The differentiated journey exploring new territory
This presentation is the property of its rightful owner.
Sponsored Links
1 / 49

The Differentiated Journey: Exploring New Territory PowerPoint PPT Presentation


  • 68 Views
  • Uploaded on
  • Presentation posted in: General

June Preszler, TIE, Wall School District Dec. 7, 2007 http:// jpreszler.tie.wikispaces.net /. The Differentiated Journey: Exploring New Territory. Defining differentiation Considering choice Finding differentiation through choice Using differentiation and choice. Goals :.

Download Presentation

The Differentiated Journey: Exploring New Territory

An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -

Presentation Transcript


The differentiated journey exploring new territory

June Preszler, TIE,

Wall School District

Dec. 7, 2007

http://jpreszler.tie.wikispaces.net/

The Differentiated Journey:Exploring New Territory


Goals

Defining differentiation

Considering choice

Finding differentiation through choice

Using differentiation and choice

Goals:


Path of differentiation

Path of Differentiation

  • What exactly is differentiation?


One possible di definition

One Possible DI Definition

  • Differentiation is classroom practice that looks eyeball to eyeball with the reality that kids differ, and the most effective teachers do whatever it takes to hook the whole range of kids on learning.

    (From Carol Ann Tomlinson, ASCD)


Beauty or hag

Beauty or Hag?


What di is

What DI Is…

  • Multiple approaches

  • Student centered

  • Ebb and flow

  • Different learning modalities

  • Student competes against self

  • Flexible use of classroom time

  • Carol Ann Tomlinson, The Differentiated Classroom, 1999


Beliefs behind di

Beliefs Behind DI

  • Learning profiles differ

  • Making meaning priority

  • Opportunity for choice


The differentiated journey exploring new territory

Differentiation of Instruction

Differentiation Strategy Booklets, 4-6

guided by general principles of differentiation

such as:

respectful tasks flexible grouping ongoing assessment

teachers can differentiate

Content Process Product

according to students’

Readiness Interests Learning Profile

through a range of instructional and management strategies


Prep steps

Prep Steps

  • Start small—one strategy, one area.

  • Start with what is—mine ideas; determine what all students will do, what some students will do; identify basic and advanced activities.

  • Get students ready—discuss differences, organize, “fair” not “same.”


Power of choice

Power of Choice

  • Choice Theory (Glasser and Erwin)

  • Five basic needs that drive all behavior:

    • Survival

    • Love and belonging

    • Power

    • Freedom

    • Fun


Power

Power

  • Power over

  • Power within

  • Power with


Counting coup

The concept: Counting Coup

What do you think it means?

Think-Ink-Pair-Share—Content Area Writing, 12-13

Counting Coup


The enemy in front of us

Not a person

But a thing

“The biggest enemy our children have are those things sitting in front of you and they’re called books.”—Gerard Baker

The Enemy in Front of Us


The warrior

“What do you do with your enemies? You conquer them.”

“We have to redefine our enemies and conquer them.”

The Warrior


Counting coup1

  • “We have to count coup on books.”

  • Three-Minute Pause (Write) (Struggling Readers, 21)

  • Vocabulary Notebook/Map

    • Define Counting Coup in your own words

    • Compare it to something else

    • Draw it

    • Explain it

Counting Coup


How did we do

In what ways did the Counting Coup activity differentiate?

How could you use this type of activity or a variation of it when teaching vocabulary?

How Did We do?


The battle plan

Identifying the enemy

Empowering the student

Becoming a warrior

Conquering the enemy

The (Battle) Plan


Before you begin

Before You Begin…

  • Know

  • Understand

  • Do

  • Differentiate, 4-12, pages 6-7

  • Let’s apply it to Counting Coup


I wanted you to

Know the historical context of counting coup.

Understand that counting coup can be applied to more contemporary situations, including the struggles that students face in schools.

Do a drawing depicting your understanding of the concepts and be able to explain that interpretation to group. Furthermore, I wanted you to consider how this concept might affect the way you approach students.

I Wanted You to


Before you begin1

Before You Begin…

  • Unit: Virtual Worlds

  • Lesson: Second Life—Virtual Communities

  • Know:

    • What it is, what it looks like, its economy, its residents and visitors

  • Understand:

    • Blurring boundaries between virtual and reality, how its evolution may impact us

  • Do:

    • Show how your understanding has evolved.

    • Navigate the world.

    • Share what you’ve learned with a colleague.

      • On Target, Differentiating Grades 4-12, pages 6-7


Activation the abc way

  • Virtual World of Second Life

  • Independently work chart

  • Share with partner or small group

  • Share with class

  • Write a prediction of what you think you’ll learn

    • On Target, Reading Strategies to Guide Learning, page 7

Activation the ABC Way


Ira levin s science friday http www sciencefriday com videos watch 14

Ira Levin’s Science Fridayhttp://www.sciencefriday.com/videos/watch/14


Cnn i report hub in second life

CNN enters the virtual world reporting the news as it happens in Second Life

(11/13/07)

CNN I-Report Hub in Second Life


The differentiated journey exploring new territory

CSI: Solving Crimes in Second Life http://www.youtube.com/watch?v=kfXb6zb6Upchttp://alpha.cbs.com/primetime/csi_ny/second_life/#


Even 2 nd life has to upgrade

Even 2nd Life Has to Upgrade!


Second life investigation

  • In your group, read the article provided.

  • As you learn more information, jot down the ideas on your ABC chart.

  • As you read, mark on the text as follows:

    • ???—To show questions that arise

    • !!!—New and interesting ideas

      • Variations of Insert Notes, Reading Strategies to Guide Learning, page 19

  • Share one new and interesting thing you’ve learned.

Second Life Investigation


Think tac toe choice boards

Think-Tac-Toe (Choice Boards)

  • Allows students choice

  • Incorporates learning preferences

  • Takes readiness into account (basic and advanced)

  • Provides framework

    • On Target Differentiated Instruction , Grades 4-12, pages 14-15

  • http://webtech.cherokee.k12.ga.us/littleriver-es/ewilliams/tictactoeoceania.htm


  • Choice board

    Choice Board


    Menu approach

    Menu Approach

    • Main dish: Everyone

    • Side dish: Pick and choose

    • Dessert: Optional but irresistible

      • On Target, Differentiated Instruction, Grades 4-12, pages 10-11


    Did we succeed

    • Know:

      • What it is, what it looks like, its economy, its residents and visitors

    • Understand:

      • Blurring boundaries between virtual and reality, how its evolution may impact us

    • Do:

      • Show how your understanding has evolved.

      • Navigate the world.

      • Share what you’ve learned with a colleague.

        • On Target, Differentiating Grades 4-12, pages 6-7

    Did We Succeed?


    Tiered instruction

    Tiered Instruction

    • Make slight adjustments within same lesson to meet individual needs.

    • Students learn same skills and concepts but through varying modes and activities.

    • Appropriately challenges ability levels

      • On Target, Differentiated Instruction, Grades

        4-12, pages 8-9


    Steps in tiering

    Steps in Tiering

    • Identify key concepts and understandings

    • Pre-assess based on readiness, interests or learning profiles

    • Identify how you will cluster groups/activities

    • Select elements to tier (content, process, product)

    • Create variations for each group


    Cubing

    Cubing

    • Looks at topics from different angles

    • Eliminates flat thinking

    • Includes six commands and a prompt

      • Describe, compare, associate, analyze, apply or use, argue for or against

        • On Target, Differentiated Instruction, Grades 4-12, pages 12-13


    Thinkdots

    ThinkDots

    • Strategy used to review, demonstrate, and extend thinking

    • Can be developed to respond to learner readiness, learning profiles, student choice

    • Variation of cubes; works well with older students


    Layered curriculum

    Layered Curriculum

    • Kathy Nunley

    • Levels or layers of learning

    • The 3-layer model requires more complex thinking to earn a higher letter grade.

    • Focus on quality of learning and thinking rather than quantity of time and activities for higher grades

      • On Target Grades, Differentiated Instruction, 4-12, page 19


    The levels

    C Level reflects what EVERY student must be able to KNOW, UNDERSTAND and DO.

    The Levels


    A little lie goes a long ways

    Three Facts and a Fib

    Strategies to Help Struggling Readers, page 25

    A Little Lie Goes a Long Ways


    Three facts and a fib

    1.When I took my son to college, I camped out in the dorm parking lot for the first night…just in case.

    2.I played soccer for a championship youth team in Brazil in the 1970s.

    3.In one month, I traveled over 3000 miles for education-related business, had one accident in a BHSSC/TIE vehicle, and received two undeserved speeding tickets.

    4. I began my professional career as a recipe writer for the Aberdeen American News.

    Three Facts and A Fib


    Exit cards

    Exit Cards

    • Easy strategy for assessing student learning

    • Students respond to prompts or questions; turn in cards as they leave

    • Teacher uses card to help create groups, monitor student progress, revise lessons

      • On Target, Strategies to Help Struggling Readers, page 27


    Exit cards1

    EXIT CARDS

    Today you began to

    learn about Second Life

    • List three things you learned

    • Write at least one question you have about this topic


    The differentiated journey exploring new territory

    EXIT CARD GROUPINGS

    Group 2

    Students with

    some understanding

    of concept or skill

    Group 1

    Students who are

    struggling with the

    concept or

    skill

    Group 3

    Students who

    understand the

    concept or skill

    Readiness Groups

    Montgomery County Public Schools, Rockville, Maryland


    Underlying know understand do

    • Know:

      • What Differentiated Instruction is, what it might look like in the classroom

    • Understand:

      • How DI might affect my teaching and students’ learning, the ways that DI synthesizes other strategies (literacy, Marzano)

    • Do:

      • Develop a DI lesson to use with your students, staff, audience

    Underlying Know, Understand, Do


    Our exit card

    List three things you learned today.

    List two questions you’d still like to explore.

    List one method of differentiation and/or choice that you might apply in your classroom.

    Our Exit Card


    But before you go

    • Differentiated lesson plan handout—(Return here at 2:45—I’ll be here along if you need help or would like to look at books.)

    • When I return to Wall again:

      • Share what you’ve tried (successes and not so successful )

      • Technology and differentiation

      • Feb. 8, 2008

    But Before You Go…


  • Login