june preszler, tie, wall school district dec. 7, 2007
TRANSCRIPT
June Preszler, TIE,
Wall School District
Dec. 7, 2007
http://jpreszler.tie.wikispaces.net/
Defining differentiation Considering choice Finding differentiation through choice Using differentiation and choice
What exactly is differentiation?
Differentiation is classroom practice that looks eyeball to eyeball with the reality that kids differ, and the most effective teachers do whatever it takes to hook the whole range of kids on learning.
(From Carol Ann Tomlinson, ASCD)
Multiple approaches Student centered Ebb and flow Different learning modalities Student competes against self Flexible use of classroom time
Carol Ann Tomlinson, The Differentiated Classroom, 1999
Learning profiles differ Making meaning priority Opportunity for choice
Differentiation of InstructionDifferentiation Strategy Booklets, 4-6guided by general principles of differentiation
such as:
respectful tasks flexible grouping ongoing assessment teachers can differentiate
Content Process Product
according to students’
Readiness Interests Learning Profile
through a range of instructional and management strategies
Start small—one strategy, one area. Start with what is—mine ideas;
determine what all students will do, what some students will do; identify basic and advanced activities.
Get students ready—discuss differences, organize, “fair” not “same.”
Choice Theory (Glasser and Erwin) Five basic needs that drive all
behavior: Survival Love and belonging Power Freedom Fun
Power over Power within Power with
The concept: Counting Coup What do you think it means? Think-Ink-Pair-Share—Content Area
Writing, 12-13
Not a person But a thing “The biggest enemy our children have
are those things sitting in front of you and they’re called books.”—Gerard Baker
“What do you do with your enemies? You conquer them.”
“We have to redefine our enemies and conquer them.”
“We have to count coup on books.” Three-Minute Pause (Write) (Struggling
Readers, 21) Vocabulary Notebook/Map
Define Counting Coup in your own words Compare it to something else Draw it Explain it
In what ways did the Counting Coup activity differentiate?
How could you use this type of activity or a variation of it when teaching vocabulary?
Identifying the enemy Empowering the student Becoming a warrior Conquering the enemy
Know Understand Do Differentiate, 4-12, pages 6-7
Let’s apply it to Counting Coup
Know the historical context of counting coup. Understand that counting coup can be
applied to more contemporary situations, including the struggles that students face in schools.
Do a drawing depicting your understanding of the concepts and be able to explain that interpretation to group. Furthermore, I wanted you to consider how this concept might affect the way you approach students.
Unit: Virtual Worlds Lesson: Second Life—Virtual Communities Know:
What it is, what it looks like, its economy, its residents and visitors
Understand: Blurring boundaries between virtual and
reality, how its evolution may impact us Do:
Show how your understanding has evolved. Navigate the world. Share what you’ve learned with a colleague.
On Target, Differentiating Grades 4-12, pages 6-7
Virtual World of Second Life Independently work chart Share with partner or small group Share with class Write a prediction of what you think
you’ll learn On Target, Reading Strategies to Guide
Learning, page 7
CNN enters the virtual world reporting the news as it happens in Second Life(11/13/07)
In your group, read the article provided. As you learn more information, jot down
the ideas on your ABC chart. As you read, mark on the text as follows:
???—To show questions that arise !!!—New and interesting ideas
Variations of Insert Notes, Reading Strategies to Guide Learning, page 19
Share one new and interesting thing you’ve learned.
Allows students choice Incorporates learning preferences Takes readiness into account (basic and
advanced) Provides framework
On Target Differentiated Instruction , Grades 4-12, pages 14-15
http://webtech.cherokee.k12.ga.us/littleriver-es/ewilliams/tictactoeoceania.htm
del.icio.us Avatar Argument
You Tube Assessment Code of Honor
Science Fiction
Island Power Point
Main dish: Everyone Side dish: Pick and choose Dessert: Optional but irresistible
On Target, Differentiated Instruction, Grades 4-12, pages 10-11
Know: What it is, what it looks like, its economy, its
residents and visitors Understand:
Blurring boundaries between virtual and reality, how its evolution may impact us
Do: Show how your understanding has evolved. Navigate the world. Share what you’ve learned with a colleague.
On Target, Differentiating Grades 4-12, pages 6-7
Make slight adjustments within same lesson to meet individual needs.
Students learn same skills and concepts but through varying modes and activities.
Appropriately challenges ability levels On Target, Differentiated Instruction, Grades
4-12, pages 8-9
Identify key concepts and understandings Pre-assess based on readiness, interests or
learning profiles Identify how you will cluster groups/activities Select elements to tier (content, process,
product) Create variations for each group
Looks at topics from different angles
Eliminates flat thinking Includes six commands and a
prompt Describe, compare, associate,
analyze, apply or use, argue for or against
On Target, Differentiated Instruction, Grades 4-12, pages 12-13
Strategy used to review, demonstrate, and extend thinking
Can be developed to respond to learner readiness, learning profiles, student choice
Variation of cubes; works well with older students
Kathy Nunley Levels or layers of learning The 3-layer model requires more complex
thinking to earn a higher letter grade. Focus on quality of learning and thinking
rather than quantity of time and activities for higher grades
On Target Grades, Differentiated Instruction, 4-12, page 19
A:Critical
Thinking
B:Application
C:Basic Learning and Skills
C Level reflects what EVERY student must be able to KNOW, UNDERSTAND and DO.
Three Facts and a Fib Strategies to Help Struggling Readers,
page 25
1.When I took my son to college, I camped out in the dorm parking lot for the first night…just in case.
2.I played soccer for a championship youth team in Brazil in the 1970s.
3.In one month, I traveled over 3000 miles for education-related business, had one accident in a BHSSC/TIE vehicle, and received two undeserved speeding tickets.
4. I began my professional career as a recipe writer for the Aberdeen American News.
Easy strategy for assessing student learning
Students respond to prompts or questions; turn in cards as they leave
Teacher uses card to help create groups, monitor student progress, revise lessons
On Target, Strategies to Help Struggling Readers, page 27
Today you began to
learn about Second Life
List three things you learned
Write at least one question you have about this topic
Students who are struggling with the
concept orskill
Students withsome understanding
of concept or skill
Students whounderstand theconcept or skill
Group 1
Group 2
Group 3
Readiness Groups
EXIT CARD GROUPINGS
Montgomery County Public Schools, Rockville, Maryland
Know: What Differentiated Instruction is, what it
might look like in the classroom Understand:
How DI might affect my teaching and students’ learning, the ways that DI synthesizes other strategies (literacy, Marzano)
Do: Develop a DI lesson to use with your students,
staff, audience
List three things you learned today. List two questions you’d still like to
explore. List one method of differentiation
and/or choice that you might apply in your classroom.
Differentiated lesson plan handout—(Return here at 2:45—I’ll be here along if you need help or would like to look at books.)
When I return to Wall again: Share what you’ve tried (successes and
not so successful ) Technology and differentiation Feb. 8, 2008