Differentiation

1. Differentiation Reaching Those Who Don’t Expect It

2. What is our goal? Teacher – one who teaches or instructs, esp. as a profession Teach - to impart knowledge or skill to Students must be able to learn in order for us to teach. Students can’t learn if something is way above their ability. Students can’t learn if they alaready know the information. We must find ways to meet them at their own level. -Contrary to what the SOLs seem to say, gone are the days where every child learns the same thing at each grade level.Students must be able to learn in order for us to teach. Students can’t learn if something is way above their ability. Students can’t learn if they alaready know the information. We must find ways to meet them at their own level. -Contrary to what the SOLs seem to say, gone are the days where every child learns the same thing at each grade level.

3. “If students can’t learn the way we teach, we must teach the way they learn.” -Tomlinson

4. Reaching Low Socio-Economic Kids What challenges do they face that others don’t have? How does that affect their learning? Also consider minority or ESL students (immigrants)Also consider minority or ESL students (immigrants)

5. Reaching Low Socio-Economic Kids Research shows these kids need teachers who look beyond the circumstances and maintain high expectations Don’t give up on them!! We must help them climb!We must help them climb!

6. Reaching Low Socio-Economic Kids Need positive role models to whom they can relate Need someone who cares enough to take the time… Need someone to nurture their strengths

7. Reaching Low Socio-Economic Kids Create a vision and a hopeful future image of their lives Remember: you can make a difference! Story of Jermaine – making a difference Some are born knowing that pot of gold is there, for others we must bring it before them for them to see it!Story of Jermaine – making a difference Some are born knowing that pot of gold is there, for others we must bring it before them for them to see it!

8. Reaching Low Socio-Economic Kids Advantages we have here: Small school district Small school size Supportive community Supportive administration Adequate supplies However… Administration, each other, Administration, each other,

9. Reaching Low Socio-Economic Kids We still need to reach those who don’t fit the mold of successful students!

10. Give two compliments to a person sitting next to you…

11. Think of a struggling or challenging child in your class… Name or initials; difficult? Struggling? Fit one of our subsets we’re focusing on?Name or initials; difficult? Struggling? Fit one of our subsets we’re focusing on?

12. Write down three positive things about that child… We complain a lot, but do we tell the good things too?We complain a lot, but do we tell the good things too?

13. What could you do to make this child smile? Share some strategies. This is our chance to give a possibility to succeed. These kids are up against a lot. If they don’t believe in themselves… difficult life ahead.Share some strategies. This is our chance to give a possibility to succeed. These kids are up against a lot. If they don’t believe in themselves… difficult life ahead.

14. Steps in Differentiation First Step… Pretesting Why pretest? Why pretest?

15. Steps in Differentiation Ways of Pretesting… Group question and answer session Individual question and answer session Paper and pencil test Open-ended Objective Chart Positives of each? Drawbacks of each? Record-keeping? Other ways? Casual, observed pretesting better for process differentiation than content differentiation, because no evidence of what they truly know.Positives of each? Drawbacks of each? Record-keeping? Other ways? Casual, observed pretesting better for process differentiation than content differentiation, because no evidence of what they truly know.

16. Steps in Differentiation Think of your upcoming lesson/unit… What skills will be your focus? How can you pretest those skills? What will you look for? Share ideas… spend a few minutes planning a pretestShare ideas… spend a few minutes planning a pretest

17. Steps in Differentiation What’s next? Once we’ve figured out what they know, what do we do now?Once we’ve figured out what they know, what do we do now?

18. Steps in Differentiation Next Step… Differentiate the Lesson Once we’ve figured out what they know, what do we do now?Once we’ve figured out what they know, what do we do now?

19. Steps in Differentiation Two main ways of differentiation… Process Content What are two things we can differentiate in the classroom?What are two things we can differentiate in the classroom?

20. Steps in Differentiation Differentiation of Process Changing HOW they learn Can be based on pretesting, learning profiles, interests What will be the best way for each child to learn the required information? Must learn SOLs, but in the same way?Must learn SOLs, but in the same way?

21. Steps in Differentiation Process Differentiation Examples Small group or individual projects Questioning techniques Choice activities Tic Tac Toe Menu Jigsaw Find out about students, and develop projects that will appeal to them Build from basic questionning to higher level thinking skills – meets needs of everyone and challenges all What are some choices we can give our students? Individual students or groups of students are asked to study one component of learning while other students or groups study another component. Sharing information gathered puts the pieces together and the students are required to learn from each other. Find out about students, and develop projects that will appeal to them Build from basic questionning to higher level thinking skills – meets needs of everyone and challenges all What are some choices we can give our students? Individual students or groups of students are asked to study one component of learning while other students or groups study another component. Sharing information gathered puts the pieces together and the students are required to learn from each other.

22. Steps in Differentiation Differentiation of Content Changing WHAT they learn Based on pretesting If they already know something, why learn it again? Also, if they don’t know the basics, how can they move on?

23. Steps in Differentiation Differentiation of Content Curriculum Compacting Alternate assignment Learning contracts Why should a child have to sit through class studying what he or she already knows? Allow them to move on to something they don’t know. Compacting – can place out of instruction using pretests and spend time learning other material Alternate assignments – spelling lists, math units, (basically same schedule as rest of class, just learning different material) Learning contracts – work with students individually Why should a child have to sit through class studying what he or she already knows? Allow them to move on to something they don’t know. Compacting – can place out of instruction using pretests and spend time learning other material Alternate assignments – spelling lists, math units, (basically same schedule as rest of class, just learning different material) Learning contracts – work with students individually

24. Steps in Differentiation Then What? How do I evaluate all this work?

25. Steps in Differentiation Assessment Pressure from administration and parents Some students terrified at thought of anything less than an “A” Need to motivate children to learn Children who can’t work on grade level feel no motivation to try – will never get it Advanced children no motivation – already get itChildren who can’t work on grade level feel no motivation to try – will never get it Advanced children no motivation – already get it

26. Steps in Differentiation Assessment Should report card grades reflect their performance on grade level work only? Should enrichment activities and independent study be graded at all? What ownership should students have over their grades? Children who can’t work on grade level feel no motivation to try – will never get it Advanced children no motivation – already get itChildren who can’t work on grade level feel no motivation to try – will never get it Advanced children no motivation – already get it

27. Steps in Differentiation Assessment Learning contracts Give grade for pretest score to count for unit Weighted grading scale based on difficulty Rubrics Example 1 Example 2 Example 3 Where can we use this?Where can we use this?

28. You Can Do It! It is a matter of putting together the pieces… Where can we use this?Where can we use this?

29. You Can Do It! And helping them to fly! Where can we use this?Where can we use this?

30. References Winebrenner, Susan. Teaching Gifted Kids in the Regular Classroom. Free Spirit, 1992. “Best Practices.” http://wblrd.sk.ca/~bestpractice/index.html. Where can we use this?Where can we use this?