Differentiation pd 8.17.2011


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For the past few years, reading has taken center stage in PD—specifically because this is an area that has been deemed as being one that most of our students struggle with as evidenced by ISAT performance. For the past couple of years, teachers have been exposed to the concept of Reading Across the Curriculum. At first, Haugan received PD from an outside consultant and then last year, most of our PD was delivered on-site by our Master Teachers. This year, we are going full force with Reading Across the Curriculum and marrying it to the Differentiation concept—Haugan personnel will be the driving force behind the initiative; in terms of providing all PD ourselves. So far, we have delivered 4 PowerPoint presentations that have some type of literacy/differentiation element embedded into it: Ex: 1. Formative Assessment; 2. Word Maps to Build Comprehension; 3. Summarizing; and 4. Differentiation.

Differentiation ppt: We opened the year with a PD session on differentiation. Although many of our Haugan teachers have been to conferences/workshops that delve deeply into this concept, we felt that we needed to present teachers with practical techniques that they could immediately put into practice the first week of school—techniques that would help them get to know their students’ interests and learning styles. In having an idea of students’ interests and learning styles, teachers are better able to engage students.

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  • Why teach students optimism?
  • Part of establishing student expectations involves establishing routines and rituals in the classroom. Routines Routines are those activities in a student’s life within the classroom that center on time and procedures. They are procedures that are done so often that most students can do them without much thought. A big part of effective classroom management, in general, depends upon routines and procedures that have been taught to students and that they have practiced. Rituals Rituals are those activities that are about making the connections between teacher and student and among students. Rituals are best when teachers and students work on them together. Sometimes a routine becomes a ritual when a routine becomes especially important to the students because of the way it is done. For example, bringing students to morning meeting with a poem or a certain song can become more of a ritual than a routine. Using a particular book in a particular way can become a ritual. Different classes may establish different rituals because of their particular personality. Not only do rituals help establish student expectations; they also build the classroom community. The handout page lists routines and rituals that are especially important in a differentiated classroom. Talk through the ones listed on the participants’ resource book page.
  • Rules and Signals Rules and signals in any classroom are intended to provide a positive environment conducive to student learning. They should be simple, easy to follow, and enforceable. It is often assumed that students will automatically understand the expectations of the teacher for various aspects of classroom management. Such assumptions should never be made, no matter the age of the students. Rules and signals must be fully explained and modeled for the students, then practiced by the students. The idea from a notable educator, Harry Wong, is that we want to move students from procedures to routines (This is just how we do things in here ). Many teachers are still moving students through procedures far into the school year. The resource book pages list some rules and signals that are especially important in a differentiated classroom. Talk through the ones listed on the participants’ resource book pages. Note that the rules and signals listed can apply to a wide range of grade levels so participants can determine which ones will work best for their classroom.
  • Seating Arrangements and Assignments Look at two examples and how they accommodate large- and small-group interaction, as well as allow the teacher to easily walk around for observation and support. There is a blank space provided on the resource book page so participants can create or customize their own seating arrangement. (Lisa—mention that groups of 4 is the IDEAL group structure, as it allows for student interaction…) Attendance Tools Craft sticks: Each student writes his/her name on a craft stick. The teacher places all sticks in a coffee can or other container labeled “OUT.” As students enter the room, they take their sticks out of the “OUT” can and put them in another can labeled “IN.” Seating chart: The teacher can simply scan the room using a seating chart of where students are supposed to be sitting. This is a quick way to take roll, especially in intermediate and high school classrooms. Use of the chart saves time that is better spent on teaching and learning.
  • Differentiation pd 8.17.2011

    1. 1. Classroom Management in the Differentiated Classroom Lisa Lazansky-Roach Vincent Thur
    2. 2. Bell-Ringer <ul><li>What are some ways to differentiate your classroom (using previously learned strategies)? </li></ul>
    3. 3. Student Learning Styles/Interest Surveys <ul><li>When a teacher pays attention to how students learn, there will be more efficient learning. </li></ul><ul><li>If a teacher pays attention to interests, then chances are greater that student attention will be focused on what is going on in the classroom. </li></ul><ul><li>If a teacher pays attention to student readiness, then the chances are greater that there will be more student growth and achievement. </li></ul>
    4. 4. Student Learning Styles/Interest Surveys <ul><li>FACTS ABOUT LEARNING STYLES </li></ul><ul><li>We tend to teach according to how we learn best. A teacher who is a strong auditory learner will prefer this modality when teaching—he/she might lecture more. </li></ul><ul><li>Most people do not use sight, hearing, and touch equally during learning. People develop preferences for certain senses as they learn. </li></ul><ul><li>Every lesson should be designed to include all three learning modalities: v isual, a uditory, and k inesthetic. Think VAK for every lesson. </li></ul><ul><li>If a child is not understanding your lesson, you should reteach the concept to that child in his/her preferred learning style. </li></ul>
    5. 5. Student Learning Styles/Interest Surveys <ul><li>Time to Take Our Own Learning Styles Survey </li></ul>
    6. 6. Student Learning Styles/Interest Surveys <ul><li>The More Ways You Teach, </li></ul><ul><li>The More Students You Reach! </li></ul><ul><li>V A K </li></ul>
    7. 7. Student Learning Styles/Interest Surveys <ul><li>Interests of the students can provide a basis for curriculum development, extension exercises and independent studies. </li></ul><ul><li>Developing a student interest profile helps to provide a deeper understanding of an individual's unique interests, styles and abilities. By gathering information from a variety of sources, teachers are in a better position to make educational decisions that will enhance the student’s mastery of learning goals and standards. </li></ul>
    8. 8. Classroom Communities <ul><li>Setting up a classroom community assists in the development of having great classroom management. </li></ul><ul><li>Establishing student expectations </li></ul><ul><li>Organizing the classroom </li></ul><ul><li>Group Working Structure </li></ul>
    9. 9. Establishing Student Expectations <ul><li>ROUTINES </li></ul><ul><ul><ul><li>Turning in assignments </li></ul></ul></ul><ul><ul><ul><li>Moving through centers or to anchor activities </li></ul></ul></ul><ul><ul><ul><li>Make-up Work </li></ul></ul></ul><ul><li>RITUALS </li></ul><ul><ul><li>Chants and cheers </li></ul></ul><ul><ul><li>Deciding with students how to celebrate something </li></ul></ul>Classroom Communities
    10. 10. <ul><li>RULES </li></ul><ul><li>Conversation levels </li></ul><ul><li>Getting help </li></ul><ul><li>Respect for each other </li></ul><ul><li>Participation & on-task behaviors </li></ul><ul><li>Movement </li></ul><ul><li>Other </li></ul>Establishing Student Expectations <ul><li>SIGNALS </li></ul><ul><li>Transitions </li></ul><ul><li>Stop and Listen </li></ul><ul><li>Other </li></ul>
    11. 11. Classroom Communities <ul><li>Establishing Student Expectations </li></ul><ul><li>Now it is time to set up your student expectations for the year </li></ul>
    12. 12. Classroom Communities <ul><li>Classroom Arrangements </li></ul><ul><li>As teachers design their classrooms, they need to keep in mind what they have learned from current brain research about how students learn (Marzano). </li></ul><ul><li>Arranging the physical environment of the classroom is one way to differentiate the learning environment and to prevent problem behaviors before they occur. Research on the classroom environment has shown that the physical arrangement can affect the behavior of both students and teachers (Marzano), and that a well-structured classroom tends to improve student academic and behavioral outcomes. </li></ul>
    13. 13. Possible Seating Arrangements Teacher Teacher Classroom Communities
    14. 14. Classroom Communities <ul><li>Classroom Arrangements </li></ul><ul><li>On a large piece of paper, sketch out your seating arrangement for the beginning of the year. </li></ul><ul><li>If you finish early, create a small chart on how you will change up the seating from time to time based on various activities and lessons. </li></ul>
    15. 15. Classroom Communities <ul><li>Group Working Structures </li></ul><ul><li>How students are grouped is very important as it pertains to classroom management and differentiated instruction. </li></ul>
    16. 16. Whole-Group Instruction <ul><li>Warm-Ups – to help the class develop a mind-set for content. </li></ul><ul><li>Introductions – to motivate the entire class in preparation for a lesson or unit of study. </li></ul><ul><li>Read-Alouds – to benefit the entire class from hearing the teacher’s expression, dictation, think-alouds, and discussion. </li></ul><ul><li>Shared Reading – to allow the class to follow along in the book as the teacher reads aloud. </li></ul><ul><li>Instructional Games – to reinforce skills or concepts for the entire class. </li></ul><ul><li>Discussions – to encourage collaborative thinking and learning. </li></ul><ul><li>Other </li></ul>
    17. 17. Small-Group Instruction (No More Than 4 Students to a Group) <ul><li>Random – For processing or collaborating before or after a lesson. It is important that specific content skill levels that would prevent individuals from participating are not required for this grouping. </li></ul><ul><li>Heterogeneous – There are times when teachers choose to group students heterogeneously (mixed) to encourage them to learn from each other and to learn to work together (problem-solving, projects, etc.). </li></ul><ul><li>Homogeneous - of the same or a similar kind </li></ul><ul><li>-Skills – When teaching skills in math or reading, for example, students can be grouped according to skills attainment. </li></ul><ul><li>- Readiness – This allows the teacher to focus instruction on a group of learners who share a similar level of readiness for the subject matter. </li></ul><ul><li>- Interest – There are times when students are grouped based on a specific interest in a unit of study. </li></ul>
    18. 18. Small-Group Instruction (continued) <ul><li>Cooperative – This type of group appears as a research-based, highly effective teaching practice in Robert Marzano’s Classroom Instruction That Works . Cooperative groups are structures where students work in small, mixed-ability situations. Students share responsibilities, and they should participate equally. Students are held individually accountable. There needs to be equal participation and positive interdependence among students in groups. Think/Pair/Share is an example of a cooperative group structure. </li></ul><ul><li>Other </li></ul>
    19. 19. Individual Work <ul><li>Extension Activities – A student who finishes work early or who already knows the content of what you are about to teach might work on an extension activity, going to a deeper or more complex level than other students. </li></ul><ul><li>Remedial OR Practice Activities – A student might be identified as needing a different pathway to learning than other students in the class. The student might not fit into any established groups, so at times a student works with a teacher or on his/her own to practice or reinforce skills or concepts. </li></ul><ul><li>Projects – Students might work on individual projects of a more complex manner. </li></ul><ul><li>Other </li></ul>
    20. 20. Classroom Communities <ul><li>Group Working Structures </li></ul>When I consider some potential classroom management problems in a highly differentiated classroom, I think of . . .
    21. 21. The first thing I will do is… <ul><li>Action Plan </li></ul><ul><li>Create an action plan of how you will start your year off so differentiation in the classroom will not be difficult later on. </li></ul>
    22. 22. Our P.D. Motto
    23. 23. Closure <ul><li>Take one thing you learned from today and briefly explain how you will use it next week. </li></ul>