Differentiation pd 8.17.2011
For the past few years, reading has taken center stage in PD—specifically because this is an area that has been deemed as being one that most of our students struggle with as evidenced by ISAT performance. For the past couple of years, teachers have been exposed to the concept of Reading Across the Curriculum. At first, Haugan received PD from an outside consultant and then last year, most of our PD was delivered on-site by our Master Teachers. This year, we are going full force with Reading Across the Curriculum and marrying it to the Differentiation concept—Haugan personnel will be the driving force behind the initiative; in terms of providing all PD ourselves. So far, we have delivered 4 PowerPoint presentations that have some type of literacy/differentiation element embedded into it: Ex: 1. Formative Assessment; 2. Word Maps to Build Comprehension; 3. Summarizing; and 4. Differentiation. Differentiation ppt: We opened the year with a PD session on differentiation. Although many of our Haugan teachers have been to conferences/workshops that delve deeply into this concept, we felt that we needed to present teachers with practical techniques that they could immediately put into practice the first week of school—techniques that would help them get to know their students’ interests and learning styles. In having an idea of students’ interests and learning styles, teachers are better able to engage students.
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Differentiation pd 8.17.2011
- 1. Classroom Management in the Differentiated Classroom Lisa Lazansky-Roach Vincent Thur
- 13. Possible Seating Arrangements Teacher Teacher Classroom Communities
- 22. Our P.D. Motto
Notes de l'éditeur
- Why teach students optimism?
- Part of establishing student expectations involves establishing routines and rituals in the classroom. Routines Routines are those activities in a student’s life within the classroom that center on time and procedures. They are procedures that are done so often that most students can do them without much thought. A big part of effective classroom management, in general, depends upon routines and procedures that have been taught to students and that they have practiced. Rituals Rituals are those activities that are about making the connections between teacher and student and among students. Rituals are best when teachers and students work on them together. Sometimes a routine becomes a ritual when a routine becomes especially important to the students because of the way it is done. For example, bringing students to morning meeting with a poem or a certain song can become more of a ritual than a routine. Using a particular book in a particular way can become a ritual. Different classes may establish different rituals because of their particular personality. Not only do rituals help establish student expectations; they also build the classroom community. The handout page lists routines and rituals that are especially important in a differentiated classroom. Talk through the ones listed on the participants’ resource book page.
- Rules and Signals Rules and signals in any classroom are intended to provide a positive environment conducive to student learning. They should be simple, easy to follow, and enforceable. It is often assumed that students will automatically understand the expectations of the teacher for various aspects of classroom management. Such assumptions should never be made, no matter the age of the students. Rules and signals must be fully explained and modeled for the students, then practiced by the students. The idea from a notable educator, Harry Wong, is that we want to move students from procedures to routines (This is just how we do things in here ). Many teachers are still moving students through procedures far into the school year. The resource book pages list some rules and signals that are especially important in a differentiated classroom. Talk through the ones listed on the participants’ resource book pages. Note that the rules and signals listed can apply to a wide range of grade levels so participants can determine which ones will work best for their classroom.
- Seating Arrangements and Assignments Look at two examples and how they accommodate large- and small-group interaction, as well as allow the teacher to easily walk around for observation and support. There is a blank space provided on the resource book page so participants can create or customize their own seating arrangement. (Lisa—mention that groups of 4 is the IDEAL group structure, as it allows for student interaction…) Attendance Tools Craft sticks: Each student writes his/her name on a craft stick. The teacher places all sticks in a coffee can or other container labeled “OUT.” As students enter the room, they take their sticks out of the “OUT” can and put them in another can labeled “IN.” Seating chart: The teacher can simply scan the room using a seating chart of where students are supposed to be sitting. This is a quick way to take roll, especially in intermediate and high school classrooms. Use of the chart saves time that is better spent on teaching and learning.