Managing the Classroom

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  • We never know which students we’re going to get.
  • Read story aloud to whole group, each participant will respond to the questions individually. In small groups make connections to your school and share your insights and responses. How does this story support or contradict differentiation as you know and understand it? Use Animal School Handout
  • Have teachers complete Belief Statement Handout
  • Who are you when you consider teaching and interacting with your students. What do your students think of you in regards to these statements Whichever one you believe speaks to who you are as a teacher Individually review each of these statements and decide what you believe: What does your belief say about your teaching? Complete the checklist about beliefs, keep confidential. Use the responses to guide your learning throughout the course. Where are you? How do your beliefs impact your teaching? What, if any, adjustments can be made to further grow your instructional practice?
  • 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.
  • Managing the Classroom

    1. 1. Foundations and Applications of Differentiating Instruction: Competencies Four and Five Managing the Classroom Foundations and Applications of Differentiating Instruction: S3 Competencies Four and Five
    2. 2. Outcomes <ul><li>As a result of this workshop, you should be better able to: </li></ul><ul><ul><li>Identify and analyze problems inherent in managing a differentiated classroom </li></ul></ul><ul><ul><li>Pose solutions to management dilemmas in a differentiated classroom </li></ul></ul><ul><ul><li>Describe and develop routines and procedures for effective leadership in a differentiated classroom </li></ul></ul><ul><ul><li>Reflect on your own growth in addressing academic diversity in the classroom </li></ul></ul><ul><ul><li>Generate goals and plans for professional growth and leadership in managing a differentiated classroom </li></ul></ul>Foundations and Applications of Differentiating Instruction: Competencies Four and Five S3 -
    3. 3. Foundations and Applications of Differentiating Instruction: Competencies Four and Five S1 -
    4. 4. <ul><li>My momma always said, &quot;Life was like a box of chocolates. You never know what you're gonna get.&quot; </li></ul><ul><li>Forrest Gump </li></ul>Foundations and Applications of Differentiating Instruction: Competencies Four and Five S1 -
    5. 5. DEFINING DIFFERENTIATION <ul><li>Animal School : </li></ul><ul><ul><li>The Duck </li></ul></ul><ul><ul><li>The Rabbit </li></ul></ul><ul><ul><li>The Squirrel </li></ul></ul><ul><ul><li>The Eagle </li></ul></ul>Foundations and Applications of Differentiating Instruction: Competencies Four and Five S1 -
    6. 6. TEACHERS’ BELIEF SYSTEM <ul><li>Research findings show that teachers’ belief systems affect learning. </li></ul><ul><li>Belief systems need to be addressed for change to happen. </li></ul>Foundations and Applications of Differentiating Instruction: Competencies Four and Five S1 -
    7. 7. I BELIEVE: <ul><li>All of my students SHOULD achieve </li></ul><ul><li>All of my students CAN achieve </li></ul><ul><li>All of my students WILL achieve </li></ul>Foundations and Applications of Differentiating Instruction: Competencies Four and Five S1 -
    8. 8. Some Big Ideas that Facilitate Differentiation <ul><li>Not everyone needs to do the same work at the same time </li></ul><ul><li>Students will learn as much from each other as they will from the teacher </li></ul><ul><li>Students must take responsibility for their own learning </li></ul><ul><li>There are many paths to an answer </li></ul><ul><li>Often there are many “right” answers </li></ul><ul><li>Mistakes can be valuable learning experiences </li></ul><ul><li>If it’s easy, you’re probably not learning very much </li></ul>Foundations and Applications of Differentiating Instruction: Competencies Four and Five S1 -
    9. 9. From the Mouths of … <ul><li>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. </li></ul>Foundations and Applications of Differentiating Instruction: Competencies Four and Five S3 -
    10. 10. From the Mouths of … <ul><li>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. </li></ul>Foundations and Applications of Differentiating Instruction: Competencies Four and Five S3 -
    11. 11. From the Mouths of … <ul><li>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. </li></ul>Foundations and Applications of Differentiating Instruction: Competencies Four and Five S3 -
    12. 12. From the Mouths of … <ul><li>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. </li></ul>Foundations and Applications of Differentiating Instruction: Competencies Four and Five S3 -
    13. 13. Learning from Extended Metaphors <ul><li>Being a teacher in an effective differentiated classroom is a lot like being a conductor of an orchestra. You have to </li></ul><ul><ul><li>Know the music well </li></ul></ul><ul><ul><li>Help others interpret (find meaning) in the score. </li></ul></ul><ul><ul><li>Keep time so that people playing different instruments stay together. </li></ul></ul><ul><ul><li>Hear many parts at once. </li></ul></ul><ul><ul><li>Build on individual strengths, tastes, and preferences. </li></ul></ul><ul><ul><li>Help individuals refine their skills, understandings, and techniques. </li></ul></ul><ul><ul><li>Challenge individuals of varied levels of proficiency to grow. </li></ul></ul><ul><ul><li>Work with individuals, parts, and the whole toward common and personal goals. </li></ul></ul><ul><ul><li>Prepare for real events. </li></ul></ul><ul><ul><li>Energize and lead. </li></ul></ul><ul><ul><li>Build a group endeavor from individual contributions. </li></ul></ul><ul><ul><li>Build a sense of community among very different people. </li></ul></ul><ul><ul><li>Have both individual and group goals for quality. </li></ul></ul>Foundations and Applications of Differentiating Instruction: Competencies Four and Five S3 -
    14. 14. <ul><li>When a teacher tries to teach something to the entire class at the same time, chances are </li></ul><ul><li>one-third of the kids already know it one-third will get it </li></ul><ul><li>and the remaining third won’t. </li></ul><ul><li>So, two-thirds of the children are wasting their time. </li></ul><ul><li>Lilian Katz </li></ul>Foundations and Applications of Differentiating Instruction: Competencies Four and Five S1 -

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