Focus for the Year

What is this Differentiation Study Group all about?

Group 1 What the Group Does

1 st Read through the sheet your Group has. (5 min)

Group 2 The Content We Cover Group 3 What you Will Produce

2 nd Discuss what you read and Come to a cohesive understanding. 3 rd If there is any uncertainty on what You read, ask Dan 2 clarifying Questions. 4 th Be ready to share and be an expert On your sheet.

Jigsaw your knowledge . . .

What the Group Does What you Will Produce The Content We Cover

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) 2) 3) 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.

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.

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) What does a differentiated classroom look like for teachers and students?

2) How do I best implement methods necessary for a differentiated classroom?

3) How does a differentiated lesson effect other aspects of the classroom?

Assessment

in A Differentiated Classroom Differentiation The Differentiated

Community

Differentiated

Lesson

Techniques

Managing

a Differentiated Classroom

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

Principal 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 You The Kids Learning Style Dan Quality Review Interest Find Your Speed Take the Long View

Assessment

A Differentiated Classroom in Differentiation The Differentiated

Community Managing

Classroom a Differentiated Differentiated

Lesson

Techniques

Focus for our 1

st

Session

Creating a Differentiated Community

Building a Differentiated Community in Your Classroom

1 st 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

Performance

Based on your Values as a teacher and outside pressure. 5 6 1 3 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

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.

3) Try to hide mistakes rather than trying to correct them.

4) Believe that if they have the ability, they shouldn ’ t have to try hard.

5) Believe that needing to apply a lot of effort means they ’ re dumb.

6) Not deal well with frustration and setbacks, sometimes giving up or cheating.

When You

Praise

Their

Effort,

They Think of

Intelligence

as

Malleable

The Effects 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 . . .

1) Care about and invest themselves in learning.

2) Believe that effort is a positive thing, causing their intelligence to grow.

3) Try hard in the face of frustration and failure.

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 Gallery Walk Interviews

Student Learning Styles

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 1

st

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

Think multiple intelligences 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.

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 . . .

1 st Identify and briefly describe examples from your own School & Classroom 2 nd Brainstorm some ideas that fall into those categories that you could Implement in your classroom to focus On growth . . .

Rituals & Ceremonies 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 3

rd

Task (Long Term) to creating a Differentiated Community

For Next Session 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 . . . .

Rituals Ceremonies Traditions Histories & Stories Signs & Symbols Living Logos

By the 2 nd Observation After October 20 th , I will be in your classroom for the 2 nd 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

1

Methods of Differentiation

2 3 4 Scaffolding for Support Target Interest and/or Intelligences Multiple Paths at 1 Point Distinct Lessons to create multiple paths 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 1 st 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 Rigorous So that students that students see the point in trying the tasks you give them . 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. 4 th Task – Be ready to share your idea for your Anchor Activity when we debrief after the 1 st observation.

House Keeping Items

What we need to do to move forward . . .

Sept. 22nd

The Calendar

Observation of Your Classroom Oct. 20th 1 st Task – Student Interest Survey

results posted in Digital Portfolio by

Oct. 18th 2 nd Task – Multiple Intelligence Survey of your lessons

Results posted in Digital Portfolio by

3 rd Task –

Bring back

your plan

for Building a community

Focused on Growth 4 rd Task –

Be ready to discuss your

Anchor Activity

plan with Dan on site after 1 st observation

1 st

observation

Oct. 18th Oct. 20th

1

st

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 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. I am going to sketch the parts of the lesson and track engagement

Tentative Dates for 1

st

Observation

Bronx Green September 27 th - PM Bronx Dance Academy October 11 th City Island September 30 th Sept 29 th & Oct. 5th I will email out before hand to remind you and negotiate what classes I come to see. MS 331 Bronx Writing Academy EFCRS October 1 st October 4 th I need to catch up with Bronx Green, IS 339, and EFCRS before you leave about your program. FDA V October 7 th IS 339 October 8 th

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 pre assessment on you all today?

What the study group is and does Define Differentiation Malleable IQ & Carol Dweck 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