View
224
Download
7
Category
Tags:
Preview:
Citation preview
Wall School DistrictFeb. 8, 2008
June Preszler & Lisa HaferTIE Education Specialist
http://jpreszler.tie.wikispaces.net/Presentations
Sometimes we find it where we might not expect it
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.
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.
Knowing student needsAffirmationContributionPowerPurposeChallenge
Tomlinson, Carol Ann. Fulfilling the Promise of the Differentiated Classroom. Alexandria, VA: ASCD, 2003.
Getting to know students: With a partner, discuss some of the
processes you use in your classroom to “get to know” your students.
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.
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.
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?
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
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
Variety of grouping strategies
Ability Interest Learning Styles
http://www.personalityquiz.net/ http://www.personalityquiz.net/shapes/symboltest.htm
Visual Auditory/Verbal Kinesthetic/Tactile
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”
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”
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”
Analytical Linear Schoolhouse Smart Sequential
Practical Street smart Contextual Focus on use
Creative Innovator Outside the box What if?
Different ways of thinking Strengths and weaknesses Preferences affect ease of learning Influence how they can best show
what they know
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)
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?
Ed Consultant Mystery
June
Creative/Visual Squiggle
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.
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
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.
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
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
Topic
Informal Outline Visual Representation
Write a summary:
Key Words Notes and Ideas
Summary
http://www.google.com/notebook
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
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)
Don’t Look Back 1 Sentence Paraphrase
(Content Area Writing, Pages 18-19)
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/
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.
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.
http://www.googlelittrips.com/
Way for students to collaborate on writing projects or assignmentshttp://123.writeboard.com/0dbdca1a486797c80
http://visual.merriam-webster.com/
http://www.visuwords.com/
http://www.readwritethink.org/index.asp
Recommended