Session 7

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  • 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.
  • Ask participants to make analogies as you call out an item in Column A and one in Column B. Example: How is managing time in a differentiated classroom like rock climbing? How is giving directions in a differentiated classroom like listening to music? Encourage participants to try forced analogies with their students to think more flexibly about ideas for writing, solving problems, interpreting events, and so on. The goal is to look at familiar things in new ways
  • Session 7

    1. 1. Foundations and Applications of Differentiating Instruction: Competencies Four and Five Session 7 Managing the Classroom Foundations and Applications of Differentiating Instruction: S3 Competencies Four and Five
    2. 2. Session 7 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. 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 -
    4. 4. 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 -
    5. 5. 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 -
    6. 6. 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 -
    7. 7. Foundations and Applications of Differentiating Instruction: Competencies Four and Five S3 - Learning with Forced Analogies Foundations and Applications of Differentiating Instruction: Competencies Four and Five S3 - Column A Column B <ul><li>Managing time </li></ul>Rock climbing <ul><li>Getting students in and out of groups </li></ul><ul><li>Giving directions </li></ul><ul><li>Controlling noise </li></ul><ul><li>Using space flexibly </li></ul><ul><li>Getting the right materials to the right students </li></ul><ul><li>Organizing materials </li></ul><ul><li>Monitoring student work </li></ul>
    8. 8. Learning from Extended Metaphors <ul><li>Now that you’ve thought more deeply about what it means to manage a differentiated classroom, let’s develop extended metaphors for managing a differentiated classroom. </li></ul>Foundations and Applications of Differentiating Instruction: Competencies Four and Five S3 -
    9. 9. 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 -

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