1. ESTABLISHING AND MANAGING A DIFFERENTIATED CLASSROOM PART II

2. Tomlinson, C. A. & Imbeau, M. (2010)

3. MANAGING THE DIFFERENTIATED CLASSROOM TO ENHANCE DIFFERENTIATION IN YOUR CLASSROOM IT IS IMPORTANT THAT YOU: ORGANISE YOUR CLASSROOM- PHYSICAL ENVIRONMENT, FLEXIBLE GROUPING, AGREED PROCEDURES WITH STUDENTS TO FACILITATE INDEPENDENT LEARNING. EFFECTIVE TEACHERS MANAGE THEIR CLASSROOM WITH PROCEDURES. EFFECTIVE TEACHERS UNDERSTAND THAT THE LEARNING ENVIRONMENT THEY CREATE IN THEIR CLASSROOMS MAY BE THE SINGLE MOST IMPORTANT MAKE-OR-BREAK ELEMENT IN HELPING STUDENTS BECOME THE BEST THEY CAN BE. THIS IS A MATTER OF THE HEART. Harry Wong, Ed.D.; Rosemary Wong. SDE 2013

4. MANAGING THE DIFFERENTIATED CLASSROOM 1. CLEARLY DEFINE CLASSROOM PROCEDURES AND ROUTINES. PROCEDURES CONCERN HOW THINGS ARE DONE IN THE CLASSROOM. PROCEDURES- ARE USED TO HAVE AN EFFICIENT AND ORDERLY CLASSROOM SO THAT LEARNING CAN TAKE PLACE. 2. REHEARSE CLASSROOM PROCEDURES 3. REINFORCE PROCEDURES UNTIL THEY BECOME ROUTINES CREATE A CLASSROOM MANAGEMENT PLAN TO ORGANIZE THE CLASSROOM SO THE STUDENT WILL KNOW WHAT TO DO TO LEARN. TO IMPLEMENT EFFECTIVENESS WE NEED TO TELL OUR STUDENTS WHAT TO DO AND WHAT TO LEARN. Harry Wong, Ed.D.; Rosemary Wong. SDE 2013

5. INTENTIONAL & TRANSPARENT YOU KNOW WHY YOU ARE TEACHING WHAT YOU ARE TEACHING. (INTENTIONAL) STUDENTS KNOW WHY THEY ARE LEARNING WHAT THEY ARE LEARNING. (TRANSPARENT) TALK THE TALK, TELL THE STUDENTS: WHAT THEY ARE LEARNING WHY IT’S IMPORTANT TO LEARN WHAT STRATEGIES GROW EFFECTIVE LEARNERS REFLECT ON LEARNING WITH YOUR STUDENTS NOTICE AND NAME HOW THEY LEARN AND WHAT STRATEGIES HELP THEM WIN THE LEARNING GAME. Kathleen Kryza SDE 2013

6. FIXED VS GROWTH FixedGROWTH Intelligence and talent are fixed traits.Most basic abilities can be developed through dedication and hard work --- brains and talent are just Talent alone creates success. A love of learning and resilience is essential for great accomplishment. Effort will not make a difference.Virtually all-great people have these qualities Time is spent documenting their intelligence or talent instead of developing them. You either get it or you don’t. Strategy: CORE groups Kathleen Kryza SDE 2013

7. “ ” MINDSETS + SKILL SETS = RESULTS!!!!!

8. OPEN THE HEART, NOURISH THE MIND, INSPIRE THE LEARNER Strategy: Chanting Kathleen Kryza SDE 2013

9. CHUNK, CHEW, CHECK THAT’S HOW THE BRAIN LEARNS BEST Strategy: Total Physical Response Kathleen Kryza SDE 2013

10. FLEXIBLE GROUPING Random Grouping Achievement or ability grouping Social (cooperative) grouping Interest grouping Learning Strength task grouping Knowledge or Subject Grouping Skill/Strategy Grouping Student Choice Grouping Strategy: Walk and Talk CHERYL DICK SDE 2013

11. CHOICE MENUS WHAT IS A MENU? LIST OF CHOICES A COMPLEX SYSTEM WHERE STUDENTS EARN POINTS BY MAKING CHOICES FROM DIFFERENT AREAS OF STUDY ** MENUS CAN BE USED INDIVIDUALLY OR IN GROUPS** Kathleen Kryza SDE 2013

12. MENU TYPES TIC TAC TOE ACROSS OR DOWN - IF DIAGONALS ARE ALLOWED ONLY ONE TOPIC RULE OF THUMB – ONE PRODUCT PER WEEK EASY TO DEVELOPFUN FORMAT FOR STUDENTS Kathleen Kryza SDE 2013

14. MENU TYPES CONT… THREE SHAPE MENUS MEAL MENU Kathleen Kryza SDE 2013

15. MENU TYPES CONT… 2-5-8 MENUS GIVE ME 5 Strategy: Stand and share Kathleen Kryza SDE 2013

21. ASSESSMENT

25. TECHNOLOGY HTTP://DTECHFONTANA.WORDPRESS.COM/2013/08/01/TECHN OLOGY-AND-DIFERENTATION/

27. BIBLIOGRAPHY HTTP://WWW.SLIDESHARE.NET/SHOLOMFRIED Carol Ann Tomlinson. Fulfilling the Promise of the Differentiated Classroom: Strategies and Tools for Responsive Teaching (2003)Fulfilling the Promise of the Differentiated Classroom: Strategies and Tools for Responsive Teaching (2003) Differentiation for Real Classrooms: Making It Simple, Making It Work by Kathleen Kryza, Alicia M. Duncan and S. (Susan) Joy Stephens (Nov 13, 2009) Differentiation for Real Classrooms: Making It Simple, Making It Work by Kathleen Kryza, Alicia M. Duncan and S. (Susan) Joy Stephens (Nov 13, 2009)