But How Do I Manage It?But How Do I Manage It?

Carol Ann Tomlinson

Some Hotspot Areas in Leading Some Hotspot Areas in Leading the Multi-Task Classroomthe Multi-Task Classroom

Getting into groupsGetting into groups Giving directionsGiving directions Stray movementStray movement Starting and Starting and

stoppingstopping ““Ragged time”Ragged time” On-task behaviorOn-task behavior Finishing up & Finishing up &

moving onmoving on

Effective group workEffective group work Early finishersEarly finishers Curbing noiseCurbing noise Re-arranging furnitureRe-arranging furniture Keeping track of workKeeping track of work Grading daily tasksGrading daily tasks Turning in workTurning in work Keeping up with Keeping up with

paperspapers

Management TricksManagement Tricks

Getting to Know and Accept Getting to Know and Accept DifferencesDifferences

““I” GRAPHI” GRAPH

1. Color the first bar to show how good you think you are in reading.2. Color the second bar to show how good you think you are in writing.3. Color the third bar to show how good you think you are in math.4. Color the fourth bar to show how good you think you are in science.5. Color the fifth bar to show how good you think you are in history/social studies.6. Color the sixth bar to show how good you think you are in acting.7. Color the seventh bar to show how good you think you are in sports.8. Color the eighth bar to show how good you think you are in singing.,9. Color the ninth bar to show how good you think you are at being a friend.10. Color the tenth bar to show how good you think you are in dancing.

I am excellent at I am excellent at thisthis

I am very good at I am very good at thisthis

I am fairly good I am fairly good at thisat this

I can do this if I I can do this if I work hardwork hard

I am not very I am not very good at this but I good at this but I want to be/learnwant to be/learn

I really don’t like I really don’t like thisthis

11 22 33 44 55 66 77 88 99 1010

How the kids thinkHow the kids think

Student in Marian Gilewicz’s class in Student in Marian Gilewicz’s class in Yellowknife, were skating after a week of Yellowknife, were skating after a week of indoor recesses due to -40 temps. On indoor recesses due to -40 temps. On returning to the class, one student returning to the class, one student commented on the wide variety of skate commented on the wide variety of skate sizes in class. Another student said, “That’s sizes in class. Another student said, “That’s like our clothes sizes.” Another chimed in, like our clothes sizes.” Another chimed in, “It’s like how we learn!”“It’s like how we learn!”

Their teacher, who systematically Their teacher, who systematically differentiated instruction, said “I couldn’t differentiated instruction, said “I couldn’t pass that one up. So for the days’ journal pass that one up. So for the days’ journal assignment she asked : “What is different-assignment she asked : “What is different-sized learning?”sized learning?”

David, age 10David, age 10

If everybody had to learn the same If everybody had to learn the same thing at the same time in the same thing at the same time in the same way, it would be too easy or too hard way, it would be too easy or too hard because everybody is different, not because everybody is different, not the same. the same.

If it were like that, I would be bored If it were like that, I would be bored because school would be too easy or because school would be too easy or bored because it would be too hard.bored because it would be too hard.

Bryan, age 10Bryan, age 10

Different sized learning is different Different sized learning is different people having different activities people having different activities because they have different learning because they have different learning needs. needs.

Imagine if everybody had to do the Imagine if everybody had to do the same thing! Whoa! And well, thank same thing! Whoa! And well, thank goodness it’s not like that in our goodness it’s not like that in our classroom.classroom.

Jeremy, age 10Jeremy, age 10

What would happen if we all had to What would happen if we all had to learn everything just alike? learn everything just alike?

Well, we probably wouldn’t go to Well, we probably wouldn’t go to school because we would ask our school because we would ask our parents to get home-schooled. parents to get home-schooled.

Thanks goodness our school isn’t Thanks goodness our school isn’t like that.like that.

Shelby, age 10Shelby, age 10

Different sized learning is sort of the Different sized learning is sort of the way we are in all subjects because way we are in all subjects because no one is the same in a subject. no one is the same in a subject.

People are different in learning.People are different in learning.

Rebecca, age 10Rebecca, age 10

With different size learning we With different size learning we wouldn’t understand so much and wouldn’t understand so much and our marks would be lower. our marks would be lower.

When we work so it’s right for us, our When we work so it’s right for us, our marks grow. Sometimes Mrs. G tells marks grow. Sometimes Mrs. G tells us what to do and sometimes we us what to do and sometimes we pick. pick.

It helps us to work our way up. It helps us to work our way up.

Garrick, age 9Garrick, age 9

If we didn’t have different sized If we didn’t have different sized learning, it would be like everybody learning, it would be like everybody having the same job in this world.having the same job in this world.

Now don’t you think that’s boring?Now don’t you think that’s boring?

Daniel, age 10Daniel, age 10

If we had to learn exactly alike, we’d If we had to learn exactly alike, we’d quite being unique. quite being unique.

People wouldn’t develop their special People wouldn’t develop their special qualities.qualities.

Sonja Lea, age 8Sonja Lea, age 8

Different-sized learning is when you Different-sized learning is when you learn at the right level that is just the learn at the right level that is just the right amount of work for you. right amount of work for you.

Not too much and not too little…Not too much and not too little…

Shaun, age 9Shaun, age 9

If it weren't’ for different size learning, If it weren't’ for different size learning, we would have no challenge at all. Lots we would have no challenge at all. Lots of people have lots of different learning of people have lots of different learning abilities. Without different size learning abilities. Without different size learning we would be frustrated or else start we would be frustrated or else start anticipating everything. If you destroy anticipating everything. If you destroy the balance between student and work the balance between student and work you plunge the school into chaos – a you plunge the school into chaos – a sort of educational dark age.sort of educational dark age.

Management TricksManagement Tricks

Forming GroupsForming Groups

Assigning TasksAssigning Tasks

Interest

Flexible Grouping PatternsFlexible Grouping Patterns

Whole Group Ability Groups

Student-Selected

1

2

3

4

5

Math StationsStation #

Getting Students Into GroupsGetting Students Into Groups

Assigning GroupsAssigning Groups

Clothes pins with Clothes pins with student’s names to student’s names to assign them to a assign them to a particular taskparticular task

MyAppointment Clock

Round the Clock Learning BuddiesRound the Clock Learning Buddies

Make an appointment with 12 different people – one for each hour on the clock. Be sure you both record the appointment on your clocks. Only make the appointment if there is an open slot at that hour on both of your clocks.

Tape this paper inside a notebook, or to something that you will

bring to class each day.

WHITEWHITE EllenEllen AndyAndy CarolCarol CarolynCarolyn

YELLOW Joe Jules Julie Matt

RED Danielle Jenny Keith SusanBLUE

Jim Gerline Donna Todd

Management TricksManagement Tricks

Giving DirectionsGiving Directions

Giving DirectionsGiving Directions

If the whole class is doing the same If the whole class is doing the same activity then give the directions to the activity then give the directions to the whole group.whole group.

Do not give multiple task directions to Do not give multiple task directions to the whole class.the whole class.

Giving DirectionsGiving Directions

For small group work, tape directions so For small group work, tape directions so students can listen to them repeatedlystudents can listen to them repeatedly

Use task cards to give directions to small Use task cards to give directions to small groups.groups.

A general rule is that once the teacher has A general rule is that once the teacher has given directions the students can’t interrupt given directions the students can’t interrupt while he/she is working with a small groupwhile he/she is working with a small group

Anchor ActivitiesAnchor Activities

Ongoing assignments that Ongoing assignments that students can work on students can work on independently throughout a independently throughout a unit, a grading period or longer.unit, a grading period or longer.

Meaningful work tied to content Meaningful work tied to content and instruction.and instruction.

Must have clear directions and Must have clear directions and hold students accountablehold students accountable

Some Anchor ActivitiesSome Anchor Activities

• ResearchResearch• Long-term Class ProjectsLong-term Class Projects• Brain TeasersBrain Teasers• Learning PacketsLearning Packets• Activity BoxActivity Box• Learning/Interest CentersLearning/Interest Centers• Vocabulary WorkVocabulary Work• Accelerated ReaderAccelerated Reader• Practice TestsPractice Tests

Montgomery County, MD

Some Anchor ActivitiesSome Anchor Activities

Montgomery County, MD

• Silent Reading Silent Reading • Related Readings Questions or ActivitiesRelated Readings Questions or Activities• Extension Activities from Text SeriesExtension Activities from Text Series• Listening Stations Listening Stations • Commercial Kits and MaterialsCommercial Kits and Materials• Journals or Learning LogsJournals or Learning Logs

How To: Anchor ActivitiesHow To: Anchor Activities

Teach the whole class to work independently andquietly on the anchor activity.

Half the class workson anchor activity.

Other half works ona different activity.

Flip-Flop

1/3 works onanchor activity.

1/3 works on adifferent activity.

1/3 works withteacher---direct

instruction.

1

2

3

Management TricksManagement Tricks

Managing TimeManaging Time

TimeTime

Must be flexible in order to address Must be flexible in order to address every child’s readiness levelevery child’s readiness level

Catch-up daysCatch-up days

Anchoring ActivitiesAnchoring Activities

Postcards for Writing IdeasPostcards for Writing Ideas

Independent InvestigationsIndependent Investigations

TransitionsTransitions

Directions for transitions need to be Directions for transitions need to be given with clarity and urgency.given with clarity and urgency.

Time limit for transitionTime limit for transitionAddress the acceptable noise levelAddress the acceptable noise levelRehearsalRehearsal

Handling MaterialsHandling Materials

Assign jobs to different students Assign jobs to different students (materials handler, table captain)(materials handler, table captain)

As a teacher ask yourself, “Is this As a teacher ask yourself, “Is this something I have to do myself, or can the something I have to do myself, or can the students learn to do it?”students learn to do it?”

Remember that you have to teach Remember that you have to teach children how to become responsible for children how to become responsible for their own things.their own things.

Management TricksManagement Tricks

Teaching Group SkillsTeaching Group Skills

Teach Group Skills!Teach Group Skills!

Don’t assume students know Don’t assume students know how to work in groupshow to work in groups

Don’t assume they know the Don’t assume they know the difference between effective difference between effective and ineffective groupsand ineffective groups

Teach Group Skills!Teach Group Skills!

Don’t assume all students have Don’t assume all students have the same level of interpersonal the same level of interpersonal skillskill

Don’t forget there is a whole Don’t forget there is a whole array of group skills to work onarray of group skills to work on

Management TricksManagement Tricks

Handling MaterialsHandling Materials

Handling MaterialsHandling Materials

Assign jobs to different students Assign jobs to different students (materials handler, table captain)(materials handler, table captain)

As a teacher ask yourself, “Is this As a teacher ask yourself, “Is this something I have to do myself, or something I have to do myself, or can the students learn to do it?”can the students learn to do it?”

Remember that you have to teach Remember that you have to teach children how to become responsible children how to become responsible for their own things.for their own things.

Management TricksManagement Tricks

Getting HelpGetting Help

Management TricksManagement Tricks

Managing Noise &Managing Noise &

Stray MovementStray Movement

NoiseNoiseControlControl

Quiet SignalQuiet Signal

Team Stop SignsTeam Stop Signs

6-inch voices6-inch voices

Talking ChipsTalking Chips

First Aid StationFirst Aid Station

STOP STOP

Ci

ndy

Management IdeasManagement Ideas

Ask 3 Before MeAsk 3 Before Me

Ask Me Cap Ask Me Cap

Teacher available signalTeacher available signal

Only 2 up at a timeOnly 2 up at a time

ASK ME

Working Conditions for Alternate Working Conditions for Alternate Activities Activities (Winebrenner, 2000)(Winebrenner, 2000)

Stay on taskStay on task

Don’t bother Don’t bother anyoneanyone

Don’t call Don’t call attention to attention to yourselfyourself

Management TricksManagement Tricks

Keeping Track of ProgressKeeping Track of Progress

Routines for Handling PaperworkRoutines for Handling Paperwork

Color-coded work foldersColor-coded work folders

PortfoliosPortfolios

Baskets for each curricular area or class Baskets for each curricular area or class periodperiod

Filing CabinetFiling Cabinet Key to these organizational patterns is Key to these organizational patterns is

that the children have access to their that the children have access to their own work and know how to file and/or own work and know how to file and/or find what they need to accomplish a find what they need to accomplish a task.task.

Student AccountabilityStudent Accountability

I will study….I will study….

I will produce…I will produce…

By this date…By this date…

With these materials…With these materials…

I will evaluate my work by…I will evaluate my work by…

Next time, I will…Next time, I will…

Daily Planning LogDaily Planning Log

Today I will work on the following tasks on my personalagenda:1. _______________________________________2. _______________________________________3. _______________________________________

I will complete the following tasks by the end of agenda time today:1. _______________________________________2. _______________________________________3. _______________________________________

Student Name ____________________________________Date __________________

Work LogWork Log

DateDate GoalGoal ActualActual

Work LogWork Log

DateDate GoalGoal ActualActual

MONMON GraphicsGraphics

TUESTUES Problem of Problem of the Daythe Day

WEDWED TangramsTangrams

THURSTHURS Your choiceYour choice

Audit CardsAudit Cards

Today ___________________ worked on problems using Student’s Name

_____________________ and proved the method by Name of Computation

using _______________________. drawings, diagrams, objects

My partner was _____________________. The method wePartner’s Name

used to check my work was _________________________. estimation, objects, diagrams, drawings

Proof Place –Audit Card

How Did I Do?How Did I Do?

What I didWhat I did

I worked hardI worked hard

I did not bother I did not bother anyoneanyone

I put away my I put away my materialsmaterials

Next time, I will…

Interest

Flexible Grouping PatternsFlexible Grouping Patterns

Whole Group Ability Groups

Student-Selected