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DIFFERENTIATED JOURNEY
Wall School DistrictFeb. 8, 2008
June Preszler & Lisa HaferTIE Education Specialist
http://jpreszler.tie.wikispaces.net/Presentations
Differentiation All Around UsSometimes we find it where we might not expect it
Reflection Activity
On note card write name, content area, grade level. Select ONE DI approach that you implemented.
Record the following : What went well? What struggles did you (or your students) face? Would you use the approach again? Explain. If you’d would use it again, would you make any changes?
Explain. Share experiences. Place note card and, if available, a sample of
student work in box provided.
Technology?? Did you use technology in your
strategy implementation? If not, could you?
Discuss at your table ways of incorporating technology into the differentiated instructional strategy that you tried.
Share ideas.
First Things First Knowing student needs
AffirmationContributionPowerPurposeChallenge
Tomlinson, Carol Ann. Fulfilling the Promise of the Differentiated Classroom. Alexandria, VA: ASCD, 2003.
First Things First Getting to know students: With a partner, discuss some of the
processes you use in your classroom to “get to know” your students.
Just Like an Animal… I teach much like a/an ______. (Insert the
name of a particular animal and that animal’s characteristic action.)
For example: I teach much like a rockhopper penguin jumps into the ocean—feet first.
Kaagan, Stephen S. 30 Reflective Staff Development Exercises for Educators. Thousand Oaks, CA: Corwin Press, 2004.
Working Together? I collaborate with colleagues much like
a/an _________. For example, I collaborate with
colleagues much like a salmon travels upstream.
Kaagan, Stephen S. 30 Reflective Staff Development Exercises for Educators. Thousand Oaks, CA: Corwin Press, 2004.
What Might Our Responses Reveal?
What attributes are present within our group? What liabilities may have been revealed?
What can be said about the different ways we approach important tasks?
What I Might Know How you perceive yourselves as teachers Your attitudes about the topic at hand Your willingness to participate A bit about how you work alone and with
others
What a Differentiating Teacher Might Do
Analyze what might work best with my group
Evaluate what they must know, understand and do (KUD) in light of the curriculum requirements and their working/collaborating styles
Provide a variety of ways for the group to “get at” learning and information
Creating Groups
Variety of grouping strategies
Ability Interest Learning Styles
The Symbol Test
http://www.personalityquiz.net/ http://www.personalityquiz.net/shapes/symboltest.htm
Learning Styles Visual Auditory/Verbal Kinesthetic/Tactile
Visual Rolls eyes…follows you with eyes Distracted by movement Loves handouts, board work, overheads Speaks rapidly Retrieves info by looking up and to the
left “I see what you mean” or “I get the
picture”
Auditory/Verbal May answer rhetorical questions Talks a great deal, sometimes to self Distracted by sound Enjoys cassette work and listening Usually speaks distinctly Retrieves info by looking from side to side
while listening to internal tape recorder “Sounds good to me” or “I hear what
you’re saying”
Kinesthetic/Tactile Sits comfortably and casually Slouches and fidgets, leans back in chair, taps
pencil Often speaks slowly, searching for right words Distracted by comfort variations (light,
temperature) Needs hands-on experiences Distracted by movement—often their own Retrieves info by looking down to access
feelings and movements that were involved in learning
“I need an example” or “That feels right”
Sternberg’s IntelligencesAnalytical Linear Schoolhouse Smart SequentialPractical Street smart Contextual Focus on useCreative Innovator Outside the box What if?
Gardner’s Eight Intelligences
Different ways of thinking Strengths and weaknesses Preferences affect ease of learning Influence how they can best show
what they know
Gardner’s Eight Intelligences
List 1: Verbal/Linguistic (say it, read it)List 2: Logical/Mathematical (count it)List 3: Visual/Spatial (picture it)List 4: Bodily/Kinesthetic (move it)List 5: Musical (hum it)List 6: Interpersonal (lead it)List 7: Intrapersonal (reflect on it)List 8: Naturalist (investigate it)
Activity: Grouping Card Upper left: Genre Upper right: Grade/Subject Center: Name Bottom left: Sternberg/Learning Style Bottom right: SymbolRelated Activity: Name Card, Grouping Activities
How categories could you use for your students?
Ed Consultant Mystery
June
Creative/VisualSquiggle
FLEXIBLE GROUPINGOccurs when there is a whole group assessment or instruction initially; and then the students are divided by their need for either review, re-teaching, practice, or enrichment. Could be a single lesson or objective, a set of skills, a unit of study, or a major concept or theme. Creates temporary groups for an hour, a day, a week, or a month or so.
Old Way or New Way Task is usually a project Some students do more work and take most responsibility Some students are ignored by others in group Some students feel success, others feel frustration Each student cares most about what he/she learns and
what grade he/she receives
Task may be a project, brainstorming, problem solving Shared work and responsibility Participation of all students is encouraged Each student’s ideas and work are valued Students care about group learning
When Does Grouping Benefit Students?
When the task requires input from different types of learning styles and perspectives.
When the subject matter is new for all students.
When it allows gifted students to be engaged in real learning.
When Does Grouping Make Sense? Allows both for quick mastery of information
and ideas Allows for additional exploration by students
needing more time for mastery Allows for both collaborative and independent
work Gives students and teachers a voice in work
arrangements Allows students to work with a wide variety of
peers Encourages teachers to “try out” students in a
variety of work settings Keeps students from being “pegged” as
advanced or struggling
Activities for Heterogeneous Grouping
Open ended activities with use of strategies such as critical thinking,, development of concepts and generalizations
Multidisciplinary themes When presenting new content Examples: Hands on Science
experiments, and current events activities
Literacy and Technology
Topic
Informal Outline Visual Representation
Write a summary:
Combination Notes
Cornell Notes (More Strategies to Guide Learning, 9)
Key Words Notes and Ideas
Summary
Summarizing When we summarize, we take larger
selections of text and reduce them to their bare essentials.
Bare essentials: the gist, the key, the main points worth remembering.
Content Area Writing, 16-23
Napoleon’s Not Quite Right Listen/read the article Insert Notes:
! New and important information/WOW!?? I don’t understand this X I thought differently
(Strategies to Guide Learning, Page 19)
Quick Summaries With Napoleon
Don’t Look Back 1 Sentence Paraphrase
(Content Area Writing, Pages 18-19)
Sum It Up! Students imagine they are placing a
classified ad or sending a telegram. Each word costs 10 cents, and then tell
them they can spend "so much." For instance, if you say they have $2.00 to spend, then that means they have to write a summary that has no more than 20 words.
Adjust the amount they have to spend, and therefore the length of the summary, according to the text they are summarizing.
Pat Widdowson of Surry County Schools in North Carolina http://www.readingquest.org/
Getting the Gist of It! Students read articles. Students then identify 5Ws and H. Students complete a template. Finally, students use notes to write a 20-
word summary. Once students have mastered writing a
GIST using articles, the strategy is then applied to content area texts to support comprehension and summarizing skills.
Gallery Walk White poster paper Markers Article The 5 Ws and a How The GIST One person stays with the poster and
presents; the rest of the group walks the gallery and learns. Group teaches presenter.
Writeboard Way for students to collaborate on writing projects or assignmentshttp://123.writeboard.com/0dbdca1a486797c80
Dictionary???
http://visual.merriam-webster.com/
http://www.visuwords.com/
Never Forget the Good Ones http://www.readwritethink.org/index.asp