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Differentiating through a Novel Study

Differentiating through a Novel Study. 1. Brian Williams & Kristen Wawer Professional Development April 18 th , 2013. Introduction. 2. Accommodating Diverse Learners Differentiated: Instruction Assessment Grouping Focus: Backwards Planning Thematic Design

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Differentiating through a Novel Study

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  1. Differentiating through a Novel Study 1 • Brian Williams & Kristen Wawer • Professional DevelopmentApril 18th, 2013

  2. Introduction 2 • Accommodating Diverse Learners • Differentiated: • Instruction • Assessment • Grouping • Focus: • Backwards Planning • Thematic Design • Essential Question Development

  3. Backwards Planning 3 • Content area concepts or ELA standards • One over-arching theme • Essential Questions • 3-5 high-interest questions opinion questions • Stress one per week • Examples • Is killing ever justified? Do you have the power to create real change? How does society influence your actions and mindsets?

  4. Choice of Literature 4 • Direct Relationship to Essential Question/Theme • Refer to Book List • Pp. 3-8 • Additional Resources • Lexile.Com

  5. Student Ability Levels 5 • Ability Identification • Gates-MacGinitie • Comprehension • Vocabulary • http://tfadeltaela.wordpress.com/vision-goals/diagnostics/ • Grade level Lexile Score Translation • Match Student with Predetermined Books • Lexile Scores • Teaching Experience with Student • Invest Students in Assessment for BEST Results

  6. The Grouping Process 6 • Flexible Grouping • Exposure to different types of learners & different content • Home Group • Based on reading level (relatively homogeneous) • Same novel • Differentiated activities • Heterogeneous Groups • Random or purposeful • Change often • High level discussions based on essential questions

  7. Differentiated Assessment 7 • What assessments/activities to incorporate? • Assessments/Activities • What knowledge will be gained? • How assessment relates back to essential question/theme? • Refer to Assessment/Activity List • Writing • Verbal • Pp. 10-11 • Examples: • Journal (Writing) • Debates (Verbal)

  8. Philosophical Chairs 8 • What is it? • A discussion/debate on a relevant topic where students are allowed to change their opinions • Can be used at any point in a unit • Forces students to apply textual evidence and life experience • Pp. 12-15

  9. Student Rules 9 • Participate at least one time • Write down at least one thing someone said that changed your thinking. • Be silent when it is not your turn • Change seats if your opinion changes

  10. Become the Students 10 • Step 1: Look at the card you received when you walked in. • Step 2: Read over the synopsis for the book that your home group read. • Step 3: Look at the point of view assigned to you. • Step 4: Go to the part of the room that matches your argument.

  11. Discuss 11 • In your new group with like-minded people, discuss your ideas for two minutes • Write down one example from your novel and one example from real life that could support your given point of view. • Teacher moderates • Mostly does not intervene • Introduce new idea if necessary • Students can become moderators

  12. Accountability 12 • Accountability promotes participation • Some ideas: • Hand in notecards • Popsicle sticks • Others? • Differentiate by: • Sentence-starters • Requiring more or less evidence • Student-directed research • Example: • http://www.youtube.com/watch?v=U0XTkCSb6a8

  13. Conclusion 13 • Accommodate Diverse Learners through Differentiation • Develop Essential Question/Theme to Link Diverse Learners • Incorporation of Various Activities Focusing on Differentiated: • Instruction • Assessment • Grouping

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