Amanda Gorski , Jennifer Schnepp , Amanda Williams

1. Part 5 – Managing the Differentiated Classroom Amanda Gorski, Jennifer Schnepp, Amanda Williams

2. Visualization A Highly Differentiated Classroom... Looks Like … Sounds Like…

3. WHEN I CONSIDER SOME POTENTIAL CLASSROOM MANAGEMENT PROBLEMS IN A HIGHLY DIFFERENTIATED CLASSROOM, I THINK OF…

4. ESTABLISHING STUDENT EXPECTATIONS ORGANIZING THE CLASSROOM MANAGING FLEXIBLE GROUPS

5. Clock Partners 12 3 9 6

6. 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

7. ESTABLISHING STUDENT EXPECTATIONS RULES • Conversation levels • Getting help • Respect for each other • Participation & on-task behaviors • Movement • Other SIGNALS • Transitions • Stop and Listen • Other

8. 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 Someone Wanted But So Then

9. Organizing the Classroom

14. Managing Flexible Groups

15. WHOLE-GROUP INSTRUCTION • Warm-Ups • Introductions • Read-Alouds • Shared Reading • Instructional Games • Discussions • Other

16. SMALL-GROUP INSTRUCTION • Random • Heterogeneous • Skills/Readiness • Interest • Cooperative • Other

17. INDIVIDUAL WORK • Extension Activities • Remedial OR Practice Activities • Projects • Other

18. FORMING STUDENT GROUPS • Pretests • Sign-Up Charts • Interest Groups • Multiple Intelligences • Other

19. 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

20. Step 7: Students continue working on table of decimal equivalents for fractions Differentiated Math Lesson Step 6: Provide additional reinforcement and practice; Give assignment Step 3: Reinforce renaming fractions as decimals Step 7: Students play Frac-Tac-Toe with 2,3,4,5,6,7,8,9,10 denominators Step 4: Introduce and model fraction and decimal equivalents with 2, 4, 5, 10 denominators Step 5: Introduce Frac-Tac-Toe; Assign readiness-alike partners; Observe Step 1: Check-in: renaming fractions as decimals by dividing Step 2: Create instructional groups based on check-in results Step 7: Students continue working on table of decimal equivalents for fractions Step 3: Students continue work on table of decimal equivalents for fractions Step 6: Give assign-ment Step 7: Students play Frac-Tac-Toe with 2,3,4,5,6,7,8,9,10 denominators

21. When Differentiating Be Flexible in Planning and Teaching Fle • Form small groups: create a web of desert facts • Summarize information in an essay • Summarize information on labeled poster *** Differentiation *** Technology *** Thinking Maps ***

22. IF I WORK WITH A SMALL GROUP OF STUDENTS, WHAT ARE THE OTHER STUDENTS DOING?

23. Anchor Activities

24. ANCHOR ACTIVITIES Meaningful, ongoing assignments that students can work on independently while the teacher works with small groups.

25. 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

26. Criteria for an Effective Anchor Activity • 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? • Practice in short chunks to train students how to handle anchor activities. • 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.

27. Fifty States-Tac-Toe

28. READING TAC-TOE

29. Back-to-School Think-Tac-Toe

30. Literature Center Featuring books by Dr. Seuss Choose Read The Tooth Book. Create a circle map telling what you now know about teeth. Read The Lorax. Create a bubble map to describe the setting of the Onceler’s town at the end of the story. 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. Choose two Dr. Seuss books and . read them. Create a double bubble map comparing and contrasting the two books. 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 a Dr. Seuss book. Read the book. Create a flow map retelling the sequence of the story. 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. 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. Schnepp, 2011

31. Visualization My Highly Differentiated Classroom... Looks Like … Sounds Like…

32. Looking For Ideas?

33. Part 5 – Managing the Differentiated Classroom Amanda Gorski, Jennifer Schnepp, Amanda Williams