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Session 7
Session 7
Session 7
Session 7
Session 7
Session 7
Session 7
Session 7
Session 7
Session 7
Session 7
Session 7
Session 7
Session 7
Session 7
Session 7
Session 7
Session 7
Session 7
Session 7
Session 7
Session 7
Session 7
Session 7
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  • Work on Jigsaw activity to reflect on the topics of why the human brain needs differentiation, curriculum in a differentiated classroom, getting started with differentiation, and standards-based instruction and differentiation. Part 1: 10 minutes Distribute copies of handouts 5 & 6
  • Distribute articles 30 minutes to read article Part 2: 30 minutes
  • Trying to differentiate instruction or attend to the diverse needs of learners in a single classroom challenges both our thinking and our practice. During today’s workshop, I hope to extend both your thinking about academic diversity in the classroom and your repertoire of practical ideas for managing a multitask classroom. These are quotes from teachers who respond in very different ways to the idea of teaching with different learners in mind. Ask participants to arrange themselves in 4 groups to discuss their own responses to the words of these teachers. Provide a quote to each group.Share responses to each of the quotes. If we all agreed on the importance of teaching with needs of different learners in mind or on how to accomplish it, we’d probably all be a lot better in differentiating instruction than we are now.
  • Hide Column A When we try to rethink how we do things, an important habit is to prompt ourselves to look at familiar things in new ways. It helps us to think outside the box. One strategy that helps us do this is making analogies or metaphors. The idea behind forced analogies is not to find a right answer, but rather to make some unexpected connections. Ask participants to identify some things they enjoy doing outside of work and write them on column B. Uncover Column A
  • Ask participants to make analogies as you call out an item in Column A and one in Column B. Example: How is managing time in a differentiated classroom like rock climbing? How is giving directions in a differentiated classroom like listening to music? Encourage participants to try forced analogies with their students to think more flexibly about ideas for writing, solving problems, interpreting events, and so on. The goal is to look at familiar things in new ways
  • Tell participants that you’d now like them to continue thinking about managing a differentiated classroom from various perspectives. To do that, they’ll be engaging in a RAFT activity. Select one of the rows in the matrix that’s interesting to you and complete steps. Ask participants to group themselves in clusters of four, with each of the four RAFT rows represented in the cluster. Ask them to share what was created with the cluster. Generate a list of insights or conclusions they derive from the work and the sharing. Ask each cluster to share with the whole group one or two of the insights, trying not to repeat what other groups have said.
  • Shortly you’ll be watching a video in which teachers share their strategies for managing a differentiated classroom. Before that, it would be helpful for each participant to think about degrees of comfort they experience in the classroom when trying to make sure that activities proceed smoothly and students work effectively. Complete Handout 12. List on the bottom of the handout the areas in which you feel the greatest comfort and greatest discomfort from among the categories in the assessment. The assessments are only for your own reflection.
  • Read scenario silently. Work in groups with teachers with similar teaching assignments. Task: Give the teacher in the scenario their best practical advice for how to handle her management problems. Share with group.
  • Show tape, stop after about 15 minutes.
  • Play second half of the video.
  • Transcript

    • 1. Foundations and Applications of Differentiating Instruction: Competencies Four and Five Session 7 Managing the Classroom Foundations and Applications of Differentiating Instruction: S3 Competencies Four and Five
    • 2. Article Jigsaw
      • Select one of the following topics related to effective differentiation .
          • The Brain and Differentiation
          • Curriculum and Differentiation
          • Getting Started in a Differentiated Classroom
          • Standards and Differentiation
      • Go to the area of the room designated for that topic.
      • Form base groups by having one person from each of the four topics sit together.
      • Work with Part 1 of the printed instructions for base groups (Handout 5).
      Foundations and Applications of Differentiating Instruction: Competencies Four and Five S3 -
    • 3. Article Jigsaw
      • Move to specialty groups who selected the same topic.
      • Work with the printed instructions and materials for specialty groups
      • (Handout 6).
      • 3. Return to your base groups and work with Part 2 of the printed instructions for base groups (Handout 5).
      Foundations and Applications of Differentiating Instruction: Competencies Four and Five S3 -
    • 4. Session 7 Outcomes
      • As a result of this workshop, you should be better able to:
        • Identify and analyze problems inherent in managing a differentiated classroom
        • Pose solutions to management dilemmas in a differentiated classroom
        • Describe and develop routines and procedures for effective leadership in a differentiated classroom
        • Reflect on your own growth in addressing academic diversity in the classroom
        • Generate goals and plans for professional growth and leadership in managing a differentiated classroom
      Foundations and Applications of Differentiating Instruction: Competencies Four and Five S3 -
    • 5. From the Mouths of …
      • I couldn’t go back to the old way I taught any more. I feel much more creative as a teacher now, more energized, and I know my students are learning better. I can’t exactly remember a day when I decided to stop covering curriculum and start helping kids learn. I guess it was evolutionary in my teaching instead of revolutionary. I just know it’s better teaching.
      Foundations and Applications of Differentiating Instruction: Competencies Four and Five S3 -
    • 6. From the Mouths of …
      • I was hired to teach 7 th grade math. Nobody told me to teach different things to different kids. They certainly didn’t give me different textbooks that would match everybody. And what good does it do to cater to kids? The world isn’t like that. I was hired to teach 7 th grade math, and that’s what I’m going to do.
      Foundations and Applications of Differentiating Instruction: Competencies Four and Five S3 -
    • 7. From the Mouths of …
      • I go home at night worried about kids I’ve lost because they’re confused or they’ve given up. I worry, too, about kids I know I’m boring. I don’t know what to do to make school better for everyone. If somebody could show me, I’d be happy to try almost anything.
      Foundations and Applications of Differentiating Instruction: Competencies Four and Five S3 -
    • 8. From the Mouths of …
      • When I plan the differentiated lessons with colleagues, I get really excited about the possibilities. I really can see why this way of teaching would be a lot better for a lot more students. But I have to tell you that after 25 years of teaching, the management issues still care me to death and make me feel like a beginner all over again.
      Foundations and Applications of Differentiating Instruction: Competencies Four and Five S3 -
    • 9. Learning with Forced Analogies Foundations and Applications of Differentiating Instruction: Competencies Four and Five S3 - Column A Column B
      • Managing time
      Rock climbing
      • Getting students in and out of groups
      • Giving directions
      • Controlling noise
      • Using space flexibly
      • Getting the right materials to the right students
      • Organizing materials
      • Monitoring student work
    • 10. Foundations and Applications of Differentiating Instruction: Competencies Four and Five S3 - Learning with Forced Analogies Foundations and Applications of Differentiating Instruction: Competencies Four and Five S3 - Column A Column B
      • Managing time
      Rock climbing
      • Getting students in and out of groups
      • Giving directions
      • Controlling noise
      • Using space flexibly
      • Getting the right materials to the right students
      • Organizing materials
      • Monitoring student work
    • 11. RAFT Exercise Foundations and Applications of Differentiating Instruction: Competencies Four and Five S3 -
    • 12. Self Assessment Foundations and Applications of Differentiating Instruction: Competencies Four and Five S3 -
    • 13. Scenario Analysis Foundations and Applications of Differentiating Instruction: Competencies Four and Five S3 -
    • 14. Managing the Classroom Foundations and Applications of Differentiating Instruction: Competencies Four and Five S3 -
    • 15. 3 Minute Buzz
      • With some colleagues, spend the next 3 minutes noting the following:
        • Something you’ve seen in the first part of the video that affirms your thinking.
        • An idea that’s new to you.
        • Something you’re uncertain about.
        • Something you’re hoping to see in the remainder of the video.
      Foundations and Applications of Differentiating Instruction: Competencies Four and Five S3 -
    • 16. Ahas
      • Ahas: Things you didn’t expect to see in the classrooms shown in the video.
      • Affirmations: Things you’ve seen that affirm your thinking and suggestions.
      Foundations and Applications of Differentiating Instruction: Competencies Four and Five S3 -
    • 17. Video Discussion
      • What are some of the strategies used or discussed by teachers in the video that you found helpful (and explain why)?
      • Do you find these classrooms more flexible or less flexible than the ones you’re most accustomed to (and in what ways)?
      Foundations and Applications of Differentiating Instruction: Competencies Four and Five S3 -
    • 18. Video Discussion
      • What insights from the RAFT activity seem to be affirmed or contradicted by the video?
      • How do you think teachers in the video would describe their role in the classroom? In what ways is that similar to and different from the way most of us would describe the role of the teacher?
      Foundations and Applications of Differentiating Instruction: Competencies Four and Five S3 -
    • 19.
      • At what points do you think the job of the teacher in this sort of flexible or student-centered classroom is easier than in a more traditional classroom? At what point does it appear to be harder? In both instances, why do you say so?
      • What specific responses do you think the students in Ms. Creighton’s class would have to the class in the video?
      Video Discussion Foundations and Applications of Differentiating Instruction: Competencies Four and Five S3 -
    • 20.
      • What sorts of opportunities do the classes in the video give teachers to know students better than might be the case in more traditional classes?
      • How do you think the teachers in these classes developed the degree of management skill they seem to have? How long do you suppose it takes to develop this sort of proficiency of management?
      Video Discussion Foundations and Applications of Differentiating Instruction: Competencies Four and Five S3 -
    • 21.
      • Why do you think the teachers in the video go to the trouble of doing battle with management dilemmas?
      Video Discussion Foundations and Applications of Differentiating Instruction: Competencies Four and Five S3 -
    • 22. Learning from Extended Metaphors
      • Now that you’ve thought more deeply about what it means to manage a differentiated classroom, let’s develop extended metaphors for managing a differentiated classroom.
      Foundations and Applications of Differentiating Instruction: Competencies Four and Five S3 -
    • 23. Learning from Extended Metaphors
      • Being a teacher in an effective differentiated classroom is a lot like being a conductor of an orchestra. You have to
        • Know the music well
        • Help others interpret (find meaning) in the score.
        • Keep time so that people playing different instruments stay together.
        • Hear many parts at once.
        • Build on individual strengths, tastes, and preferences.
        • Help individuals refine their skills, understandings, and techniques.
        • Challenge individuals of varied levels of proficiency to grow.
        • Work with individuals, parts, and the whole toward common and personal goals.
        • Prepare for real events.
        • Energize and lead.
        • Build a group endeavor from individual contributions.
        • Build a sense of community among very different people.
        • Have both individual and group goals for quality.
      Foundations and Applications of Differentiating Instruction: Competencies Four and Five S3 -
    • 24. Follow Up – Session 7
      • Jot down management strategies you plan to use in your classrooms to help teach students whose learning needs differ.
          • Assessing learning
          • Helping students master classroom routines
          • Giving directions for tasks
          • Managing materials, noise, and space
          • Assigning students to groups
          • Using time flexibly
        • I’d like more information or ideas about…
      Foundations and Applications of Differentiating Instruction: Competencies Four and Five S3 -

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