Differentiation in MS ELAR<br />January 28, 2011<br />
Carol Ann Tomlinsonand Marcia B. Imbeau<br />
Laura Robb<br />
We’ve done differentiation<br />Misunderstanding<br />Differentiation is a set of instructional strategies.	<br />Reality<...
We’ve done differentiation<br />Misunderstanding<br />Differentiation is just about instruction.<br />Reality<br />Althoug...
We’ve done differentiation<br />Misunderstanding<br />Differentiation is something a teacher does or doesn’t do.<br />Real...
We’ve done differentiation<br />Misunderstanding<br />It’s adequate for a trainer to show or tell teachers how to differen...
Where do I start?<br />Invitation<br />Investment<br />Persistence<br />Opportunity<br />Reflection<br />
Invitation<br />
Invitation<br />Dancing<br />Singing<br />Being a friend<br />Keeping a clean room<br />Public speaking<br />Keeping a pet...
Opportunity<br />Learning Centers<br />There may be some where everyone attends, and some where only certain students atte...
Opportunity<br />Learning Centers<br />Writing Center<br />Book Nook<br />Computer Center<br />Grammar Center<br />Listeni...
Summarizing Fiction or Biography<br />Somebody:  Name an important character or the person in your biography<br />Wanted: ...
Summarizing a Nonfiction Text<br />Topic:  Explain what the topic was.<br />Fascinating Facts:  Choose two facts that you ...
Tips for Summarizing Success<br />Have students take notes using the summary scaffold.<br />Help struggling students take ...
Letters between Two Characters<br />	For these letters to be successful, both characters need to have lived through the sa...
Opportunity<br />Consider creating a “hint board” or “hint cards” where you can collect reminders of how to do things that...
Opportunity<br />Use task cards to indicate where students should be when they enter the classroom.<br />
And remember…<br />Fair Is Not Always Equal!<br />
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Differentiation in MS ELA/R

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Differentiation in MS ELA/R

  1. 1. Differentiation in MS ELAR<br />January 28, 2011<br />
  2. 2. Carol Ann Tomlinsonand Marcia B. Imbeau<br />
  3. 3. Laura Robb<br />
  4. 4. We’ve done differentiation<br />Misunderstanding<br />Differentiation is a set of instructional strategies. <br />Reality<br />Differentiation is a philosophy--a way of thinking about teaching and learning. It is, in fact, a set of principles.<br />
  5. 5. We’ve done differentiation<br />Misunderstanding<br />Differentiation is just about instruction.<br />Reality<br />Although differentiation is an instructional approach, effective differentiated instruction is inseparable from a positive learning environment.<br />
  6. 6. We’ve done differentiation<br />Misunderstanding<br />Differentiation is something a teacher does or doesn’t do.<br />Reality<br />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.<br />
  7. 7. We’ve done differentiation<br />Misunderstanding<br />It’s adequate for a trainer to show or tell teachers how to differentiate effectively.<br />Reality<br />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.<br />
  8. 8. Where do I start?<br />Invitation<br />Investment<br />Persistence<br />Opportunity<br />Reflection<br />
  9. 9. Invitation<br />
  10. 10. Invitation<br />Dancing<br />Singing<br />Being a friend<br />Keeping a clean room<br />Public speaking<br />Keeping a pet<br />
  11. 11. Opportunity<br />Learning Centers<br />There may be some where everyone attends, and some where only certain students attend.<br />Some can be based on slots available (computers, listening).<br />Be sure they’re engaging<br />Be sure the work is appropriately leveled.<br />
  12. 12. Opportunity<br />Learning Centers<br />Writing Center<br />Book Nook<br />Computer Center<br />Grammar Center<br />Listening Center<br />Word Center<br />Meet with the Teacher<br />
  13. 13. Summarizing Fiction or Biography<br />Somebody: Name an important character or the person in your biography<br />Wanted: State the problem the character or person faced.<br />But: Explain some forces that worked against the character.<br />So: Without giving the ending away, show how the character/person resolved the problem.<br />
  14. 14. Summarizing a Nonfiction Text<br />Topic: Explain what the topic was.<br />Fascinating Facts: Choose two facts that you found fascinating. For each fact, explain why it fascinated/interested you.<br />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.<br />
  15. 15. Tips for Summarizing Success<br />Have students take notes using the summary scaffold.<br />Help struggling students take notes, and support them through the process.<br />Read students’ notes before they write their summaries, so that you can meet with any students who require extra support before they begin writing.<br />Tell students that you want the title and author mentioned in the first sentence. <br />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.<br />
  16. 16. Letters between Two Characters<br /> For these letters to be successful, both characters need to have lived through the same experiences.<br />Be sure to create a mentor text to scaffold the learning.<br />Write two exchanges between the characters, using two or more experiences they shared.<br />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.<br />
  17. 17. Opportunity<br />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.<br />Hint boards and cards help students to work more independently and thus preserve teacher time to work with individuals or small groups.<br />
  18. 18. Opportunity<br />Use task cards to indicate where students should be when they enter the classroom.<br />
  19. 19. And remember…<br />Fair Is Not Always Equal!<br />

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