Managing the Classroom

Foundations and Applications of Differentiating Instruction: S3Competencies Four and Five

Foundations and Applications of Foundations and Applications of Differentiating Instruction: Differentiating Instruction:

Competencies Four and FiveCompetencies Four and Five

Managing the ClassroomManaging the Classroom

Outcomes

As a result of this workshop, you should be better able to:– Identify and analyze problems inherent in managing

a differentiated classroom– Pose solutions to management dilemmas in a

differentiated classroom– Describe and develop routines and procedures for

effective leadership in a differentiated classroom– Reflect on your own growth in addressing academic

diversity in the classroom– Generate goals and plans for professional growth

and leadership in managing a differentiated classroom

Foundations and Applications of Differentiating Instruction:Competencies Four and Five

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My momma always said, "Life was like a box of chocolates. You never know what you're gonna get."

Forrest Gump


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DEFINING DIFFERENTIATION

•Animal School:–The Duck–The Rabbit–The Squirrel–The Eagle


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TEACHERS’ BELIEF SYSTEM

•Research findings show that teachers’ belief systems affect learning.

•Belief systems need to be addressed for change to happen.


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I BELIEVE:

All of my students SHOULD achieve

•All of my students CAN achieve

•All of my students WILL achieve


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Some Big Ideas that Facilitate Differentiation

• Not everyone needs to do the same work at the same time

• Students will learn as much from each other as they will from the teacher

• Students must take responsibility for their own learning

• There are many paths to an answer

• Often there are many “right” answers

• Mistakes can be valuable learning experiences

• If it’s easy, you’re probably not learning very much

From the Mouths of …

I couldn’t go back to the old way I taught any more. I feel much more creative as a teacher now, more energized, and I know my students are learning better. I can’t exactly remember a day when I decided to stop covering curriculum and start helping kids learn. I guess it was evolutionary in my teaching instead of revolutionary. I just know it’s better teaching.


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I was hired to teach 7th grade math. Nobody told me to teach different things to different kids. They certainly didn’t give me different textbooks that would match everybody. And what good does it do to cater to kids? The world isn’t like that. I was hired to teach 7th grade math, and that’s what I’m going to do.


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I go home at night worried about kids I’ve lost because they’re confused or they’ve given up. I worry, too, about kids I know I’m boring. I don’t know what to do to make school better for everyone. If somebody could show me, I’d be happy to try almost anything.


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When I plan the differentiated lessons with colleagues, I get really excited about the possibilities. I really can see why this way of teaching would be a lot better for a lot more students. But I have to tell you that after 25 years of teaching, the management issues still care me to death and make me feel like a beginner all over again.


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Learning from Extended Metaphors

Being a teacher in an effective differentiated classroom is a lot like being a conductor of an orchestra. You have to– Know the music well– Help others interpret (find meaning) in the score.– Keep time so that people playing different instruments stay together.– Hear many parts at once.– Build on individual strengths, tastes, and preferences.– Help individuals refine their skills, understandings, and techniques.– Challenge individuals of varied levels of proficiency to grow.– Work with individuals, parts, and the whole toward common and personal

goals.– Prepare for real events.– Energize and lead.– Build a group endeavor from individual contributions.– Build a sense of community among very different people.– Have both individual and group goals for quality.


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When a teacher tries to teach something to the entire class at

the same time, chances are one-third of the kids already know it one-third will get it

and the remaining third won’t. So, two-thirds of the children are

wasting their time.Lilian Katz

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Education

Managing the Classroom