Differentiation
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This document provides an overview of a team building activity that promotes flexibility, communication, cooperation and problem solving skills. The activity involves teams solving puzzles by putting together puzzle pieces found in envelopes. The winning team is the first to solve the puzzle. Participants are asked to reflect on how it felt to not have all the puzzle pieces and to give up unneeded pieces to help others. The goal is to demonstrate that teams must work together and look beyond themselves to solve problems.
Differentiation
- 2. Objective: This activity promotes flexibility, communication, cooperation, and the ability to look beyond oneself, and tap into the team's resources to solve problems. Directions: Numbered Heads: complete the puzzle in the envelope. On the count of 3, you will open the envelope and put the puzzle together. Winning team is the one that solves it first. TEAM BUILDER: Puzzling Team 2
- 3. How did you feel when you discovered that you didn’t have all the pieces that you needed to complete your puzzle? 2. Who gave up the piece they didn’t need before finding the one they did need? Why did you do that? 3. Are there times when we need to look beyond ourselves or our department for help? 1. Process Team Builder 3
- 4. Workshop Expectations Take the pledge… I will be the participant that I want my own students to be. What does this mean to you? What does this sound like and look like? 4
- 5. Session Objectives Understand basic principles of differentiating content, process, and product in an academically diverse classroom. Session Agenda Team Builder Framing our Learning Differentiated Instruction Be able to implement one or more instructional strategies that support differentiation. Summarizer Evaluation Framing the Learning 5
- 6. 1. 2. 3. 4. Differentiation is a set of instructional strategies. It should be enough for a school leader to tell or show teachers how to differentiate effectively. Differentiation is just about instruction. Differentiation is something a teacher does or doesn’t do. Pop Quiz: True or False? 6
- 7. Misunderstanding 1. Differentiation is a set of instructional strategies. Reality 1. 2. 2. 3. 4. It should be enough for a school leader to tell or show teachers how to differentiate effectively. Differentiation is just about instruction. Differentiation is something a teacher does or doesn’t do. 3. 4. Philosophy, way of thinking. Set of principles and fact. Requires teachers to rethink their practices. About trial, reflections, and adjustments. While approach is about instruction, cannot be separated from positive learning climate, curriculum, etc. While some attention is paid to student variation, many teachers do not proactively plan to address student differences in readiness, interest, etc. 7
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- 9. DIGNITY AND RESPECT THERE IS POSITIVE IN DIVERSITY CLASSROOM COMMUNITY ALIGN WITH REAL WORLD MOST STUDENTS CAN LEARN EQUITY BUILD CAPACITY OF LEARNER TEACHER BELIEFS 9
- 10. How do I show respect and value to my students? How do I learn the strengths, and needs of my students? How do I support students to see others’ values and contributions in class? How can I be the most effective teacher for each learner? How do I establish a sense of community in the classroom characterized by respect? Belief: Dignity and Respect 10
- 11. How do I understand my own culture and how it shapes my teaching? How can I help students to learn and seek multiple perspectives on issues and topics in the classroom? How do I ensure there is equity of access to quality learning opportunities in my classroom? Belief: Positive in Diversity 11
- 12. How can we create an all-inclusive environment in order to learn together? How do we encourage, support, and celebrate growth? How can I understand the diverse backgrounds so I can use it to connect to real world to help understand the concept of topic taught? Belief: Alignment with Real World 12
- 13. How do I learn the mindset of my students in order to ensure success for them? How do I arrange the classroom to build on their cultural preferences? How do I ensure that growth is the key and is seen in data? Belief: Students can Learn 13
- 14. Am I teaching up or watering down for groups of students? Is the curriculum designed to ensure understanding for all? Are all assignments respectful of students?: requires them to think critically? Can students work in authentic ways? Is it appealing to them? Belief: Equity Access for All 14
- 15. What are the next steps? How do we chart growth and quality over time? How do we celebrate achievement? Belief: Build Capacity of Learner 15
- 16. Respectful Student Work Ongoing assessments Group work Choice in tasks/assignments Rigor/problem solving Meeting and recognizing needs of diverse learners Principles of a Differentiated Classroom 16
- 17. KNOW YOUR STUDENTS BUILD CLASSROOM COMMUNITY LEARNING ENVIRONMENT 17
- 18. Content • What is taught Process • How will the student understand or make sense of it Product • Demonstration of what they have learned and apply it Ways to differentiate 18
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- 20. Differentiation Instruction (DI): “NOT” Individualized Instruction ◦ Different Reading Assignments ◦ Taught Skill Practice One-Size-Fits-All Instruction “IS” Student Centered Combination of Whole-Class, small group and individual instruction Flexible and Responsive Learners of Multiple Abilities Educated Together Proactive planning and learning 20
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- 23. Let’s take a field trip http://www.youtube.com/watch?v=0AMSXjq90OE 23
- 24. Process Video: So how DO YOU already meet the needs of your diverse learners? 24
- 25. Read and discuss assigned strategy. On chart paper, describe the strategy as if presenting to peers. Explain how you will use it this year. Differentiated Strategies 25
- 26. Can be practiced in many ways Start small Know your students Proactive planning Set expectations for your students Commit to practicing one strategy/quarter Lessons to take away… 26
- 27. (Planning)What do I want students to know and be able to do? (Pre-assessment): Which of my students already know the content/information or can do it? (Differentiation): what can I do for my students for continued progress? Questions to ask when planning… 27
- 28. Differentiated Instruction: Steps to beginning the process… Identify the Outcomes What should students know, understand, or be able to do? Students and grouping them Pre-assess readiness, interest, or learning profile Plan Task/Activity (start small) Implementation of Lesson Create a common experience for the whole class Reflection
- 29. Summarizer Differentiation I use or have practiced regularly in the past. Differentiation I would like to try in the first marking period. What additional resource or training do I need to increase differentiation in my classroom?
- 30. Activator Numbered Heads Team Builder Small groups Modeling Think Pair Share Collaboration Summarizer Feedback Strategies we used today… 30
- 31. Understanding Differentiation in Order to Lead by Carol Ann Tomlinson and Marcia B. Imbeau 12 Simple Do-it-Yourself Team Building Games and Icebreakers by David Greenberg Differentiation tips for teachers: Practical strategies for the classroom by Kirchner and Inman Web Resources: REFERENCES 31
- 32. Please evaluate today’s training. It has been a pleasure working with you today. farhana@shah.org Evaluation 32