Transcript Warm Up for Session 2 Part 1 3 Essential Questions Part 2 With the people at your table, be ready to share as much as you.

Warm Up for Session 2
Part 1
3 Essential
Questions
Part 2
With the people at your table, be ready to share as
much as you remember about the following areas
from Session # 1 -
4 Enduring
Understandings
What the community
Of our Classrooms
Should focus on
Be Ready to Present in an interesting & creative way
and make sure to put it into your own words.
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
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
Follow Up on Observations
1) I had fun seeing you all in action.
2) However you want to talk about to your kids why I am that is
fine with me.
3) I attempt to blend into the background and not be a distraction.
4) However, I will probably talk to kids more the next time around.
5) I will also probably take pictures of your classroom if I find
stuff to share with the group.
The impending arrival of my twins will probably disrupt stuff for a bit.
Focus for Session # 2
Community
Management
Techniques
Assessment
Share our plan for a focus on growth &
steal best practices
Anchor Activities & A Plan for Help
Choice Board, RAFT,
Think Dots, Cubing
Re-Visit the Importance of
Pre-Assessment & Setting the
Same Goals for All Students
Differentiation
The Differentiated
Community
Assessment in
A Differentiated
Classroom
Managing a
Differentiated
Classroom
Differentiated
Lesson
Techniques
Share Your Plans for a Classroom Community Focused on Growth
1st
Find Your Number Groups and verbally share the ideas you came up with
2nd
Find Your Letter Groups and verbally share the ideas you came up with
3rd
Based on what you heard, what are some ideas that everyone should
Steal and implement in their classrooms . . . (Put them on the chart paper)
4
5
1
6
3
2
7
8
Methods of Differentiation
1
Scaffolding
for Support
Target Interest
and/or
Intelligences
2
3
Multiple Paths
at 1 Point
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 of the formula provide multiple
means for support?
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?
Jumping Right into Method 2 – Choice Boards
I
We
Step 1:
Your Small Group Leaders will share their
Understanding of what a Choice Board is
And how they have used in their class
The whole group will collect any more questions
You may have about –
A choice board
can Create Multiple
paths during Independent
practice if you choose
Step 2:
1)What a Choice Board is?
2)How to use a Choice Board?
Dan will share more examples of what Choice Boards could be . . . .
Another Method 2 - RAFT
R
A
F
T
Who knows what each letter stands for in a RAFT?
R=
A=
F=
T=
How are they
Different & Similar
from
Choice Boards?
A Field Trip to Look at Think Dots & Cubing
Think Dots
Cubing
Synthesize the 4 Strategies . . .
Your small group will get 10 minutes, a couple of markers, and
chart paper to do the following . . .
1) What is the relationship you see between these 4 strategies?
2) How can they help create multiple paths for learning?
3) What are some specifics to keep in mind when implementing
each and all of these strategies?
There are no right or wrong answers here – I just want to capture how you are processing
All this . . .
Going Beyond Independent Practice
Choice Board
If it helped your lesson that day, have a Do Now with 2 or more options
for students.
Example – Solve for Y in one of the following equations:
y = 3x + 12
Cubing/ Think
Dots
3y = 9x + 36
12 – 3x = y
You can increase engagement and student participation by using these
2 strategies during the Mini-Lesson and Guided Practice as well.
Example – While reading Maniac Magee with your students during
Guided practice, you can have your own questions prepared, but on top of
That there is a cube in the room with the words, “Inference, Main Idea,
Author’s Purpose, etc.” on it. After you read a page together, one student
Rolls the cube it lands on Inference, then in pairs students must make an
Inference from what they just read.
RAFT to Begin the Lesson
After a few days of learning about the Rock Cycle, I would hand out
the RAFT to begin class . . .
(Giving everyone about 15 minutes to create a draft)
Mini – Lesson – I would hand out a bulleted list of all the content that
needs to be in the RAFT about the rock cycle. I would then share a
strong example and a weak example from prior classes. (10 minutes)
Guided Practice = Peer Review – Students would exchange papers and
Check their partners against the bulleted list to give feedback on if
they brought up all necessary points on the rock cycle. (15 minutes)
Independent Practice = Final Draft – Students then create a final draft
That they will turn in at the end of class. (15 – 20 min)
What Differentiation Is and Is Not
Mike Schmoker wrote an interesting article critizing Differentiation As Schmoker has visited classrooms around the country, he has seen differentiation
causing problems for teachers. “In every case,” he says, “it seemed to complicate teachers’
work, requiring them to procure and assemble multiple sets of materials. I saw frustrated
teachers trying to provide materials that matched each student’s or group’s presumed ability
level, interest, preferred ‘modality,’ and learning style. The attempt often devolved into a
frantically assembled collection of worksheets, coloring exercises, and specious ‘kinesthetic’
activities… With so many groups to teach, instructors found it almost impossible to provide
sustained, properly executed lessons for every child or group…”
Most disturbingly, Schmoker has seen differentiation insidiously reducing expectations
for some students. “In English, ‘creative’ students made things or drew pictures,” he says.
“‘Analytic’ students got to read and write.”
What Mike Schmoker describes is not effective differentiation – I agree with
him, students would be better off without random tasks in the room – but just
the same rigorous lesson for every kid.
What Differentiation is and is not
Effective Differentiation means you have the same
rigorous goal for every student. You create multiple paths
for learning so all students can reach that goal.
Strong Examples
Weak Examples of Differentiation
1) A RAFT that asks all students to explain and
synthesize the details of the Rock Cycle – the
perspective and format are different.
1) A RAFT that asks one group to produce 3 well written paragraphs
on the Rock Cycle, and one group to produce a flow chart of the
rock cycle.
2) A Choice Board that asks all students to make
an inference – the format of what they analyze
Can be different.
2) A Choice Board that gives the option of making an inference on
the chapter the whole class read, answers fact and recall questions,
and summarizing the chapter.
3) Every student gets the same Think Dots
sheets with the same Questions on the
Revolutionary War – but the students get
different leveled texts.
3) In Math class you give every student the same Think Dots sheet
– but you tell some students they only need to roll the dice twice,
while some have to roll it four times.
Getting Ready to Manage Multiple Paths . . .
Anchor
Activities
To catch the fast
paced students &
allow everyone to
move at their own
pace
To send the
message you
should always be
learning in this
classroom
Plan for Help
To create a barrier
between you and
the helpless handraisers
To promote self
ownership in
student learning
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.
Back
To
Work
Sample Plan for Help
(Would be used during individual or small group work time)
1. Re-read or re-state the directions to the assignment and summarize
what you think you have to do in your notebook.
If you become unstuck!
2. Review the Visual Instruction Plan for the lesson and be ready to
summarize the VIP if asked about it.
If you become unstuck!
3. You may QUIETLY go through steps 1 and 2 with another student
right next to you to see if they can help you.
If you become unstuck!
4. The two of you may ask a “Student Helper” for assistance if they are
free. Be prepared to share your summaries of steps 1 and 2, before
you can ask the questions you still have.
If you become unstuck!
5. The two of you may sign up on the board to work with the teacher once
they are free. Be prepared to share your summaries of steps 1 and 2, before
you can ask the questions you still have.
Putting it all Together for the Next Visit
Community
Have at least 1 visible and obvious cultural practice up and running
that promotes growth in your classroom.
Management
Have an Anchor Activity in place at least for the lesson I observe.
If you want to use the Plan for Help, use it, this time around.
Techniques
Try a lesson using either a Choice Board, RAFT, Think Dots, or Cubing.
Assessment
Have the same rigorous goal for every student in that lesson,
Regardless of the path they take. .
Schedule of Next Visits . . .
EFCRS
October 25th
Bronx Dance
Academy
October 28th
MS 331
October 29th
Bronx Green
November 1st (AM)
City Island
November 1st (PM)
FDA V
November 3rd
Bronx Writing
Academy
November 4th
Have your “reproduceables” ready to
hand to me or already posted in your
Digital Portfolio by the end of that day.
Binders & Digital Portfolios . . .
Sorry for the 1 session delay on the Binders !
Use Tabs 1 – 8 for each of the workshops.
You can use Tab 9 for the data from mine and other’s observations.
You can use Tab 10 to collect each Differentiated Lesson Reproduceables throughout the year.
October
18th
Next
Observation
Reminder – Posting Task # 1 (Interest Survey Results) & Task #2 (Tracking
Multiple Intelligences in Your Classroom)
You will Post the Following after the visit . . . .
1)
2)
3)
4)
At least 1 cultural practice that promotes growth in your class
The Anchor Activity
The Reproduceables from the Differentiated Lesson I observe.
The Plan for Help is optional.