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Differentiation in MS ELA/R

Differentiation in MS ELA/R






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    Differentiation in MS ELA/R Differentiation in MS ELA/R Presentation Transcript

    • Differentiation in MS ELAR
      January 28, 2011
    • Carol Ann Tomlinsonand Marcia B. Imbeau
    • Laura Robb
    • We’ve done differentiation
      Differentiation is a set of instructional strategies.
      Differentiation is a philosophy--a way of thinking about teaching and learning. It is, in fact, a set of principles.
    • We’ve done differentiation
      Differentiation is just about instruction.
      Although differentiation is an instructional approach, effective differentiated instruction is inseparable from a positive learning environment.
    • We’ve done differentiation
      Differentiation is something a teacher does or doesn’t do.
      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
      It’s adequate for a trainer to show or tell teachers how to differentiate effectively.
      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
    • Invitation
      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.
    • And remember…
      Fair Is Not Always Equal!