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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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Page 1: Differentiated Journey

DIFFERENTIATED JOURNEY

Wall School DistrictFeb. 8, 2008

June Preszler & Lisa HaferTIE Education Specialist

http://jpreszler.tie.wikispaces.net/Presentations

Page 2: Differentiated Journey

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

Page 3: Differentiated Journey

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.

Page 4: Differentiated Journey

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.

Page 5: Differentiated Journey

First Things First Knowing student needs

AffirmationContributionPowerPurposeChallenge

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

Page 6: Differentiated Journey

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.

Page 7: Differentiated Journey

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.

Page 8: Differentiated Journey

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.

Page 9: Differentiated Journey

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?

Page 10: Differentiated Journey

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

Page 11: Differentiated Journey

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

Page 12: Differentiated Journey

Creating Groups

Variety of grouping strategies

Ability Interest Learning Styles

Page 13: Differentiated Journey

The Symbol Test

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

Page 14: Differentiated Journey
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Page 16: Differentiated Journey

Learning Styles Visual Auditory/Verbal Kinesthetic/Tactile

Page 17: Differentiated Journey

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”

Page 18: Differentiated Journey

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”

Page 19: Differentiated Journey

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”

Page 20: Differentiated Journey

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

Page 21: Differentiated Journey

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

Page 22: Differentiated Journey

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)

Page 23: Differentiated Journey

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?

Page 24: Differentiated Journey

Ed Consultant Mystery

June

Creative/VisualSquiggle

Page 25: Differentiated Journey

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.

Page 26: Differentiated Journey

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

Page 27: Differentiated Journey

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.

Page 28: Differentiated Journey

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

Page 29: Differentiated Journey

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

Page 30: Differentiated Journey

Literacy and Technology

Page 31: Differentiated Journey

Topic

Informal Outline Visual Representation

Write a summary:

Combination Notes

Page 32: Differentiated Journey

Cornell Notes (More Strategies to Guide Learning, 9)

Key Words Notes and Ideas

Summary

Page 33: Differentiated Journey

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

Page 34: Differentiated Journey
Page 35: Differentiated Journey

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

Page 36: Differentiated Journey

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)

Page 37: Differentiated Journey

Quick Summaries With Napoleon

Don’t Look Back 1 Sentence Paraphrase

(Content Area Writing, Pages 18-19)

Page 38: Differentiated Journey

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/

Page 39: Differentiated Journey

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.

Page 40: Differentiated Journey

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.

Page 41: Differentiated Journey

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

Page 42: Differentiated Journey

http://www.mpsomaha.org/willow/radio/

Page 43: Differentiated Journey

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

Page 44: Differentiated Journey

Dictionary???

http://visual.merriam-webster.com/

http://www.visuwords.com/

Page 45: Differentiated Journey

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


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