Diverse Learners


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Diverse Learners

  1. 1. Agenda for Monday, Nov. 15 • Mini-Lesson • Finding the Poem Activity • Fix-Up Strategies: o Color Coding o Scoring Comprehension o Noticing What You Notice • Diverse Learners: Multiple Intelligences Dance • English Language Learners: Policy Research Brief o Idea Pass Around • SIOP Overview (and Macarena)
  2. 2. Finding the Poem Activity • Move around the classroom, introducing yourselves to one another and comparing stanzas until you find another stanza that seems to fit with yours. • When two people have found a match, trade stanzas so that the matching stanzas are now together, but each person still has three total. • Continue comparing and trading until everyone has a complete poem.
  3. 3. Finding the Poem Activity, cont. • Once everyone has a complete poem, sit with a partner and help each other put your two poems together • Talk through each poem one at a time to decide what seems to be the right order of the stanzas. • Work together to decide on a title you think would be appropriate for each poem, and be ready to share your thinking with the rest of us. ~Adapted from Robert Probst, “Tom Sawyer, Teaching, and Talking,” Adolescent Literacy: Turning Promise into Practice, p. 48
  4. 4. Which title suits your poem? • “Travel” • “Mother of the Groom” • “Transit” • “The Talker” • “Those Winter Sundays” • “Happiness” • “The Panther” • “Wall” • “The Hands” • “The Ideal”
  5. 5. Who wrote your poem? “Travel” by Edna St. Vincent Millay “Mother of the Groom” by Seamus Heaney “Transit” by Richard Wilbur “The Talker” by Mona Van Duyn “Those Winter Sundays” by Robert Hayden “Happiness” by Stephen Dunn “The Panther” by Rainer Maria Rilke “Wall” by Gabriela Mistral “The Hands” by Linda Hogan “The Ideal” by James Fenton
  6. 6. Kelly Gallagher’s Questions for Effective First-Draft Reading • Have I provided my students with a reading focus? • Are my students willing and able to embrace confusion? • Can my students monitor their own comprehension? • Do my students know any fix-it strategies to assist them when their comprehension begins to falter? ~Deeper Reading, pp. 51-78
  7. 7. Multiple Intelligences Dance • Eye, Eye • Mouth, Mouth • Heart, Hand • Snap, Snap, Snap • Sky, Earth • Body, Body • Pocket, Pocket • Robot, Robot • Triangle, Clap
  8. 8. Multiple Intelligences Dance • Eye, Eye • Mouth, Mouth • Heart, Hand • Snap, Snap, Snap • Sky, Earth • Body, Body • Pocket, Pocket • Robot, Robot • Triangle, Clap • Visual, Spatial • Verbal, Linguistic • Interpersonal • Musical, Rhythmic • Naturalistic • Bodily, Kinesthetic • Intrapersonal • Logical, Mathematical • Intuitive (Existential)
  9. 9. “If you were to fold your hands together naturally, you would have a comfortable, close fit. The goals of curriculum differentiation are to find the closest, most comfortable fit between the learner and the curriculum . . . varying the process or content or product to match the needs of the learner can help us reach that close fit.” ~James Curry, Associate Professor, University of Southern Maine
  10. 10. SIOP Lesson Planning • [First we begin with] Lesson Preparation • Building Background [Information] • Comprehensible Input • [Stir the] Strategies • Meaningful Interaction • Practice and Application • Lesson Delivery • Review and Assessment • 2 fingers pointing to head • hands behind head • hand moving out from mouth • two hands stirring motion • clapping hands turning over and over • bicep curls • arms pumping as if power walking • jump back then forward