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Amanda Gorski, Jennifer Schnepp, Amanda Williams
Part 5 – Managing the Differentiated Classroom
A Highly Differentiated Classroom...
Looks Like … Sounds Like…
Visualization
WHEN I CONSIDER SOME POTENTIAL CLASSROOM MANAGEMENT PROBLEMS
IN A HIGHLY DIFFERENTIATED CLASSROOM, I THINK OF…
ESTABLISHING STUDENT
EXPECTATIONS
ORGANIZINGTHE
CLASSROOM
MANAGING FLEXIBLE GROUPS
9
12
3
6
Clock Partners
ESTABLISHING STUDENT EXPECTATIONS
ROUTINES
Turning in assignments Moving through centers or
to anchor activities
RITUALS
Chants and cheers Deciding with students how
to celebrate something
ESTABLISHING STUDENT EXPECTATIONS
RULES
Conversation levels Getting help Respect for each other Participation &
on-task behaviors Movement Other
SIGNALS
Transitions Stop and Listen Other
Hint Cards
Create a “hint board” or “hint cards” where you can collect reminders of how to do things that students need to know but may have forgotten. Hint boards and cards help students work more independently and thus preserve teacher time to work with individuals and small groups.
Hint: How to Read Maps 1. Look at the legend box on your map. Are you looking at the right county? Its name should be on top.:
Hint: How To Subtract With Regrouping More on top?No need to stop!
More on the floor?Go next door.
Hint: How To Summarize Fiction
SomeoneWantedBut SoThen
Organizing the Classroom
Managing Flexible Groups
WHOLE-GROUP INSTRUCTION
Warm-Ups
Introductions
Read-Alouds
Shared Reading
Instructional Games
Discussions
Other
SMALL-GROUP INSTRUCTION
Random
Heterogeneous
Skills/Readiness
Interest
Cooperative
Other
INDIVIDUAL WORK
Extension Activities
Remedial OR Practice Activities
Projects
Other
FORMING STUDENT GROUPS
Pretests
Sign-Up Charts
Interest Groups
Multiple Intelligences
Other
Traditional Math Lesson
Step 1: Introduce
fraction and decimal
equivalents
Step 2: Provide model problems
to illustrate fraction and
decimal equivalents focusing on
denominators of 2, 4, 5, and 10
Step 3: Students practice with
denominators of 2, 4, 5, and 10.
Step 4: Give an assignment that involves naming
decimals as fractions and
converting fractions to
decimals
Differentiated Math Lesson
Step 1: Check-in: renaming fractions
as decimals
by dividing
Step 3: Students
continue work on table of
decimal equivalents for
fractions
Step 4: Introduce and model fraction
and decimal equivalents
with 2, 4, 5, 10 denominators
Step 3: Reinforce renaming fractions
as decimals
Step 5: Introduce Frac-Tac-
Toe; Assign readiness-
alike partners; Observe
Step 6: Provide
additional reinforcement and practice;
Give assignment
Step 6: Give
assign-ment
Step 7: Students play Frac-Tac-Toe
with 2,3,4,5,6,7,8,9,
10 denominators
Step 7: Students continue
working on table of decimal equivalents for
fractions
Step 7: Students play Frac-Tac-Toe
with 2,3,4,5,6,7,8,9,
10 denominators
Step 7: Students continue
working on table of decimal equivalents for
fractions
Step 2: Create
instructional groups based on check-in
results
Fle
Preassess prior knowledge
about deserts.
Assign Web site with basic
information Note-taking: double-entry
journal
Assign Web site with advanced
information
Note-taking: thinking map
Form small groups: create a web of desert
facts
Summarize information in an
essay
Summarize information on labeled poster
When Differentiating Be Flexible in Planning and Teaching
*** Differentiation *** Technology *** Thinking Maps ***
IF I WORK WITH A SMALL GROUP OF STUDENTS, WHAT ARE THE OTHER
STUDENTS DOING?
Anchor Activities
Meaningful, ongoing assignments that students can work on independently while the teacher works with small groups.
ANCHOR ACTIVITIES
Possible Activities That Anchor the Class
Writing journals Creative writing prompts Independent reading Content-related reading Reading games or activities Word games or activities Keyboarding practice Spelling practice Math fact games and practice Art–making art or illustrating current academic work Music–listening, composing music, or writing lyrics Independent projects or studies Small-group projects Extensions Other
Criteria for an Effective Anchor Activity
1. Will this assignment or activity help a student appropriately explore,
practice, reinforce, or extend his/her learning in an identified area of the curriculum?
2. Will the assignment or activity incorporate what we know about learning?
In other words, will it …
Actively engage the students when they need to think about what they are doing?
Reinforce or make new connections with the learner? Provide a different pathway in order to strengthen the
existing connections? Be at an appropriate challenge level for the student?
3. Practice in short chunks to train students how to handle anchor activities.
4. Self-assessment—there needs to be a way for students to self-assess how
they are doing so that they don’t have to go to someone else.
Compare and ContrastUse Inspiration to create a
graphic organizer that compares two states or create a Venn diagram on your own
paper.
Written Document AnalysisAnalyze the provided primary source document using the
Document Analysis Worksheet.
Read-a-PictureUse the questions provided to analyze a given picture of one
of the fifty states.
3 x 3Use the words provided to write
sentences showing the relationships of the cards.
Shuffle the cards and then lay them out in 3 rows of 3. You
should write 8 sentences: 3 for the 3 rows going across, 3 for the 3 rows going down, and 2
for the diagonals.
Time LineUse the Timeliner software folder to create a time line of
the history of one state.
Walk a Mile in My Footsteps
Create footprints to represent a state. One footprint must
contain written information while the other contains only
pictorial representations.
Jeopardy using PowerPoint
Use a Microsoft PowerPoint template to create a Jeopardy
type game that reviews information on five states.
Create a BrochureGo to the Web site
www.mybrochuremaker.com tocreate a travel brochure that
includes information needed by people considering a vacation
in one of the states.
Make Your CaseUse a Microsoft Word template to create a CD Label related to
a selected state. Include a band name, and song titles
that relate to that state.
Fifty States-Tac-Toe
READING TAC-TOE
DRAWDraw a story.
1
ACT IT OUTAct out the story.
2
TELLTell the story in your own words.
3
SINGSing a song that goes with your
story.
4
FREECHOICE OF ACTIVITY
5
COUNTCount all the
students who like your story.
6
LISTENListen to a taped
story. Tell the class how the taped story is different from
your story.7
BUILDBuild a home for
one of the characters in your
story. Use the blocks at the block center.
8
CHANGE ITCreate a new
ending for your story. Tell the class about it.
9
Back-to-School Think-Tac-Toe
InterviewPair up with someone in our
class that you do not know very well and interview them using a
given interview form. Be prepared to introduce this
person to the class!
Back-to-School: The MovieCreate a two-slide movie scene
about something funny or strange that could happen on
the first day of school. Be prepared to act it out!
Dear MeWrite yourself a letter. Discuss your feelings about starting a new school year, what you loved or disliked about the
previous school year, and what you expect to learn this year. Use the correct form for letter
writing.
Design A T-ShirtDesign a t-shirt that tells
about yourself. This could include your hobbies,
favorite foods, movies, etc. Make sure you make it colorful and creative!
Shades of SummerDraw a self-portrait, but instead of the eyes, draw a large pair of sunglasses. In the sunglasses, draw something you did over
the summer. Write a paragraph about what is
“reflected” in your glasses.
Box of MeTake a shoe box and fill it with at least 5, but no more than 8
items that are important in your life so that the class can get to know you better. Be prepared
to share with the class your box of treasures!
“Me” CollageCreate a collage using pictures,
symbols, and words from magazines or items from home
that illustrate things that are important to you.
Back-to-School PuzzlersComplete a back-to-school
puzzler and decoder activity.
Sing-a-LongMake up a song (using the tune from the alphabet song) about the start of the new school year
– be creative!
Literature CenterFeaturing books by Dr. Seuss
Choose
Choose a Dr. Seuss book. Choose a character from the book and create a bubble map.
Put the character’s name in the middle
and adjectives to describe him or her around it.
Choose two Dr. Seuss books and . read them. Create a double bubble map comparing and contrasting the two books.
Choose a Dr. Seuss book. Read the book. Create a flow map retelling the sequence of the story.
Look at several Dr. Seuss books.Dr. Seuss often made up new words. Create a circle map . In the center write Dr. Seuss’s Made Up Words. In the outer circle, write all the made up words that you found.
Read Yertle the Turtle and Horton Hears a Who.
Create a double bubble map comparing and contrasting the two characters – Horton and Yertle.
Create a tree map of your favorite Dr. Seuss books. Your title is My Favorite Dr. Seuss Books. Each category should state the title. Under each category list the characters from each story. Color code repeat characters.
Read The Lorax.Create a bubble map to describe the setting of the Onceler’s town at the end of the story.
Read The Tooth Book.Create a circle map telling what you now know about teeth.
Read The Cat in the Hat.
Create a circle map telling the things the
cat did that the mother would not have been
happy about.
Schnepp, 2011
My Highly Differentiated Classroom...
Looks Like … Sounds Like…
Visualization
Looking For Ideas?
Amanda Gorski, Jennifer Schnepp, Amanda Williams
Part 5 – Managing the Differentiated Classroom
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