4. âą âNeil learns better if I'm teaching with the interactive board and totally phases out when we're reading. âą Desiree phases out when we're reading, but as long as someone's talking about the material, she's in. âą Tien thrives in the computer lab. âą The entire class wakes up if they stand up. âą Seth has to be doing three things at once or he can't pay attention at all. âą Armando needs everything to relate to him or he goes over to the Dark Side. âą Jenny will do anything academic I ask of her as long as I allow her to use a pink pen. âą Brandonâs writing will never be read unless he learns to type. âą Every student loves coming in to find the room looking different. âą Sarah will only work with Angy, but Fabiola can't work with Sarah. âą Tin will function in a small group, but only one consisting of young ladies.â -Middle school language arts teacher Heather Wolpert-Gawron, San Gabriel Unified (CA) Student as impetus for differentiation
21. Jose makes a movie about American heroes then and now
22. Aaron creates a âmuseumâ project showing how the Revolution influenced the development of science Middle school social studies: American Revolution
23. If the student performed the instructional task, what would they know how to do? How do the tasks compare on Blooms taxonomy? What a difference a task can Make!
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25. How do you do it? FROM TEACHERâS POINT OF VIEW FROM STUDENTâS POINT OF VIEW Content Activities Products Learning Environments Interests Learning styles Readiness (what do I need to work on?) Learning environments
29. Helping You Do The Work Roles and Rules of Group Work Room Set up Learning Centers and Stations âGalleryâ Space Technology Cameras/Video Cameras Computers Smartboards Projectors Timer
33. Triads:Letâs practice! Examine ONE model (math or poetry) Analyze how this model differentiates (4 mins) Determine what student needs or interests it supports (7 mins) Share your analysis (4 mins)
36. 1. Share your plan with a partner 2. Listen 3. Switch 4. Repeat 5. Discuss and make improvements to both plans 10 mins With your partner
37. âAnticipatoryâ planning How can I plan to address key patterns in my studentâs learning? What barriers to understanding do students typically encounter? What are springboards to help them understand?
38. Big Ideas What differentiation is NOT: An IEP for every student What differentiation is: Planning for CLUSTERS of student needs Letting them choose Release of control, with accountability
39. Your care and encouragement matters more than anything else. No matter how unmotivated, never give up on a student or they will give up on themselves. 2 things we know
47. Follow up With your learning colleague that you worked with on your topic you will: Share how your lesson that you differentiated went and what you learned. Do it by next Friday, March 12.