Differentiation in MS ELA/RPresentation Transcript
Differentiation in MS ELAR January 28, 2011
Carol Ann Tomlinsonand Marcia B. Imbeau
We’ve done differentiation Misunderstanding Differentiation is a set of instructional strategies. Reality Differentiation is a philosophy--a way of thinking about teaching and learning. It is, in fact, a set of principles.
We’ve done differentiation Misunderstanding Differentiation is just about instruction. Reality Although differentiation is an instructional approach, effective differentiated instruction is inseparable from a positive learning environment.
We’ve done differentiation Misunderstanding Differentiation is something a teacher does or doesn’t do. Reality Most teachers pay attention to student variation and respond to it in some way—especially when students threaten order in the room. But few teachers plan proactively for these students.
We’ve done differentiation Misunderstanding It’s adequate for a trainer to show or tell teachers how to differentiate effectively. Reality Learning to differentiate instruction well requires rethinking one’s classroom practice and results from an ongoing process of trial, reflection and adjustment in the classroom itself.
Where do I start? Invitation Investment Persistence Opportunity Reflection
Invitation Dancing Singing Being a friend Keeping a clean room Public speaking Keeping a pet
Opportunity Learning Centers There may be some where everyone attends, and some where only certain students attend. Some can be based on slots available (computers, listening). Be sure they’re engaging Be sure the work is appropriately leveled.
Opportunity Learning Centers Writing Center Book Nook Computer Center Grammar Center Listening Center Word Center Meet with the Teacher
Summarizing Fiction or Biography Somebody: Name an important character or the person in your biography Wanted: State the problem the character or person faced. But: Explain some forces that worked against the character. So: Without giving the ending away, show how the character/person resolved the problem.
Summarizing a Nonfiction Text Topic: Explain what the topic was. Fascinating Facts: Choose two facts that you found fascinating. For each fact, explain why it fascinated/interested you. How Facts Changed My Thinking: Show how the information changed your thinking about this topic. Did it add knowledge to what you already knew? Did it make you rethink your ideas? If so, explain.
Tips for Summarizing Success Have students take notes using the summary scaffold. Help struggling students take notes, and support them through the process. Read students’ notes before they write their summaries, so that you can meet with any students who require extra support before they begin writing. Tell students that you want the title and author mentioned in the first sentence. Explain to students that the notes under each scaffolding term can be turned into one or two sentences. A summary should be short—about five to seven sentences.
Letters between Two Characters For these letters to be successful, both characters need to have lived through the same experiences. Be sure to create a mentor text to scaffold the learning. Write two exchanges between the characters, using two or more experiences they shared. Show each character’s point of view and perspective on the lived-through experience. What would each character remember most? What would each character feel? What caused these feelings? How would each character feel about the person he/she is writing to? Show how the experience has changed one character, or both.
Opportunity Consider creating a “hint board” or “hint cards” where you can collect reminders of how to do things that students need to know but may have forgotten. Hint boards and cards help students to work more independently and thus preserve teacher time to work with individuals or small groups.
Opportunity Use task cards to indicate where students should be when they enter the classroom.