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Dare to Differentiate
Dare to Differentiate
• Amye Cotton– amye.cotton@ectorcountyisd.
org• Lennie Garcia
• Heather Wood– heather.wood@ectorcountyisd
.org
Stonehenge: one of the world's greatest mysteries!
Can you imagine something for which
there are no definitive answers,
no matter how much research you do?
2
• Southern England• henge=hanging• built more than 5,000 years ago• Heel Stone is stone closest to the road (If you
stand in the center of the circle on the winter and summer solstice the sun will rise directly over this stone.)
• concentric circles (The outer circle is 32 yards in diameter.)
• inner semicircle (The sandstone and lintels weigh 40 tons and are found 19 miles away from the site.)
• bluestones (These make up the inner circle and
are found 250 miles away from the site.)
Wonderings
1. What was the purpose of Stonehenge?2. How did they move such large stones over long distances without adequate tools?3. Why do so many different theories surround Stonehenge?4. If we still don't know the answers, why do so many people still focus on the wonders of Stonehenge?
Wonderings
5. Why do people continue to recreate Stonehenge without knowing its purpose?6. Was the Heel Stone placement coincidence or purposefully chosen?7. How do you explain something like Stonehenge to someone when you don't have all the answers?
Wonderings
The answers to these questions represent a combination of theory
and imagination.
Wonderings
1. What was the purpose of Stonehenge?
2. How did they move such large stones over long distances without adequate tools?
3. Why do so many different theories surround Stonehenge?
4. If we still don't know the answers, why do so many people still focus on the wonders of Stonehenge?
is differentiation?
can we differentiate
(and resources)
differentiation?
differentiation?
Wonderings
5. Why do people continue to recreate
Stonehenge without knowing its
purpose?
6. Was the Heel Stone placement
coincidence or purposefully chosen?
7. How do you explain something like
Stonehenge to someone when you don't
have all the answers?
teachers
differentiation plans a true
(direction)Should differentiation plans be
differentiation
Wonderings
The answers to these questions represent a combination of _____
and _________.theory
imagination
Differentiation: one of education's greatest
mysteries!
Can you imagine something for which
there are no definitive answers,
no matter how much research you do?
Differentiation Is NOT...
Differentiation Is...
Delisle VS TomlinsonDoes Differentiation Work?
NO!• Difficult to
implement in heterogeneous classrooms
• Homogenous grouping is ideal for learning
• Dumbs down instruction/difficult to manage
• Reaching each child is impossible
• Complicates teacher workload
YES!• Research shows
heterogeneous grouping works best for low learners
• Differentiating is not easy-teaching shouldn't be
• Pedagogy of plenty• High expectations
produce high achievements
• Not a cure-all, but a start
Delisle VS TomlinsonDoes Differentiation Work?
NO!• Unclear-don't know
what/how to differentiate (method or curriculum)
• Teachers feel defeated
• Lip service to please those upset about reaching each student's potential
• A failure, a farce, ultimate educational joke
U
YES!• Remedial classes
aren't conducive to supporting brain growth and growth mindsets
• Plus-one learning: starting where the students are and moving them forward
• Spectrum of learners increases due to quality of teaching and planning
Delisle VS TomlinsonDoes Differentiation Work?
Using two blank pieces of white paper, draw a visual
representation of each of the perspectives on differentiation.
Title one drawing "It Doesn't Work!" and the other "It Does
Work!"
Workstation Menus
• Uses a variety of learning styles
• Provides choice • Incorporates multiple
intelligences• Suitable for a variety of
students
Levels of Thinking
• Standardized testing-Students are expected to use higher order thinking skills. Students need to practice and become efficient with higher levels of thinking at an early age.
• Bloom's • Depth of Knowledge
Literature Circles
• Fluent readers-what is the next step?
• Deeper analytical discussions
• Peer collaboration• Choice of learning• Integration and
application of skills
To the one...To the one who needed to talk about their thinking because you had so much going through your head...I'm sorry for not providing more opportunities for productive discussions. To the one who was brilliant in art...I'm sorry for making excuses for your math weaknesses rather than showing you the art in math.
To the one who could read well above grade level...I'm sorry for leaving you to fend for yourself because you were able to handle grade level material rather than opening your mind to a deeper analytical world of literature and collaboration.
To the one...To the one advanced learner who finally hit a wall with your learning...I'm sorry for standing on top of the wall and telling you to try harder and that you were smarter than that rather than standing beside you to lay scaffolding blocks to help you get over the wall.
To the one who had a gifted mind but lacked foundational skills...I'm sorry for not enriching your learning while filling in gaps.
To the one who struggled...I'm sorry for not helping you set higher goals and helping you take steps to reach those goals.
To the one...
To the one who was a discipline problem...I'm sorry for seeing your behavior rather than the reason behind it and helping you grow as a learner and as a contributing member of society.
To the one...I'm sorry.
-Lennie Garcia
I Choose “C”…
How prepared will our students be for the real world?
Resources
• Delisle, J.R. (2015). Differentiation doesn’t work. Education Week, 34 (15), 28, 36.
• Frank, M. (2012). Stonehenge. Kids Discover. Retrieved from http://www.kidsdiscover.com/spotlight/Stonehenge-for-kids/
• Tomlinson, C.A. (2015). Differentiation does, in fact, work. Education Week, 34 (19), 26, 32.