Wall School DistrictFeb. 8, 2008

June Preszler & Lisa HaferTIE Education Specialist

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

Sometimes we find it where we might not expect it

On note card write name, content area, grade level.

Select ONE DI approach that you implemented. Record the following : What went well? What struggles did you (or your students) face? Would you use the approach again? Explain. If you’d would use it again, would you make any

changes? Explain. Share experiences. Place note card and, if available, a sample of

student work in box provided.

Did you use technology in your strategy implementation? If not, could you?

Discuss at your table ways of incorporating technology into the differentiated instructional strategy that you tried.

Share ideas.

Knowing student needsAffirmationContributionPowerPurposeChallenge

Tomlinson, Carol Ann. Fulfilling the Promise of the Differentiated Classroom. Alexandria, VA: ASCD, 2003.

Getting to know students: With a partner, discuss some of the

processes you use in your classroom to “get to know” your students.

I teach much like a/an ______. (Insert the name of a particular animal and that animal’s characteristic action.)

For example: I teach much like a rockhopper penguin jumps into the ocean—feet first.

Kaagan, Stephen S. 30 Reflective Staff Development Exercises for Educators. Thousand Oaks, CA: Corwin Press, 2004.

I collaborate with colleagues much like a/an _________.

For example, I collaborate with colleagues much like a salmon travels upstream.

Kaagan, Stephen S. 30 Reflective Staff Development Exercises for Educators. Thousand Oaks, CA: Corwin Press, 2004.

What attributes are present within our group? What liabilities may have been revealed?

What can be said about the different ways we approach important tasks?

How you perceive yourselves as teachers Your attitudes about the topic at hand Your willingness to participate A bit about how you work alone and with

others

Analyze what might work best with my group

Evaluate what they must know, understand and do (KUD) in light of the curriculum requirements and their working/collaborating styles

Provide a variety of ways for the group to “get at” learning and information

Variety of grouping strategies

Ability Interest Learning Styles

http://www.personalityquiz.net/ http://www.personalityquiz.net/shapes/symboltest.htm

Visual Auditory/Verbal Kinesthetic/Tactile

Rolls eyes…follows you with eyes Distracted by movement Loves handouts, board work, overheads Speaks rapidly Retrieves info by looking up and to the

left “I see what you mean” or “I get the

picture”

May answer rhetorical questions Talks a great deal, sometimes to self Distracted by sound Enjoys cassette work and listening Usually speaks distinctly Retrieves info by looking from side to

side while listening to internal tape recorder

“Sounds good to me” or “I hear what you’re saying”

Sits comfortably and casually Slouches and fidgets, leans back in chair, taps

pencil Often speaks slowly, searching for right words Distracted by comfort variations (light,

temperature) Needs hands-on experiences Distracted by movement—often their own Retrieves info by looking down to access

feelings and movements that were involved in learning

“I need an example” or “That feels right”

Analytical Linear Schoolhouse Smart Sequential

Practical Street smart Contextual Focus on use

Creative Innovator Outside the box What if?

Different ways of thinking Strengths and weaknesses Preferences affect ease of learning Influence how they can best show

what they know

List 1: Verbal/Linguistic (say it, read it)List 2: Logical/Mathematical (count it)List 3: Visual/Spatial (picture it)List 4: Bodily/Kinesthetic (move it)List 5: Musical (hum it)List 6: Interpersonal (lead it)List 7: Intrapersonal (reflect on it)List 8: Naturalist (investigate it)

Upper left: Genre Upper right: Grade/Subject Center: Name Bottom left: Sternberg/Learning Style Bottom right: Symbol

Related Activity: Name Card, Grouping Activities

How categories could you use for your students?

Ed Consultant Mystery

June

Creative/Visual Squiggle

Occurs when there is a whole group assessment or instruction initially; and then the students are divided by their need for either review, re-teaching, practice, or enrichment. Could be a single lesson or objective, a set of skills, a unit of study, or a major concept or theme. Creates temporary groups for an hour, a day, a week, or a month or so.

Task is usually a project Some students do more

work and take most responsibility

Some students are ignored by others in group

Some students feel success, others feel frustration

Each student cares most about what he/she learns and what grade he/she receives

Task may be a project, brainstorming, problem solving

Shared work and responsibility

Participation of all students is encouraged

Each student’s ideas and work are valued

Students care about group learning

When the task requires input from different types of learning styles and perspectives.

When the subject matter is new for all students.

When it allows gifted students to be engaged in real learning.

Allows both for quick mastery of information and ideas

Allows for additional exploration by students needing more time for mastery

Allows for both collaborative and independent work

Gives students and teachers a voice in work arrangements

Allows students to work with a wide variety of peers

Encourages teachers to “try out” students in a variety of work settings

Keeps students from being “pegged” as advanced or struggling

Open ended activities with use of strategies such as critical thinking,, development of concepts and generalizations

Multidisciplinary themes When presenting new

content Examples: Hands on

Science experiments, and current events activities

Topic

Informal Outline Visual Representation

Write a summary:

Key Words Notes and Ideas

Summary

http://www.google.com/notebook

When we summarize, we take larger selections of text and reduce them to their bare essentials.

Bare essentials: the gist, the key, the main points worth remembering.

Content Area Writing, 16-23

Listen/read the article Insert Notes:

! New and important information/WOW!?? I don’t understand this X I thought differently

(Strategies to Guide Learning, Page 19)

Don’t Look Back 1 Sentence Paraphrase

(Content Area Writing, Pages 18-19)

Students imagine they are placing a classified ad or sending a telegram.

Each word costs 10 cents, and then tell them they can spend "so much." For instance, if you say they have $2.00 to spend, then that means they have to write a summary that has no more than 20 words.

Adjust the amount they have to spend, and therefore the length of the summary, according to the text they are summarizing.

Pat Widdowson of Surry County Schools in North Carolina http://www.readingquest.org/

Students read articles. Students then identify 5Ws and H. Students complete a template. Finally, students use notes to write a 20-

word summary. Once students have mastered writing a

GIST using articles, the strategy is then applied to content area texts to support comprehension and summarizing skills.

White poster paper Markers Article The 5 Ws and a How The GIST One person stays with the poster and

presents; the rest of the group walks the gallery and learns. Group teaches presenter.

http://www.googlelittrips.com/

Way for students to collaborate on writing projects or assignmentshttp://123.writeboard.com/0dbdca1a486797c80

http://visual.merriam-webster.com/

http://www.visuwords.com/

http://www.readwritethink.org/index.asp