The Roles of the Classroom teacher in a differentiated classroom.

1. Jessica Hayward Ashley Haydock The Roles of the Classroom teacher in a differentiated classroom.

2. Differentiated Teacher • Teachers see themselves as “organizers of learning opportunities”. • Content knowledge important, but focus more on “reading their students”. • Focus on their role as a coach or mentor, and give students as much responsibility as they can handle.

3. Differentiated Teachers Abilities • 1. Assess the students in a variety of means. • 2. “Read” and interpret students clues and learning and interests. • 3.Create a variety of ways students can gather information and ideas. • 4. Develop varied ways students can explore and “own "ideas • 5.Present varied channels through which students can express and expand understandings. • 6. Create a reasonable range of approaches to learning much of the time, so that most students find learning a fit most of the time. • Covering information takes a “back-seat” to making meaning out of important ideas.

4. Leading a Differentiated Classroom! • Key skills a teacher will acquire as they work on differentiating instruction. • Hunting for insights about the student • Diagnosing student need and crafting learning experiences in response to diagnoses. • Keeping track of student proximity to and growth toward personal and group benchmarks. • Sharing responsibility for teaching and learning with students, ensuring that students are prepared for the shared roles. • Seeing and reflecting on individuals as well as the group.

5. What is the teachers role? • 3 different Roles of the teacher • Teacher as the director of the orchestra • Leader: Knows the music intimately, can interpret elegantly • Group of people: Different instruments • Individual Musician: Contributes to a meaningful performance. • Teacher as coach • Coach: Has clear goals for the team, as well for each individual • Works as a psychologist to determine what motivates each player • Is active during practices and games, but does not play the game. • Teacher as Jazz musician • Has the big picture but can add notes,, change tempo …… • Step back for the soloist to take the stage, or take the stage themselves.

6. Rules of Thumb! • Be clear on the key concepts and generalizations or principles that give meaning and structure to the topic, chapter unity or lesson. • No need to have students try to recall everything they learn in the classroom and books. • Think of assessment as a road map for your thinking and planning. • Don’t put assessment at the end. Plan assessment throughout the lesson like pit stops • Lessons for all students should emphasize critical and creative thinking. • All tasks should require that students understand and be able to apply the meaning of the ideas at hand. • Lessons for all students should be engaging. • It is not acceptable for struggling students to spend most of their time trying to master basic information while others students get to use it. • There should be balance between student-selected and teacher assigned tasks and working arrangement. • All students should regularly have choices to make and all students should be matched based on their individual leaner profile.