Transcript Focus for the Year What is this Differentiation Study Group all about? Group 1 What the Group Does 1st Read through the sheet your Group.

Focus for the Year
What is this Differentiation Study Group all about?
Group 1
What the
Group Does
1st Read through the sheet your
Group has. (5 min)
2nd Discuss what you read and
Come to a cohesive understanding.
Group 2
The Content
We Cover
3rd If there is any uncertainty on what
You read, ask Dan 2 clarifying
Questions.
Group 3
What you
Will
Produce
4th Be ready to share and be an expert
On your sheet.
Jigsaw your knowledge . . .
What the
Group Does
The Content
We Cover
What you
Will
Produce
Share with each other so
that all 3 of you know about
all 3 topics.
If there are further questions that need to
be clarified in front of the whole group, get
ready to ask them . . .
Our Goals around Differentiation – Why we would bother to
have this group . . .
1)
Becoming a More Student Centered Teacher. The deeper the work becomes in
your classroom, the more your focus will shift from thinking about what you are
doing for each lesson, to thinking about what your students will be doing.
2)
Adding to your Skill-set. There are many strategies, techniques, and practices
we will go over this year. The point is to take them in, figure out how to adapt them
to your classroom, and make them your own. The skills from this year should help
you better close the gap between teaching and learning in your classroom.
3)
Becoming More Creative with your Content. We will not spend much time on
specific content area teaching, however, everything we do cover will allow you to
more creatively deliver your content, as well as set up the room for your students
to decide how to download the content.
Student
Teacher
Content
Our Essential Questions for the Year
1)
2)
3)
What does a differentiated
classroom look like for
teachers and students?
How do I best implement
methods necessary for a
differentiated classroom?
How does a differentiated
lesson effect other aspects
of the classroom?
Differentiation
The Differentiated
Community
Assessment in
A Differentiated
Classroom
Managing a
Differentiated
Classroom
Differentiated
Lesson
Techniques
Defining Differentiation
If we are going to spend a whole year together learning about Differentiation,
let’s take the first step to define it . . . .
1st
Take 2 minutes to jot down your definition of what differentiation is.
2nd
Everyone goes around the table and just shares their definition. No
Commenting or judgment, just sharing. (1 min)
3rd
Weave together a definition of Differentiation of less than 20 words
As a table that you all can reasonably agree upon. Be ready to share.
(5 min)
1 person should jot down the definition, with all of your names on the index card
to turn into Dan.
Essential Understanding 1: Tomlinson’s Framework
What We Differentiate
Content
Process
Product
Why We Differentiate
Student
Readiness
Student
Interest
Think Multiple Intelligences
Student
Learning
Profile
Essential Understanding 2: Mindset
Differentiation is a mindset that
acknowledges the diversity in your
classroom, and addresses that diversity
by creating multiple paths for learning
when necessary.
So we will delve into the nuts and bolts
Of how to create multiple paths for
Learning when necessary
Essential Understanding 3: The Ripple Effect
Choosing to differentiate a lesson will have profound effects on your
classroom’s community, your management style,
how you assess, and how you plan.
Change & Complicate
how you plan for
lessons
Change & Complicate
how you assess
for learning
Your
Lesson
Change the community
dynamics of your class
Demand more
management on
your part
Essential Understanding 4: You & The Kids
Your student’s needs, as well as your growth as a professional,
will determine the speed and depth of adaptations
you make to create a differentiated classroom.
Progress
Report
Readiness
Principal
The
Kids
You
Dan
Quality
Review
Find Your Speed
Interest
Take the Long View
Learning
Style
Differentiation
The Differentiated
Community
Assessment in
A Differentiated
Classroom
Managing a
Differentiated
Classroom
Differentiated
Lesson
Techniques
Focus for our 1st Session
Creating a Differentiated
Community
Building a Differentiated Community in
Your Classroom
1st Pillar
Focus on Growth. As a teacher it is your moral obligation that
all students have improved in your class regardless of where they
started.
4
5
Performance
6
1
3
Based on your
Values as a
teacher
and outside
pressure.
2
7
8
But don’t worry, I have never realized this goal, only gotten better at managing
towards 100%.
Two ways to get students focused on and
believing in “growth”
Malleable
Intelligence
Praising Effort,
Not ability
1) Take 3 minutes as a table to discuss amongst yourselves about these two points –
What do you already know about recent research in neuroscience and what
Carol Dweck has done on praising effort?
2) Let’s share the understanding we have now as a group.
How can our current understanding help us create a classroom focused on
Growth?
Malleable Intelligence – A brief run down . . .
Neuroscience
Research
1) The Brain can grow more neurons and dendrite connections
throughout its lifespan.
2) New & enriching experiences provide the opportunity for the
brain to grow and change.
3) Constant, deliberate practice of a skill or piece of knowledge
make the dendrite connections stronger in time. Effective Effort
Carol Dweck’s Work – A brief run down . . .
How Students Think About Intelligence Has A Dramatic Effect on Their Work Habits
When You Praise their
Intelligence, or Ability
They Think of It as Fixed
When You Praise
Their Effort, They Think of
Intelligence as Malleable
The Effects
The Effects
Students with this fixed mind-set become excessively
concerned with how smart they are seeking tasks that
will prove their intelligence and avoiding ones that
might not. The desire to learn takes a back seat.
Students that think this way tend to . . . .
•
Care a lot about whether people think they are
smart or not smart.
2) Avoid learning challenges where they might
make mistakes.
When students believe they can develop their
intelligence, they focus on doing just that. Not worrying
about how smart they will appear, they take on
challenges and stick to them. They don’t necessarily
believe that anyone can become an Einstein or a
Mozart, but they do understand that even Einstein and
Mozart had to put in years of effort to become
who they were.
Students that believe in this growth model tend to . . .
3) Try to hide mistakes rather than trying to correct
them.
1) Care about and invest themselves in learning.
4) Believe that if they have the ability, they shouldn’t
have to try hard.
2) Believe that effort is a positive thing, causing their
intelligence to grow.
5) Believe that needing to apply a lot of effort means
they’re dumb.
3) Try hard in the face of frustration and failure.
6) Not deal well with frustration and setbacks,
sometimes giving up or cheating.
4) Look for new learning strategies.
Two More Differentiated Community Pillars . . .
Student
Interest
If students are to “grow” in your class, how are you including
their interests so they want to work hard for you and are
engaged in what you ask them to do?
Three Quick Ideas on how to pull off an interest survey with lots of data for
you to move forward . . .
Index
Cards
Student
Learning Styles
Gallery
Walk
Interviews
If students are to “grow” in your class, how are you activating
other intelligences beyond verbal/linguistic to engage them
and give them multiple ways to “grow”?
Now we will have a simple contest . . . with a prize for the winning table . . .
Your 1st Two Tasks (short term) for Creating
a Differentiated Community . . .
Conduct an student
Interest survey
For at least 1 class, or every single class you have, choose
how you want to share the insights you gained on your
students in your digital portfolio, (will be explained in more
detail later), from conducting an interest survey.
Conduct a survey on
the learning styles
you use in your class
For one week in your classroom track the intelligences you
allow your students to tap into during your lessons. Share
the result in your digital portfolio.
Think multiple
intelligences
Setting up the Community for Differentiation
Turn & Talk to the
Person Next to You
What would be your response, a public response to
the entire class, when one student asks . . .
“Why are we working on different things?”
How can you use . . . .
Rituals
Ceremonies
Traditions
Histories
&
Stories
Signs
&
Symbols
Living
Logos
To proactively create a classroom community focused on growth.
Using Stations to Delve Deeper . . .
1st Identify and briefly describe
examples from your own
School & Classroom
Rituals
&
Ceremonies
2nd Brainstorm some ideas that fall
into those categories that you could
Implement in your classroom to focus
On growth . . .
Traditions
&
Histories/
Stories
Signs/
Symbols
&
Living Logos
Malleable
Intelligence
Praising Effort,
Not ability
Some examples from last year’s group . . .
Teaching is the Art of Theft – any ideas you want to take and make it your own?
Your 3rd Task (Long Term) to creating a
Differentiated Community
For Next
Session
Rituals
Come back with a plan on how you will proactively promote
a classroom community focused on “growth.” Use Deal & Peterson’s
Framework to pick and choose what you will do . . . .
Ceremonies
By the 2nd
Observation
Traditions
Histories
&
Stories
Signs
&
Symbols
Living
Logos
After October 20th, I will be in your classroom for the 2nd time –
have the beginning of your plan up and running to coincide with and
support 1st Differentiated Lesson I will observe. The rituals and traditions
Or whatever you choose don’t have to occur in the lesson I see – rather
Your focus on growth should be evident in the room already.
I’m not going to give you a template for this one, everyone plans differently.
Picture Pause . . .
5 Minutes
Methods of Differentiation
1
2
Scaffolding
for Support
Multiple Paths
at 1 Point
Target Interest
and/or
Intelligences
3
Distinct Lessons
to create
multiple paths
4
Multiple Paths
throughout
the lesson
We spend our year implementing methods 2 - 4
Sample Method 1 Lesson Review
Mini Lesson
Does a lesson involving soda get student’s interested?
Do the three different versions provide support for multiple
types of students?
Does drawing the “atoms” provide a strong visual model
for all students?
Guided
Practice
Independent
Practice
Does the experiment help students learn because it is
hands-on and interactive?
Does having an extension activity help students move at
their own pace if needed?
Does my description of a Method 1 Differentiated Lesson Make Sense?
Coming Up with Anchor Activities
1) Even during “normal” lessons students move at different paces – so how can
you best manage this?
2) Once we try our 1st differentiation strategy, there will be lots of activity
in the room, and students moving at different paces, on different tasks –
How will you manage them?
An Anchor Activity is a management support you have in your room
to ensure that students can always be learning, no matter how fast
they move on the daily tasks.
You can have them on a daily, weekly, unit, or yearly basis in your room. However,
once they are set up, they should not be a management hassle for you.
The Book
The Area
The Ongoing Task
Brainstorming Anchor Activities
Break into subject specific groups and . . .
1) Consider the three types I just showed you
2) Brainstorm variations on them
3) Come up with entirely new ideas
But make sure the anchor activities you come up with are . . .
Relevant
So that students that students see the point in trying the
tasks you give them .
Rigorous
So it is not busy work, and you are helping your students
grow more neurons in your class .
Engaging
So they actually want to do the work for you and be “done”
with the day’s tasks and lessons.
4th Task – Be ready to share your idea for your Anchor Activity when we
debrief after the 1st observation.
House Keeping Items
What we need to do to move
forward . . .
The Calendar
Sept.
29nd
Observation of
Your Classroom
Oct.
27th
1st Task – Student Interest Survey
results posted in Digital Portfolio by
Oct.
25th
2nd Task – Multiple Intelligence
Survey of your lessons Results posted in Digital Portfolio by
Oct.
25th
3rd Task – Bring back your plan for
Building a community
Focused on Growth
4rd Task – Be ready to discuss your
Anchor Activity plan with Dan
on site after 1st observation
1st
observation
Oct.
27th
1st Observation
Relax, don’t worry – just do the lesson you planned.
I don’t make judgements, I just collect data to share with you . . . .
Lesson
Flow
I am going to sketch
the parts of the lesson
and track engagement
Intelligences
Activated
Community of Your
Classroom
I will record, of the
8 types of intelligences,
which were available
during the lesson.
I will gather examples of
what you and the students
do and say that best
capture the environment
you have created with
your students.
Tentative Dates for 1st Observation
Kurt Hahn
October 14th
Dreamyard
October 18th
BELHS
October 18th
Validus
October 22nd
Univ. Heights
October 22nd
Bread & Roses
October 21st
Bronx Health
Sciences
October 20th
Digital Portfolio – Its Easy . . .
1) Go to our groups wiki page . . .
https://sites.google.com/a/nycempowerment.org/implementing-effective-differentiated-instruction/
2) Click on the “Digital Portfolios” Link on the left.
3) Then click on the “Middle School Digital Portfolios” – then find your specific link.
All you have to do is hit the “Add” button to put the information on your site.
All the pictures will be posted by the end of this week for you to use.
Resources for you moving forward . . .
Videos
Lessons
Pictures
Books
There are 16 Videos from last year’s group that I will
Put on a “data disc” for you all to access for the entire year.
On the wiki site, as well as on the data disc, you can find
about 40 lessons organized by the Methods, that can give
you insight and ideas on how to carry out strategies in the
future.
I have many pictures on “Signs & Symbols” that can get
students focused on growth in terms of malleable intelligence,
as well as classroom set up, and other management strategies.
Ask when you need ideas . . .
I have many many books that go into a lot more detail then
our workshop time, so if you want to delve further let me
know and I can bring the books with me when I visit.
The final Pre-Assessment & Feedback
How many times in today’s session did I conduct a preassessment on you all today?
What the
study
group is
and does
Malleable
IQ & Carol
Dweck
Define
Differentiation
So please let’s end this session with you all letting me know what
Level of familiarity you have with the following topics before next session
So I can plan more effectively, and differentiate.
Choice Board
Think Dots
Plan for Help
RAFT
Cubing
Fred Jones