Differentiation in MS ELA/R
- 1. Differentiation in MS ELARJanuary 28, 2011
- 2. Carol Ann Tomlinsonand Marcia B. Imbeau
- 3. Laura Robb
- 4. We’ve done differentiationMisunderstandingDifferentiation is a set of instructional strategies. RealityDifferentiation is a philosophy--a way of thinking about teaching and learning. It is, in fact, a set of principles.
- 5. We’ve done differentiationMisunderstandingDifferentiation is just about instruction.RealityAlthough differentiation is an instructional approach, effective differentiated instruction is inseparable from a positive learning environment.
- 6. We’ve done differentiationMisunderstandingDifferentiation is something a teacher does or doesn’t do.RealityMost teachers pay attention to student variation and respond to it in some way—especially when students threaten order in the room. But few teachers plan proactively for these students.
- 7. We’ve done differentiationMisunderstandingIt’s adequate for a trainer to show or tell teachers how to differentiate effectively.RealityLearning to differentiate instruction well requires rethinking one’s classroom practice and results from an ongoing process of trial, reflection and adjustment in the classroom itself.
- 8. Where do I start?InvitationInvestmentPersistenceOpportunityReflection
- 9. Invitation
- 10. InvitationDancingSingingBeing a friendKeeping a clean roomPublic speakingKeeping a pet
- 11. OpportunityLearning CentersThere may be some where everyone attends, and some where only certain students attend.Some can be based on slots available (computers, listening).Be sure they’re engagingBe sure the work is appropriately leveled.
- 12. OpportunityLearning CentersWriting CenterBook NookComputer CenterGrammar CenterListening CenterWord CenterMeet with the Teacher
- 13. Summarizing Fiction or BiographySomebody: Name an important character or the person in your biographyWanted: State the problem the character or person faced.But: Explain some forces that worked against the character.So: Without giving the ending away, show how the character/person resolved the problem.
- 14. Summarizing a Nonfiction TextTopic: Explain what the topic was.Fascinating Facts: Choose two facts that you found fascinating. For each fact, explain why it fascinated/interested you.How Facts Changed My Thinking: Show how the information changed your thinking about this topic. Did it add knowledge to what you already knew? Did it make you rethink your ideas? If so, explain.
- 15. Tips for Summarizing SuccessHave students take notes using the summary scaffold.Help struggling students take notes, and support them through the process.Read students’ notes before they write their summaries, so that you can meet with any students who require extra support before they begin writing.Tell students that you want the title and author mentioned in the first sentence. Explain to students that the notes under each scaffolding term can be turned into one or two sentences. A summary should be short—about five to seven sentences.
- 16. Letters between Two Characters For these letters to be successful, both characters need to have lived through the same experiences.Be sure to create a mentor text to scaffold the learning.Write two exchanges between the characters, using two or more experiences they shared.Show each character’s point of view and perspective on the lived-through experience. What would each character remember most? What would each character feel? What caused these feelings? How would each character feel about the person he/she is writing to? Show how the experience has changed one character, or both.
- 17. OpportunityConsider creating a “hint board” or “hint cards” where you can collect reminders of how to do things that students need to know but may have forgotten.Hint boards and cards help students to work more independently and thus preserve teacher time to work with individuals or small groups.
- 18. OpportunityUse task cards to indicate where students should be when they enter the classroom.
- 19. And remember…Fair Is Not Always Equal!