and preposition) 3. Provide opportunities to practice with support (practice as a class, work in pairs or individually, work individually) 4. Provide ongoing, relevant feedback (feedback from the teacher or the peers) 5. Offer choices of context and tools (complete exercises with simple sentences with one adverb grouped by the word it modifies (adverb modifies adjective; adverb modifies adverb; adverb modifies verb; adjective or adverb; adjective or preposition) or an assignment with several adverbs modifying different parts of speech in one sentence)

Karen McCain--Open-ended questions 1. Read question together. The teacher will then model how to take notes from the article to answer question. The teacher will model correct way to answer the open-ended question. 2. The teacher will provide examples from the item-specs and show students a rubric of how they will be graded on the open-ended questions and examples of other students answer and how they scored. 3. The students will then group together and read article and take notes to answer question. The group will then formulate the answer together. Sharing with the class. 4. The student will work in pairs reading the article and answering the question independently.They will then "grade" each others paper using the rubric and the grade of 3, 2, 1, or zero. Teacher will guide students with the rubric and how to grade the question. 5. The student will be given a passage to read, and open-ended question to answer and a rubric for grading. The student will give themselves a grade and then the teacher will grade to see if they are understanding her expectations

Kim Douglas-Two Step Equations 1. Review the different parts of the equation and what each part means (variable, integer rules, opposites, etc.) 2. Model how each type of problem should be solved. I always number the steps, so students remember how many to expect. Love to use powerpoints to show each step. 3. Then students come to board and work problems that are projected from the overhead projector. This checks for student’s individual understanding, plus they think its fun to work problems out on the board. 4. Students then work in small groups to practice working the two step equations, involving all steps learned. Then one student from each group would put a problem on the board to show the rest of class. Then other students could give them feedback depending if it is right or wrong. 5. Students would then work independently working problems from a test or problems projected from overhead projector to check their own individual mastery of the two step equation concept.

Megan Hopkins 1. Read questions together in class.(Teacher reads question aloud and allows students to ask questions during this time.) Teacher will discuss and explain how to answer the question. 2. Provide ongoing, relevant feedback. (When students ask questions, provide them with the appropriate answer or way you expect the question to be answered.) 3. Highlight critical features (Show key points in the question and highlight features that are expected to be in the students' answers) 4. Teacher models an example answer on passage. (Teacher shows how to answer the question appropriately. Explains what is expected.) 5. Students will get in pairs or small groups then share answer aloud in class.

TMCARDLE

1. Highlight critical features: Discuss ways to use a given formula. ex. finding area and circumference of a circle (circumference, radius, diameter, radius) Also dicuss how to find radius when given diameter and find diameter when given radius.

2. Provide Multiple examples: Work multiple problems, show the students how they are going to use this information in life. ex. size of a rim on a car, how they are measured?

3. Multiple media and formats: Use online demonstrations of how to find circumference and area of a circle.

4. Offer opportuniites for demonstrating skills: allow students to work problems on the board

5. Provide ongoing feedback: Allow the students to work the problems and then explain to them why they are correct or what they can do to correct the problem. Also allow them the opportunity to ask questions.

Heather Turvin - Factoring Polynomials 1. Support Background Context: Explain and demonstrate that factoring is just undoing the FOIL Method (multiplying polynomials). 2. Provide Multiple Examples: Teacher will work examples and students will provide answers to questions as prompted by the teacher. Also, proivde guided practice. 3. Provide Ongoing Feedback: Always moving throughout the room giving the students feedback while they are working examples. 4. Offer Opportunities For Demonstrating Skills: Allow students to work problems on the board. 5. Cooperative Grouping: Group 4 students and have 2 students factor a polynomial and have the other 2 students multiply the polynomials to check their answers. Students will swap roles (factorer, muliplier) every 2 problems.

Marci Harrison- Summary Statements 1.Provide multiple examples: provide the students with different reading passages (styles and reading levels) 2. Highlight critical features: as the class reads the passages aloud, the teacher will stop and point out details from the story that are critical to the summary of the passage. 3. Provide ongoing feedback: As the students continue to read, the teacher will have them complete a graphic organizer with the important details from the passage. The students can work in groups to compare the details they chose from the story. 4. Multiple media and formats: present the students with a graphic organizer to complete in order to determine the main idea and important details from the passage 5. Offer opportunities for demonstrating skills: Review all of the passages as a class. Allow each group to choose the best summary statements from 4 choices and explain to the class why their choice was the correct answer.