carol curtiss - [email protected] tina melcher - [email protected]
DESCRIPTION
Differentiating the Secondary Social Studies Classroom. Carol Curtiss - [email protected] Tina Melcher - [email protected] Monday, October 17, 2005. Schedule. 8:30-11:30 11:30-1:00 Lunch 1:00-3:30. How do you balance a Peacock Feather on your Index Finger? - PowerPoint PPT PresentationTRANSCRIPT
Schedule
• 8:30-11:30
• 11:30-1:00 Lunch
• 1:00-3:30
How do you balance a Peacock Feather on your Index Finger?
Hint: Keep Your Eye On The Goal
Individual Reflection
• Why do you teach social studies?
• What do you want students to have learned at the end of this year?
KWLWhat Do I Know? What Do I Want
to Know?What Have I
Learned?
KWLWhat Do I Know?
What Do I Want to Know?What is differentiation?
Why should I differentiate?
For whom should I differentiate?
How do I do it?
How different is different?
What steps do I take?
Is it hard?
How can I tell if it’s working?
How do I assess?
What’s in it for me?
What Have I Learned?
Goals for the Day
Participants will
Explain what differentiation is
Feel more confident in their ability to implement at least one differentiation strategy in their classrooms
Take home useful classroom strategies and activities
Don’t be afraid to take the first step--
“Allglory
comes fromdaring to begin.”
Eugene F. Ware
It is a teacher’s response to learners’ needs
DefinitionTo differentiate instruction is
To recognize students’ varying background knowledge, readiness, language, preferences in learning, interests, and to react responsively.
A process to approach teaching and learning for students of differing abilities in the same class
To maximize each student’s growth and individual success by meeting each student where he or she is, and assisting in the learning process.
http://www.cast.org
General Principles of Differentiation
Clarity of Learning Goals
Respectful Tasks
Flexible Grouping
Ongoing Assessment & Adjustment
Teachers & students collaborating in Learning
Differentiation is …ProactiveQualitativeRooted in AssessmentStudent CenteredA Blending of instructional groupingsOrganic
Differentiation is not…
Individualized instructionHomogenous grouping“Tailoring the same suit of clothes”
Sticky Note Activity
Differentiate Students…(1) in their readiness to work with a particular idea or
skill at a given timeVary text by reading level
Vary scaffolding activities and assessment
Flexible Time
Learning Contracts *
Vary Graphic Organizers
Small Group Instruction
Homework Options
(3) in learning profiles that may be shaped by gender, culture, learning style, or intelligence preference.
Group Orientation
Cognitive Style
Learning Environment
Intelligence Preference
(2) in pursuits or topics that interest them
Vary Topics
Model of Expression
Differentiate…
Content
Process
Product
Affect
Content
Use Broad-Based issues, Themes or Problems
Integrate Multiple Disciplines
Present Reinforcing Experiences
Allow for In-Depth Learning of a Self-Selected Topic
History
Process
Develop Independent or Self-Directed Study Skills
Develop Higher-Level Thinking Skills
Focus on Open-Ended Tasks
Develop Research Skills and Methods
Integrate Basic Skills and Higher Level Thinking Skills into the Curriculum
Product
Encourage products that challenge existing ideas or “new” ideas
Encourage products that use new techniques, materials, and forms
Affect
Encourage the development of Self-Understanding
Evaluate student outcomes by using appropriate and specific criteria
Teacher’s Web Activity
By Good Planning
Answering the Big “3” Questions
Step 1What do you want students to know and be able to do?
EssentiEssentialal
ImportanImportantt
Nice to Nice to KnowKnow
(G.5) Geography. The student understands how political, economic, and social processes shape cultural patterns and characteristics in various places and regions. The student is expected to:
(B) analyze political, economic, social, and demographic data to determine the level of development and standard of living in nations.
G5.B Analyze data to determine• Level of development in nations
– Political data
– Economic data
– Social data
– Demographic data
• Standard of living in nations
– Political data
– Economic data
– Social data
– Demographic data
Step 2
• How will I assess student knowledge?
• What evidence will I accept?
G.5B
Inductive Reasoning Skills
Step 3
• How will I ensure students learn what they need?
• What activities will I use to engage students in learning what they need?
Consider:
• Who are the students in my class?
• What are their needs?
• What content, processes, and products will help the student learn what they need?
ClassroomsTraditional
Student differences are acted upon when problematicWhole class instruction dominatesMastery of facts and skills are the focusTime is relatively inflexibleSingle interpretations of ideas and eventsTeacher solves problemsSingle form of assessment
DifferentiatedStudent differences are basis of planningMany instructional arrangements are usedAbility to make sense of concepts/principles is the focus of learningTime is related to student needStudents solve problemsMultiple ways of assessment
High Prep Low Prep
Exit CardsQuick and easy method of assessing student understanding
on a particular idea, skill or topic
Teach the skill or concept and have students work and discuss it
Just before class ends, distribute index cards to all students.
Pose a question that probes student understanding of the topic
Have students write their name and a response to the questions on the index card
Sort cards into categories representing student understanding
Use cards to plan lessons aimed at helping each student
3-2-1 Exit Card
Have students write
3 most important ideas in the lesson
2 questions they still have about the lesson
1 way they can use what they learned
Learning ContractsAn agreement between a student and a teacher that sets parameters for responsible, independent work
Define learning goals
Develop an assessment of learner proficiency with those goals to determine learning needs
Create a “package” of tasks, activities and components likely to help student to achieve learning goals
Identify the actual tasks a student is expected to complete
List directions for how the student is expected to work during the contract time Timeline for completing work Instructions on how to get work approved when
finished Where to turn it in Criteria for grading
CentersSmall group activities that are collaborative and task-based
where students play an active role
The teacher is a mediator that plans structure of centers, roles, expectations and procedures, and assessment
Students are responsible for following procedures and completing all assignments
Center activities are Writing assignments Tasks Textbook assignments Computer projects Research assignments Internet lessons
Create effective grouping Heterogeneous Groups 3-6 Students per center 4-6 Centers per classroom
Each Center should have a valid purpose – TEKS/TAKS driven
Each Center should take 10-15 minutes
Vocabulary
What kind of differentiated strategies or activities could you create your classroom to teach these vocabulary words?
TAKS Objective 1 – The student will
demonstrate an understanding
of issues and events in U.S. history.
1776 Constitution
George Washington
Republicanism
Civil War Magna
Carta
Resources
Region XIII Social Studies website
www.esc13.net/socialstudies
TEA website
http://www.tea.state.tx.us
Social Studies Center website
http://www.tea.state.tx.us/ssc
Upcoming Dates
• Oct. 18 – Leadership Update
• TCSS Conference – Oct. 28-30
• Nov. 9 – CASE: Elementary/Secondary
• NCSS Conference – Nov. 18-20
Contact Information• Carol Curtiss
512-919-5288
• Tina Melcher512-919-5425