PRESENTATION NAME

Giving Every Kid A Shot:Make Differentiation Your FriendOctober 19, 2013Jeff Astor Simon Technology Academy High School

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Session GoalsBreakdown Planning ProtocolUse differentiation to make our lives easier and our classes more engagingCreate effective structure for scaffolding math skills throughout Stoichiometry and Solutions unitsStudents will feel comfortable attacking stoichiometry through dimensional analysis Students will understand why they must convert between units in stoichiometrical calculations.Develop appropriate differentiated grouping for each of your individual classes and identify how to most effectively assist students through this rigorous unit.

Session Goals

Planning takes a lot of time! Lets make it easier for ya.

Identify 5 essential components that each lesson must have, and uniform them. How can I support all students in their academic endeavours?Am I thinking about advanced students? Basic? Struggling? ELL? SWD?Planning ProtocolTime

Answer: Differentiate!

15-20 minutes: CMAs have identified that CMs need help planning structure and differentiating appropriately. CMs will have the opportunity here to frontload the work for differentiating Unit 3.

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Wait, I Still Have a Lot of Questions(me too)

Differentiation is not easy! You need resources, and a plan!Show Me The Stuff!First, its important to go through differentiation structure. Open TFA LA Chemistry Differentiation of Instruction ToolExamine the filled out example lesson as well.How do we produce this for our lessons? How can we use this to support our students in their academic growth? Do we agree with the pedagogy that supports it?

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Content: Provide Graphic Organizers and math manipulativesContent: Deliver content in multiple forms to allow access for all students. Focus on simple scaffolding: math, checklists, unit conversion breakdown

Product: Students may produce a different result to demonstrate learningLearning Environment: Group students appropriately to improve academic outcomes.What can be done to help our students tackle Stoichiometry?6 areas to focus on Read the handout to observe in detailProcess: Students complete problems with varying levels of difficulty or teacher assistance. Process: During activity, certain students may use support (notes, graphic organizers, examplar model).Differentiate Content

Deliver the same concept in different forms (modalities) to ensure all students have access to content (multiple intelligences) [Look at Ck-12!]Allow students opportunities to build the content for themselves and take ownership of what they have created (Constructivist Theory).

Differentiate ProcessEvery student needs a different level of guidance, and if provided appropriately, will increase academic outcomes!Some students want structure in their math give them the train tracks!

Differentiate ProcessTeach using video! Teach using pictures! Teach using models! Teach like you want!

Differentiate ProductIt may benefit students to complete different tasks to demonstrate mastery.Assessing students in different methods or difficulty levels helps encourage an attitude of battling and overcoming the struggle.

Differentiate ProductMultiple choice is not always the answer! Drawing pictures, writing essays, & building models are very effective, similar assessments.

Differentiate Learning EnvironmentSomething as simple as specific grouping can improve a students academic outcomes significantly.

Stations are a great way to differentiate as the class is in progress.

Resource Party!Lets look at a plethora of questions broken into subcategories by necessary skill, and determine where each question fits into our differentiation schema.

14Short ReviewDiscussion:How are these concepts organized differently than how you currently teach your course?What aspects are helpful about the way this is organized?What might take some time to get used to?How can we use this in our classrooms each day?

Where are we at?Still need a lot of help differentiating

This is starting to make sense -------

Its cool bro, I got this.

16What Do We Focus On?Adding these differentiation pieces to our lesson plans for Units 3 and 4 Do this part now!Thinking about each individual student and how to plan to support their growth and development each day in the classroom.Creating a learning environment where students feel empowered to accomplish academic success through persistence and hard work.

17Building a NetworkIts impossible as a first or second year teacher to be expected to find these resources on your ownCreating a professional learning community increases differentiating powerThe more CMs that contribute, the greater the benefit the network will produce.1830 minutes: Discussion of text-dependent questions.

Low-level referring to Blooms Taxonomy or Webbs Depth of Knowledge; good TDQs can be very complex and inferential.

Questions are meant to point towards the most salient aspects of the text; questions are not meant to test the skill or strategy of the week.

TDQs are not just questions; they can be powerful. Along with high quality complex text they will drive the CCSS in the classroom

We know what TDQs are not. The next slide takes a closer look at what TDQs are. How Can We Help Each Other Differentiate?19Showcase lesson plans and resources that you find to be the most beneficial.

Use Digital Media to highlight the classroom management/culture building tools you use in your classroom.

Chemistry videos, pictures, websites, webquests, simulations, labs, virtual labs, gifs, research project, etc. belongs here as well. Wikispaces NetworkExamples Closing Time20

Exit ticket: Please submit a contributing piece to the Stoichiometry and Solutions Wikispaces page to help provide resources for our CMs.

Thanks again for all you do!

We ask that you be present, ask questions, and engaged in productive discussion that moves us forward in our work.

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