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Differentiated Journey

Differentiated Journey. Wall School District Feb. 8, 2008 June Preszler & Lisa Hafer TIE Education Specialist http://jpreszler.tie.wikispaces.net/Presentations. Differentiation All Around Us. Sometimes we find it where we might not expect it. Reflection Activity.

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Differentiated Journey

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  1. Differentiated Journey Wall School District Feb. 8, 2008 June Preszler & Lisa Hafer TIE Education Specialist http://jpreszler.tie.wikispaces.net/Presentations

  2. Differentiation All Around Us Sometimes we find it where we might not expect it

  3. Reflection Activity • On note card write name, content area, grade level. • Select ONE DI approach that you implemented. Record the following : • What went well? • What struggles did you (or your students) face? • Would you use the approach again? Explain. • If you’d would use it again, would you make any changes? Explain. • Share experiences. • Place note card and, if available, a sample of student work in box provided.

  4. Technology?? • Did you use technology in your strategy implementation? If not, could you? • Discuss at your table ways of incorporating technology into the differentiated instructional strategy that you tried. • Share ideas.

  5. First Things First • Knowing student needs Affirmation Contribution Power Purpose Challenge Tomlinson, Carol Ann. Fulfilling the Promise of the Differentiated Classroom. Alexandria, VA: ASCD, 2003.

  6. First Things First • Getting to know students: • With a partner, discuss some of the processes you use in your classroom to “get to know” your students.

  7. Just Like an Animal… • I teach much like a/an ______. (Insert the name of a particular animal and that animal’s characteristic action.) • For example: I teach much like a rockhopper penguin jumps into the ocean—feet first. • Kaagan, Stephen S. 30 Reflective Staff Development Exercises for Educators. Thousand Oaks, CA: Corwin Press, 2004.

  8. Working Together? • I collaborate with colleagues much like a/an _________. • For example, I collaborate with colleagues much like a salmon travels upstream. • Kaagan, Stephen S. 30 Reflective Staff Development Exercises for Educators. Thousand Oaks, CA: Corwin Press, 2004.

  9. What Might Our Responses Reveal? • What attributes are present within our group? What liabilities may have been revealed? • What can be said about the different ways we approach important tasks?

  10. What I Might Know • How you perceive yourselves as teachers • Your attitudes about the topic at hand • Your willingness to participate • A bit about how you work alone and with others

  11. What a Differentiating Teacher Might Do • Analyze what might work best with my group • Evaluate what they must know, understand and do (KUD) in light of the curriculum requirements and their working/collaborating styles • Provide a variety of ways for the group to “get at” learning and information

  12. Creating Groups • Variety of grouping strategies • Ability • Interest • Learning Styles

  13. The Symbol Test • http://www.personalityquiz.net/ • http://www.personalityquiz.net/shapes/symboltest.htm

  14. Learning Styles • Visual • Auditory/Verbal • Kinesthetic/Tactile

  15. Visual • Rolls eyes…follows you with eyes • Distracted by movement • Loves handouts, board work, overheads • Speaks rapidly • Retrieves info by looking up and to the left • “I see what you mean” or “I get the picture”

  16. Auditory/Verbal • May answer rhetorical questions • Talks a great deal, sometimes to self • Distracted by sound • Enjoys cassette work and listening • Usually speaks distinctly • Retrieves info by looking from side to side while listening to internal tape recorder • “Sounds good to me” or “I hear what you’re saying”

  17. Kinesthetic/Tactile • Sits comfortably and casually • Slouches and fidgets, leans back in chair, taps pencil • Often speaks slowly, searching for right words • Distracted by comfort variations (light, temperature) • Needs hands-on experiences • Distracted by movement—often their own • Retrieves info by looking down to access feelings and movements that were involved in learning • “I need an example” or “That feels right”

  18. Sternberg’s Intelligences Analytical • Linear • Schoolhouse Smart • Sequential Practical • Street smart • Contextual • Focus on use Creative • Innovator • Outside the box • What if?

  19. Gardner’s Eight Intelligences • Different ways of thinking • Strengths and weaknesses • Preferences affect ease of learning • Influence how they can best show what they know

  20. Gardner’s Eight Intelligences List 1: Verbal/Linguistic (say it, read it) List 2: Logical/Mathematical (count it) List 3: Visual/Spatial (picture it) List 4: Bodily/Kinesthetic (move it) List 5: Musical (hum it) List 6: Interpersonal (lead it) List 7: Intrapersonal (reflect on it) List 8: Naturalist (investigate it)

  21. Activity: Grouping Card • Upper left: Genre • Upper right: Grade/Subject • Center: Name • Bottom left: Sternberg/Learning Style • Bottom right: Symbol Related Activity: Name Card, Grouping Activities How categories could you use for your students?

  22. Ed ConsultantMystery June Creative/Visual Squiggle

  23. Flexible Grouping Occurs when there is a whole group assessment or instruction initially; and then the students are divided by their need for either review, re-teaching, practice, or enrichment. Could be a single lesson or objective, a set of skills, a unit of study, or a major concept or theme. Creates temporary groups for an hour, a day, a week, or a month or so.

  24. Task is usually a project Some students do more work and take most responsibility Some students are ignored by others in group Some students feel success, others feel frustration Each student cares most about what he/she learns and what grade he/she receives Task may be a project, brainstorming, problem solving Shared work and responsibility Participation of all students is encouraged Each student’s ideas and work are valued Students care about group learning Old Way or New Way

  25. When Does Grouping Benefit Students? • When the task requires input from different types of learning styles and perspectives. • When the subject matter is new for all students. • When it allows gifted students to be engaged in real learning.

  26. When Does Grouping Make Sense? • Allows both for quick mastery of information and ideas • Allows for additional exploration by students needing more time for mastery • Allows for both collaborative and independent work • Gives students and teachers a voice in work arrangements • Allows students to work with a wide variety of peers • Encourages teachers to “try out” students in a variety of work settings • Keeps students from being “pegged” as advanced or struggling

  27. Activities for Heterogeneous Grouping • Open ended activities with use of strategies such as critical thinking,, development of concepts and generalizations • Multidisciplinary themes • When presenting new content • Examples: Hands on Science experiments, and current events activities

  28. Literacy and Technology

  29. Combination Notes

  30. Cornell Notes (More Strategies to Guide Learning, 9)

  31. Taking Notes? • http://www.google.com/notebook

  32. Summarizing • When we summarize, we take larger selections of text and reduce them to their bare essentials. • Bare essentials: the gist, the key, the main points worth remembering. • Content Area Writing, 16-23

  33. Napoleon’s Not Quite Right • Listen/read the article • Insert Notes: ! New and important information/WOW! ?? I don’t understand this X I thought differently (Strategies to Guide Learning, Page 19)

  34. Quick Summaries With Napoleon • Don’t Look Back • 1 Sentence Paraphrase • (Content Area Writing, Pages 18-19)

  35. Sum It Up! • Students imagine they are placing a classified ad or sending a telegram. • Each word costs 10 cents, and then tell them they can spend "so much." For instance, if you say they have $2.00 to spend, then that means they have to write a summary that has no more than 20 words. • Adjust the amount they have to spend, and therefore the length of the summary, according to the text they are summarizing. • Pat Widdowson of Surry County Schools in North Carolina • http://www.readingquest.org/

  36. Getting the Gist of It! • Students read articles. • Students then identify 5Ws and H. • Students complete a template. • Finally, students use notes to write a 20-word summary. • Once students have mastered writing a GIST using articles, the strategy is then applied to content area texts to support comprehension and summarizing skills.

  37. Gallery Walk • White poster paper • Markers • Article • The 5 Ws and a How • The GIST • One person stays with the poster and presents; the rest of the group walks the gallery and learns. Group teaches presenter.

  38. Google Lit Trips • http://www.googlelittrips.com/

  39. http://www.mpsomaha.org/willow/radio/

  40. Writeboard Way for students to collaborate on writing projects or assignments http://123.writeboard.com/0dbdca1a486797c80

  41. Dictionary??? http://visual.merriam-webster.com/ http://www.visuwords.com/

  42. Never Forget the Good Ones http://www.readwritethink.org/index.asp

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