EDU 604 Instructional Strategies for more effective

teaching:Overview Day One

Susan Baum, Ph.D.Hank Nicols, M.S.

International Center for Talent DevelopmentBuffalo State College,

State University of New York (SUNY)

Susan friend, teacher, mom, & “mamie”

Hank

? ? ?

Hank

So Now It Is Your Turn!

Your name in BIG LETTERS and representations of 5 or 6 things that are the passions of your life.

Hank

Course Overview Case study Curriculum development Reflection integrating readings from

course

(WE will discuss these assignments as we come to them.)

Texts: MI in the Elementary Classroom Fulfilling the Promise of Differentiation

DI: Accessing the Standards

Part One: The philosophy of Differentiation: Strength- based Education

Part Two: Using varied strategies for skill development (process)

Part Three: DI for understanding (content)

Part Four: Best practices in DI: Compacting interest centers, & tiered instruction

Part Five: Managing it all

The Average Child 

I don’t cause teachers trouble.My grades have been ok.

I listen in my classes.And I’m in school everyday.

 My teachers think I’m average.

My parents think so too.Gosh, I wish I didn’t know thatcause there’s lots I’d like to do.

 

I’d like to build a rocket.I’ve got a book that tells you how

or start a stamp collection,Well, there’s no use in starting now.

Cause since I found out I’m average,I’m just smart enough you see

to know there’s nothing specialI should expect of me.

I’m part of the majoritythat hump part of the bell

who spends his life unnoticedin an average kind of hell.

There is no greater challenge in education than addressing academic diversity in today’s complex classroom.

Philosophy of Differentiation All students learn best when they

are engaged in their learning.

Engagement involves passion, relevance and ownership

To see the best in students, education should be strength-based.

Preferences for Expression You are about to be given an

assignment On the note card rank from highest (1)

to lowest (4) your preferred expression Write Draw Act Build

Strength Based Groups

Your actual group will consist of people who share your most preferred style Those who most want to write Those who most want to draw Those who most want to act Those who most want to build

The Assignment

Middle Ages: Big Idea – Interdependence Essential Question: How do

elements of a system interact to make the system work?

Resources: See interest center

Learning activity Represent at least four classes of the

social system in feudal times. Your product must show the relationship of the classes.

Use the assigned expression style. (Write, Draw, Act, Build)

Your group will present your final product to the class for a pass fail evaluation.

Forcing the standards:Remedial Groups

In a few minutes you will form groups to complete an assignment as follows: Those who least want to write Those who least want to draw Those who least want to act Those who least want to build

Emotional check-in

How do you feel? Are you excited about the assignment or

worried about how you’ll express it? Or…do you care at all? Imagine being a child for whom reading and

writing is a constant struggle…

Sharing

WriteDrawAct Build

Assessment

How did it go? Did each group effectively address the

assignment? What else did you notice?

Inviting all to learn: Strenght-based groups

Let’s try this again. Those who prefer to write Those who prefer to draw Those who lprefer performing arts Those who prefer engineering and design

(building)

Assessment

How did it go? Did each group effectively address the

assignment? What else did you notice?

Reflection

Why did we have you do this? What did it show? What about heterogeneous groups, as

often suggested? How does this connect to the idea of

Strength Based learning?

Strength based options Resources to

access information

Performances of understanding

Assessment opportunities

What is differentiation? A differentiated classroom acknowledges

and celebrates the individual differences in students and how they learn.

Strategies and resources are varied so all students can access the curriculum and demonstrate what they know.

There are many approaches to differentiation. Their use depends on what is to be learned and who the students are.

What can be differentiated Content Process Product Environment Assessment

Let’s scamper examples

 

Differentiation Matrix

 IndividualDifferences

 Environment

 Instruction

  Schedule Physical space Organization Grouping Resources Strategies Product

 Readiness(simple to complex)(concrete to abstract) Rate of learning (pacing) MI profiles Learning style preferences Interests Reading levels Organizational abilities Personality styles

 Whole class times Student input Extended time periods Working around special pull-outs Independent work times Exploration and enrichment times

 Physical space Interest centers Variety of resources Invitations to learning

 

 Class room rights, responsibilities, and rules  Use of clear positives for establishing routines  Clear expectations and discipline plan

 Whole class Flexible ability  Novice Expert  Interest Multi-talent Jigsaw  Cluster Friendship Random

 Internet Soft-ware  Books  Phone  Media and technology Videos Plants Animals Collections  Authentic tools of the discipline Kits Art supplies Science supplies Building and engineering supplies Multilevel books

 Content  Compacting Multiple entry points Simulations Demonstrations Arts integration Problem-based learning Peer tutoring Compacting Contracts Tiered assignments Open-ended products Activity/learning/interest centers Choice boards Independent study Mentorships

 Written Models Artwork Drama Dance  Music Speech Comedy routine Comic books Demonstrations

Individual Differences

Resources

Strategies

Product

Advanced learner, loves to read, talented in music

Above grade level texts, media center passes, keyboard and earphones

Acceleration, Compacting

Musical products

Interest in rocketry, excellent spatial ability, challenged reader / writer

Building materials,Estes rocketry supplies

Spatial entry points, storyboarding technology

Build models

Rules for Differentiation Create a community of learners

Know your students.

Know curricular goals

Collect varied and engaging instructional strategies

“Collect and connect”

Start small

Purpose of School(Gardner, 1993)

In my view, the purpose of school should be to develop intelligences and to help people reach vocational and avocational goals that are appropriate to their particular spectrum of intelligences. People who are helped to do so, I believe, are more engaged and competent and therefore more inclined to serve society in a constructive way.