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Managing the Differentiated Classroom

January 13, 2006

Day 2

Kim Mearman

Chris Ozmun

What Powerful Differences Exist Among Students?

Prior Knowledge or Skill Expertise Learning Rate Cognitive Ability Learning Style Preferences Motivation, Attitude, Effort Interest, Strength, Talent Gender, Ethnicity, Primary Language Self-Efficacy Communication Strengths and Preferences

What is Flexible Grouping?

Groups that are diverse in make-up and account for individual differences Groups that are constantly changing to fit a specific purpose Flexible grouping is part of a differentiated classroom

Who is Involved with Flexible Grouping?

Everyone!

Flexible grouping is designed to accommodate all learning styles, all learning levels, and all learning needs

Rationale forFlexible Grouping

Enhances Student Achievement Honors Student Differences Facilitates Curriculum Differentiation Fosters Self-Regulatory Behaviors Permits Ongoing Assessment Based on Social Learning Theory Alleviates Problems Associated with Ability Grouping More Effective than only Random Grouping Provides for Scaffolding Addresses Students’ Varying Age Appropriate/Developmental Needs More Practical than Tutoring

Ways to Group Students

Partners/Work Habits (e.g., motivation, attitude, effort) Needs Based/Reinforcement or Enrichment Cooperative Learning Groups (PIES) Readiness/Level of Prior Knowledge Interest/Project Based Learning Styles (e.g, VAK, MI) Jigsaw/Topic Related Ability/Tiered/Skill-Based Mixed/Random

Common Forms of Grouping

Partner 2-3 students student-directed or teacher-directed mixed or leveled

• Be strategic with partner make-up• Avoid putting very high with very low

Compacting no set amount of students leveled grouping by a specific skill usually teacher-directed criteria for compacting

• much information is already known on the topic• determine what is unknown and cover just that material• use with enrichment or accelerated study

Cooperative Learning 4 students is ideal student-directed mixed ability

• Be strategic with group make-up• Avoid putting very high with very low• Take time to teach students structures, don’t assume students know

how to work together

Cooperative Learning

Is… Having everyone able to

participate Respecting differences Having everyone’s

contributions essential to the whole task

Planning strategically the make-up of the group and the structure of the task

Is Not… Using tasks that are too

difficult or too easy Creating competition Using roles that separate

students contributions Grouping students to work on

a task together

Common Forms of Grouping

Interest no set amount of students student-directed or teacher-directed students self-select by topic or project

• to avoid students from selecting by basis of membership, have students fill out a slip privately

• sometimes it’s okay to be in a group with your friend Learning Styles

no set amount of students usually teacher-directed groups are determined by learning profiles

• modality preferences

• work habits

• multiple intelligences

• preferences for learning environment Jigsaw-topic related

no set amount of students student-direct or teacher-directed can be done as cooperative learning groups are determined by topic

• can be used to cover much material

• always try to keep a common link (objective, product, format)

• always bring back together

Common Forms of Grouping

Ability or Tiered no set amount of students usually teacher-directed leveled grouping by a specific skill

• Avoid always using the same focus to make up group• Avoid labeling groups with labels that can indicate order (e.g. 1,2,3 or

a,b,c) Mixed/Random

no set amount of students student-directed or teacher-directed arbitrary mix

• use fun techniques to mix up students, such as, find some who…

Heterogeneous vs. Homogeneous Grouping

Benefits Pitfalls

Heterogeneous Grouping

Homogeneous Grouping

Learning Centers vs. Stations

–Independent learning/child-initiated–Not required to participate in order to learn core content–Not necessarily connected to each other–Flexible tasks

–Instructional level/teacher-directed–Required to participate in stations in order to learn core content–Connected to each other–Structured tasks

–Connected to curriculum–Various types of grouping–Accommodates for various learning needs/levels

Stations vs. Centers

Stations involve teacher directed instructional activities where students work on various tasks simultaneously.

Stations work in concert with one another and are linked in ways that centers are not.

There may or may not be an independent station.

A learning center is an area in the classroom which contains a collection of materials, resources, activities and materials to review, reinforce, extend, or enrich a skill or concept previously taught.

A learning center is basically an independent station.

Checklist for Creating Independent Learning Stations and Centers

Decide on type of station Specify outcomes Design the station Secure materials Plan learning alternatives Decide on procedures for assessment Write instructions for students Devise a management system Set up the station Orient students to the station

Stations

Each station will take 10 minutes We will rotate clockwise Stations

Management Tips• Back Left

Tips for Building Independence• Back Right

Ideas for Transitions• In front of room

Management Tips

Consider the size of the group. Be flexible with how much time you spend with a group. Allow yourself more time with the groups that will require additional attention. Create tasks that students can manage by themselves after you give directions. Provide checklists and rubrics to convey your expectations, give samples or

examples. Establish behavior guidelines, e.g. noise levels. Provide guidance for when and how students can get assistance from you. Expect time to be used effectively. Establish procedures for what to do when finished. Consider whole group sharing after smaller groups have done work. Use “anchor” activities Recognize when to use signals (e.g., clean-up, noise level) Teach how to be a good group leader/ member Model how to handle a problem (e.g., paint spills, broken pencil) Practice using appropriate amount of/caring for materials

Tips for Building Independence

Prepare activities and use materials that are at the students’ independent level (differentiated/ tiered).

Group students heterogeneously. Teach students how to help each other, including the difference between giving

clues and giving answers. Teach students how to problem-solve, including what to do when directions are

unclear or too hard. Clearly define expectations. Teach, model, and practice academic and behavioral

expectations, including how to transition to and from centers. Be organized, consistent, and structured. Use planning boards, timers for

transitions, and signals to monitor noise level/prep for clean-up.

Transitions

How not to lose instructional time through well-developed transitions

Plan for Classroom Transitions (Monday) Prepare your students for classroom transitions before they occur. Let

students know up front how much time they have to work on a task in class. Watch your time carefully and let them know throughout the task how much time they still have. Transitions are far smoother when students can anticipate the change and know the time constraints they are under.

Classroom Management Builds on Predictability (Tuesday) Maintain a predictable class structure. Set up classroom routines for transitions

such as entering and exiting the classroom and handing in homework at the beginning of each semester. Decide how you want students to prepare for classroom activities (getting into groups, sitting quietly at their desks, etc.). Idea: Write a short task or question on the board for students to begin working on while you take attendance and wait for others to arrive to class.

Establish Classroom Procedures (Wednesday) Anticipate and answer questions about classroom procedures such as grading and

homework up front. Provide students with written documentation about grading and homework procedures to save classroom time and repetitive explanations. The better you become at predicting students questions, the less time you will need to take out of class to explain things and the more informed your students will be.

Effective Classroom Transitions Incorporate Structure (Thursday) Provide clear boundaries between activities. Announce transitions and monitor

them as you guide the class from one thing to another. Like adults, students need closure in order to structure their learning and make sense of what is being taught. Task boundaries also allow students to mentally prepare for a shift in task and be better positioned for learning.

Flexibility Prolongs Effective Instruction (Friday) Be flexible with classroom time when necessary. When students are on task and

engaged in an activity, consider postponing a planned activity if the task they are engrossed in is both meaningful and appropriate. Try to identify why students found the activity so interesting and aim to repeat it or transfer those qualities to other activities.

Transitions

Five Easy Transition Activities1. Free-Writing Exercises Give students who finish an activity early a guided, free-writing topic that relates to

the next subject that you are about to teach. You can ask them to: write everything they know about the subject write a list of questions they have about the topic write their personal feeling about the topic imagine they are another person, a historical figure perhaps, and how they

would view the topic2. Big Question Writing Ask students to write a paragraph about a "big question." A few suggestions:

What qualities should a president have? If you could invite three people to dinner, whom would you invite? Why? If you could travel to the moon, would you go? Why? Do you believe there is life on other planets? Why? If humans are able to create sophisticated forms of artificial intelligence in

robots, what should they be used for? Does the planet need biological diversity to sustain its living organisms?

3. Challenge of the Day Write a challenge question on the board and allow students to begin working on it

while they trickle into class. Award students points for effort and more points for getting it right.

4. Homework Business Ask students to review homework a final time prior to turning it in. Have students write down new homework assignments that have been written on

the chalkboard.5. Skim and Scan Pre-Reading Ask students to skim and scan the next chapter in the textbook and create an

outline based on the table of contents, section titles, and/or first sentences of the first paragraph in each new section.

Preparing to Differentiate

Start small Try one new strategy at a time. Select one unit to start

Start with what is Acknowledge what you already do Use the lens of challenge and variety Took for ideas for tiered assignments from teacher editions, current

curriculum, other educators Sort existing activities (all, some, eliminates) Assign existing activities WI the the principles of differentiation

Think through the task in advance Consider what can be done ahead of time. Keep families informed and involved. Managing Student Work Use charts, overheads, or board to let students know which group they’re in. Set things up. Be organized. Take time to provide step by step directions. Keep track of student work. Prepare Students

Talk to students about the fact that we all learn differently. Assignments don’t have to be the same to be fair.

Use brief tiered activities as warm ups. Develop students’ skills of independence. Set behavior guidelines, post them, discuss them, and be consistent when

enforcing them. Teach collaborative work skills: e.g. stay on task, participate, listen carefully,

share ideas and support one another. Discuss noise levels during work time.

Decide on a quiet signal. Model it and practice with the students. Arrange the room for group work. Put materials at work stations. Set routines getting materials and distributing them. Plan what students should do

when finished early. Set patterns for traffic, discuss and practice. Set clear guidelines about teacher availability.

Where Can We Begin With Older Students?

Science Experiments/Lab Partners Group Investigations/Research Teams Literature Circles/Book Groups Peer Response Partners/Editing Groups Classroom Computer Use/Time Cooking/Home Economics Teams Workout/Weight Room Stations

Creating Effective Room Arrangements

The most effective room arrangements for whole class and partner discussions are ones in which

All students are visible to the teacher from the location where class discussions are led.

Students can see the teacher without turning in their seats. The teacher is easily able to monitor work. Student partners sit side-by-side instead of working across a table.

Organizing the Classroom

Areas for small group work Small group instructional areas Places for student-to-student interaction Meeting places for the entire class Balance between quiet and not-so-quiet areas Materials/supplies/equipment organized for students’ use Places to display student work Maintenance and clean-up system Traffic flow Outside areas, such as hallways???

Getting Organized

Save a Tree (Computers, PDAs) Calendar Tools (Peek at the Week, The family calendar, web site calendars) Communication Tools (Monday Envelope, Friday Folder, Raising the Flag, Stamp

on the Hand, Daily Announcements) Work Space Tips (Clear the Workspace, Touch it Once,

Taming the Paper Monster

Place for Papers (accordion file, 3 ring binders, 4 pocket folders, in and out folders) Assignment Systems (Assignment Notebook, NAT) Filing techniques (Current, Color Code, Cereal Box Portfolio)

Use of Instructional Staff

Co-teaching Facilitated Support Use of paraprofessionals (review, practice, not new instruction) Support services personnel

Motivate Students By:

Adding new activities and materials Letting students create their own activities at the independent station Providing opportunities to share products they have produced as a result of

working at the station Providing a means of record keeping and evaluating so that both student and the

teacher can account for time spent and what was accomplished at the station

Model and Practice Expectations

Rotating from station to station/how to read schedule Recognizing signals (e.G. Clean-up, noise level) Storing finished products/tracking work completed Using appropriate amount/caring for materials Being a good group leader/group member Help procedures/signaling the teacher w/out disruption Handling a problem (e.G. Paint spills, broken pencil) Handling choice time/high expectations Using a tape recorder

Scheduling Options

Rotation System use of a rotation wheel/chart is necessary specific time allotment for each station/signal more structure

Self-Selected System (Pavelka Model) use of contracts/planning sheets to document what activities have been

completed need to determine number limit at stations students develop more independence

Rotation System

1st Station

2nd Station

3rd Station

4th Station

5th Station

Pocket Chart System

Bob

Kara

Jamal

Kevin

Richard

John

Katie

Tony

Jim

Luiz

Alicia

Winston

Tamisha

Juan

Fred

Ruthie

Cooper

Selena

Lin

Leon

Tommy

Al

Teddy

Diana

Lori

Keisha

Gloria

Toby

Robin

Maya

Popsicle Sticks

Station

A

Station

B

Independent

Station

C

Independent

Station

D

Independent

Station

E

Independent

Station

F

Put student names on popsicle sticks.

Folder System

Organize work and directions into individual folders for students

Group Formations

For a given unit preset groupings for… Partner work (Mixed abilities) Small group work (Mixed abilities) Level group work

• Reading level• Skills/concepts specific to content of unit

Or groupings for... Anticipatory sets/activities

• Mixed by amount of prior knowledge Learning new information

• Mixed or alike by learning styles• Alike for learning strategies/study skills

Products/Demonstrations of learning• Mixed or alike by learning styles• By Interest

List student names grouped by partners or teams on color posters When introducing an activity, announce which color formation you want students to

use

Some Guiding Questions

Is the focus on meaningful instruction vs. tasks in isolation? Do the activities selected reinforce/extend current knowledge? Will students enjoy? Will students be successful? Will it sustain 10-20 minutes of involvement? Can students do independently? Are options available to accommodate interests/ abilities of all students? Are there increasing levels of challenge? Do students understand the management procedures?

Grouping Management

Dos Change the groupings often

Teach students how to move quickly and quietly into groups

Use the groupings often and purposefully

Don’ts Keep the groupings for long periods of time

Expect students to know what to do

Use groupings randomly

Ultimately the system that works best is the one that the students will use!!

Next Steps

Refine or plan a lesson with grouping Assessing within the Differentiated Classroom

February 6, 2006 Teaching within the Differentiated Classroom

April 28, 2006