differentiation january 2006 in service presentation

DIFFERENTIATION

January 2006 In Service presentation

Differentiated InstructionDifferentiated Instruction

““Not only is there an art in knowing Not only is there an art in knowing a thing, but also a certain art in a thing, but also a certain art in

teaching it.teaching it. Marcus Marcus

Tillius CiceroTillius Cicero

38% Poverty/At Risk

11% Hispanic

8 % African American

5.5% ESL

1.2% Migrant

13% SPED

2% Gifted

51% Male 49% Female

2% Cheerleaders

20% Average

Kansas Classroom Make-up

Note Taking and Summarizing

Kansas High School Reading Standard 1.4.9

The student uses paraphrasing and organizational skills to summarize information from appropriate level narrative, expository, persuasive, and technical texts.

KEY WORDS: Jigsaw, Cornell notes, GIST, visualization

Goals: Use a variety of note taking and summarizing strategies to understand the material we read.

Objective: Students will use several different note taking and summarizing strategies to facilitate comprehension.

PREJUDICE

LOOKS SOUNDS

FEELS ACTS

Discussion:

Why can you write how it looks, sounds, feels, and

acts?

CORNEL NOTES

Cornell NotesThe Cornell Note Taking Method is one of the most effective note organization systems that students can use.

How-to•Each page of notes should begin with the student’s name, class, date, block.•Right side of the paper should be used to take notes during lectures, readings, or class discussions. Include as many details as possible.•Left side of the paper is the recall side. Reduce your notes into main ideas, clues, or questions.•Summary section at the bottom of the page should state the two or three main ideas from that page of notes.

Jigsaw Reading

How-to1.Divide the reading selection into equal sections2.Break the class into groups of 4-5 students each, depending on the size of the class, and assign a number (1 to 4-5) to students in each group.3.Assign each student/number a section to read in which he/she will become an expert and summarize (on the spider map) the selection.4.Provide the students with the reading selection divided into selections.5.Have students read (and highlight) the assigned section.

6. Experts then summarize what they have learned to the rest of the group.

7. Write summaries on each spoke of the spider web. Take turns until all experts have presented their new material.

8. Group writes a summary of the entire selection in the center circle. Present results to the entire class.

summary

Section 7 summ

ary

Section 1 sum

mary

Section 6 summary

Section 5 su

mmaryS

ectio

n 4

sum

mar

ySection 3 summary

Section 2 summary

Section 1 su

mmary

VISUALIZATION

1. Have one student assigned to read the text aloud to the rest of the group.

2. Students can fold their paper into eight sections.

3. Students should draw eight pictures with as many details as they can. Stick figures and simple drawing will be most effective.

Write one sentence summarizing what was read at the bottom of the page.

BEFORE READING THE ARTICLE:

Divide into three groups

• Group one will take notes using the Cornell Note Taking Method (good reading and writing skills)

• Group two will take notes using a modified jigsaw using a spider web to combine all parts of the reading (poor reading and writing skills)

• Group three will take notes by drawing what is read to them (few reading and writing skills)

Read: “What Can Be Done About Prejudice?”

Psychology Textbook

Have each of the groups summarize their reading in 20 words using GIST.

Share Summaries with the group.

“Separateness in education can generate a feeling of inferiority as to [children’s] status in the

community that may affect their hearts and minds in a way

unlikely ever to be undone. This sense of inferiority affects the motivation of a child to learn…

[and] has a tendency to retard...educational and mental

development.” (Brown v. Board of Education p. 493)