shake it up, baby!
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Shake it up, baby!. Differentiation in middle and high school classrooms. Tanya B. O’Berry. Wordle.net. The questions to ask…. What do you want each student to come away with as a result of this activity? - PowerPoint PPT PresentationTRANSCRIPT
Shake it up, baby!Differentiation in middle and high school
classrooms.Tanya B. O’Berry
Wordle.net
The questions to ask…
What do you want each student to come away with as a result of this activity?
What common insight or understanding should all students get because they have successfully completed their assigned task?
The role of the teacher
Facilitator and Collaborator You as the teacher must make
it clear what you want the students to :
Know Understand Be able to do These are the essential ideas
and principles.
Healthy Classroom Environment
The teacher appreciates each child as an individual.
The teacher remembers to teach whole children.
The teacher continues to develop expertise. The teacher links students and ideas. The teacher strives for joyful learning. The teacher offers high expectations and lots
of ladders.
Healthy Classroom environment
The teacher helps the student make sense of their own idea.
The teacher shares the teaching with the students.
The teacher clearly strives for student independence.
The teacher uses positive energy and humor.
Discipline is more covert than overt.
What are my strengths?
http://literacyworks.org/mi/intro/index.html
This site offers teachers an opportunity to determine their strengths. With an understanding of your strengths comes an understanding of your best delivery method.
Ways to Differentiate Begin with Bloom’s as a way to
determine the challenge. Know it or Knowledge – recall facts and
information. Tell, list, recite, label, recall, fill-in Understand it or Comprehension - show your
understanding. Locate, explain, summarize, outline
Use it or Application – use what you have learned. Demonstrate, construct, translate, manipulate, calculate, diagram, reformat
Ways to Differentiate Examine it or Analysis – examine critically.
Compare, contrast, classify, critique, categorize, infer
Judge it or Evaluation – determine worth or value based on criteria. Judge, predict, verify, assess, justify, value, choose, estimate
Create it or Synthesis – put it together in a new or different way. Compose, hypothesize, create, refine, produce, invent
Flexible grouping Flexible means mixing up things to meet
specific needs Flexible grouping does not replace
whole-group instruction! Used as needed Is not permanent group: driven by needs Size varies – which students need what Activity time varies based on the group’s
need
More Flexible Grouping
Smaller groups are easier to manage
Allocate your time between groups based on their need
Groups who need minimal support get more activities
Provide groups with checklists or rubrics of your expectations
Set up behavior guidelines
Establish guidelines for getting teacher assistance
Establish individual accountability
Establish procedures for completed work
Provide opportunities for the groups to share their activities
Tiered AssignmentsThis allows students to focus on essential understandings and skills, but creates levels of complexity, abstractness, and open-endedness.Recipe for success with tiered assignments:1. Select the concept, generalization, and skills.
Tiered Assignments2. Think about the students’ ability and their readiness for the topic.3. Create one activity that is interesting, requires high-level thought. Focus on elements that have students use key skills to understand key ideas.4. Draw a ladder. Have the top rung represent students with highest skills an understanding.
Tiered Assignments4. The bottom rung will represent the student with the low skill and understanding. Plan the lesson to follow the rungs.
Now what do I do?
Six ways to tear-free Tiered Assignments Challenge Level– Use Bloom’s Complexity– Address the
needs of students at all levels.
Outcome—Use same materials
Six ways to tear-free Tiered Assignments Process– Similar outcomes but
different process Resources– Use materials that
vary complexity Product– Use multiple
intelligences
Deciding When and How
Time factor– are there points students need more time on a skill and others “got it” Tier by challenge or complexity
Can varied resources match student needs and readiness? Tier by resources
Will my materials allow a basic and more advanced outcome? Tier by outcome
Results with more than one way for students to learn? Tier by product.
Resources Differentiating Instruction in the Regular
Classroom: How to Reach and Teach All Learners, Grades 3-12 by Diane Heacox, Ed. D
The Differentiated Classroom: Responding to the Needs of All Learners By Carol Ann Tomlinson