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Differentiated Journey

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Differentiated Journey. Wall School District Feb. 8, 2008 June Preszler & Lisa Hafer TIE Education Specialist http://jpreszler.tie.wikispaces.net/Presentations. Differentiation All Around Us. Sometimes we find it where we might not expect it. Reflection Activity. - PowerPoint PPT Presentation
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DIFFERENTIATED JOURNEY Wall School District Feb. 8, 2008 June Preszler & Lisa Hafer TIE Education Specialist http://jpreszler.tie.wikispaces.net/ Presentations
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Wall School DistrictFeb. 8, 2008

June Preszler & Lisa HaferTIE Education Specialist


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Differentiation All Around UsSometimes we find it where we might not expect it

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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.

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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.

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First Things First Knowing student needs


Tomlinson, Carol Ann. Fulfilling the Promise of the Differentiated Classroom. Alexandria, VA: ASCD, 2003.

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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.

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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.

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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.

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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?

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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


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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

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Creating Groups

Variety of grouping strategies

Ability Interest Learning Styles

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The Symbol Test

http://www.personalityquiz.net/ http://www.personalityquiz.net/shapes/symboltest.htm

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Learning Styles Visual Auditory/Verbal Kinesthetic/Tactile

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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


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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”

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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”

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Sternberg’s IntelligencesAnalytical Linear Schoolhouse Smart SequentialPractical Street smart Contextual Focus on useCreative Innovator Outside the box What if?

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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

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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)

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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?

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Ed Consultant Mystery



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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.

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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

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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.

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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

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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

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Literacy and Technology

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Informal Outline Visual Representation

Write a summary:

Combination Notes

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Cornell Notes (More Strategies to Guide Learning, 9)

Key Words Notes and Ideas


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Taking Notes? http://www.google.com/notebook

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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

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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)

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Quick Summaries With Napoleon

Don’t Look Back 1 Sentence Paraphrase

(Content Area Writing, Pages 18-19)

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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/

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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.

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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.

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Google Lit Trips http://www.googlelittrips.com/

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Writeboard Way for students to collaborate on writing projects or assignmentshttp://123.writeboard.com/0dbdca1a486797c80

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Never Forget the Good Ones http://www.readwritethink.org/index.asp