Differentiation: From Orator to Facilitator

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Presentation to Hampden Charter School on differentiation

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  • Hi Kirsten,
    This has so many inspirational elements, I don't know which to highlight. Perhaps the title page, which grabbed my attention when Googling 'From Monlogues to Facilitation' for a coachee... Thanks, Ian
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  • Before share and after pair handout post-its and instruct participants to write any questions. Record comments during share on tablet paper.
  • Kirsten -any other room set up things
  • Differentiation: From Orator to Facilitator

    1. 1. Kirsten Olson, Old Sow Consulting<br />Brian Anderson, MCCPSE<br />March 5, 2010<br />Differentiation:From Orator to Facilitator<br />
    2. 2. Do Now .<br />What do you think differentiation is?<br />Writea paragraph<br />Create a graphic organizer<br />Draw a picture<br />Choose your own way to communicate it <br />
    3. 3. Why differentiate?<br />
    4. 4. • “Neil learns better if I'm teaching with the interactive board and totally phases out when we're reading.<br />• Desiree phases out when we're reading, but as long as someone's talking about the material, she's in.<br />• Tien thrives in the computer lab.<br />• The entire class wakes up if they stand up.<br />• Seth has to be doing three things at once or he can't pay attention at all.<br />• Armando needs everything to relate to him or he goes over to the Dark Side.<br />• Jenny will do anything academic I ask of her as long as I allow her to use a pink pen.<br />• Brandon’s writing will never be read unless he learns to type.<br />• Every student loves coming in to find the room looking different.<br />• Sarah will only work with Angy, but Fabiola can't work with Sarah.<br />• Tin will function in a small group, but only one consisting of young ladies.”<br />-Middle school language arts teacher Heather Wolpert-Gawron, <br />San Gabriel Unified (CA)<br />Student as impetus for differentiation<br />
    5. 5. Old School vs. New School<br />
    6. 6. “The secret of education is respecting the student.” <br />Ralph Waldo Emerson<br />From orator to facilitator<br />
    7. 7. What makes work meaningful for you? For students?<br /><ul><li>Choice
    8. 8. Novelty
    9. 9. Lack of interruption
    10. 10. Challenge
    11. 11. Relates to my life</li></li></ul><li>Differentiation In Action<br />http://www.youtube.com/watch?v=uU25gNc024I<br />What do you see?<br />
    12. 12. <ul><li>Allows us to teach to zone of proximal development (ZPD) through STUDENT control of activity (distance between what we know and what we are trying to know)
    13. 13. Effective for keeping higher performing students challenged, especially purposeful flexible grouping (Tieso, 2005)
    14. 14. Students with LDs hugely benefit from DI, especially small group and targeted instruction (McQuarrie, McRaie, and Stack-Cutler, 2008)
    15. 15. Student attitudes towards learning, engagement improves (Baumgartner, Lipowski and Rush 2003)</li></ul>What research tells us about differentiation<br />
    16. 16. What is Differentiation?<br /><ul><li>Offering a variety of ways to define content
    17. 17. Offering a variety of options for exploring content
    18. 18. Offering a variety of ways to demonstrate learning
    19. 19. Not having to control or choose for every learner
    20. 20. Gradual release of responsibility for learning to student</li></li></ul><li><ul><li>Adalet writes a story about the life of a teenager during the American Revolutionary period
    21. 21. Jose makes a movie about American heroes then and now
    22. 22. Aaron creates a “museum” project showing how the Revolution influenced the development of science </li></ul>Middle school social studies: American Revolution<br />
    23. 23. If the student performed the instructional task, what would they know how to do?<br />How do the tasks compare on Blooms taxonomy? <br />What a difference a task can Make!<br />
    24. 24.
    25. 25. How do you do it? <br />FROM TEACHER’S POINT OF VIEW<br />FROM STUDENT’S POINT OF VIEW<br />Content<br />Activities<br />Products<br />Learning Environments<br />Interests<br />Learning styles<br />Readiness (what do I need to work on?)<br />Learning environments<br />
    26. 26. Basics of Planning“Differentiation requires good planning.”<br />
    27. 27. Differentiation Tools<br />Do Nows<br />Tiered Assignments<br />Curriculum Compacting<br />Taxonomies of Questions<br />Learning Contracts<br />Achieve and Aspire Graphs<br />Independent Research <br />Exit Tickets<br />
    28. 28. Sample Tiered Lesson<br />
    29. 29. Helping You Do The Work <br />Roles and Rules of Group Work<br />Room Set up<br />Learning Centers and Stations<br />“Gallery” Space <br />Technology <br />Cameras/Video Cameras<br />Computers<br />Smartboards<br />Projectors<br />Timer<br />
    30. 30. Adirondack Mountain Project using a Wiki<br />The Launch<br />The Investigation<br />The Synthesis<br />The Room <br />
    31. 31. What are you thinking so far?<br />What stands out?<br />
    32. 32. How has differentiation worked in your classes in the past?<br />
    33. 33. Triads:Let’s practice!<br />Examine ONE model (math or poetry)<br />Analyze how this model differentiates (4 mins)<br />Determine what student needs or interests it supports (7 mins) <br />Share your analysis (4 mins)<br />
    34. 34. First, on your own make a plan for how you are going to differentiate…<br /><ul><li>Within lesson
    35. 35. Within unit</li></ul>(10 minutes)<br />Choose a topic you are about to teach…<br />
    36. 36. 1. Share your plan with a partner<br />2. Listen <br />3. Switch <br />4. Repeat <br />5. Discuss and make improvements to both plans<br />10 mins<br /> With your partner<br />
    37. 37. “Anticipatory” planning<br />How can I plan to address key patterns in my student’s learning?<br />What barriers to understanding do students typically encounter?<br />What are springboards to help them understand?<br />
    38. 38. Big Ideas<br />What differentiation is NOT: An IEP for every student<br />What differentiation is: Planning for CLUSTERS of student needs<br />Letting them choose<br />Release of control, with accountability<br />
    39. 39. Your care and encouragement matters more than anything else.<br />No matter how unmotivated, never give up on a student or they will give up on themselves.<br />2 things we know<br />
    40. 40. <ul><li>More choice about how content is defined
    41. 41. Assignments relate to real life
    42. 42. Opportunities to explore topic rather than be “told”
    43. 43. Many ways to show what you know
    44. 44. Students keep track of their own learning
    45. 45. Use the community to support learning (positive discipline, democratic decisions)
    46. 46. Humor, games, improv, movement</li></ul>How do you increase motivation?<br />
    47. 47. Follow up<br />With your learning colleague that you worked with on your topic you will:<br />Share how your lesson that you differentiated went and what you learned. <br />Do it by next Friday, March 12. <br />
    48. 48. 3 Things That Stand Out<br />Why? <br />Exit Ticket<br />

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