Wall School District Feb. 8, 2008 June Preszler & Lisa Hafer TIE Education Specialist

Differentiation All Around Us 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 needs Affirmation Contribution Power Purpose Challenge 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

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 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/VisualSquiggle

 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 WordsNotes and Ideas Summary

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 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 

 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.

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Write Board  Way for students to collaborate on writing projects or assignments  c80 c80

Dictionary??? webster.com/