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Session 7
- 1. Foundations and Applications of Differentiating Instruction: Competencies Four and Five Session 7 Managing the Classroom Foundations and Applications of Differentiating Instruction: S3 Competencies Four and Five
- 11. RAFT Exercise Foundations and Applications of Differentiating Instruction: Competencies Four and Five S3 -
- 12. Self Assessment Foundations and Applications of Differentiating Instruction: Competencies Four and Five S3 -
- 13. Scenario Analysis Foundations and Applications of Differentiating Instruction: Competencies Four and Five S3 -
- 14. Managing the Classroom Foundations and Applications of Differentiating Instruction: Competencies Four and Five S3 -
Notes de l'éditeur
- Work on Jigsaw activity to reflect on the topics of why the human brain needs differentiation, curriculum in a differentiated classroom, getting started with differentiation, and standards-based instruction and differentiation. Part 1: 10 minutes Distribute copies of handouts 5 & 6
- Distribute articles 30 minutes to read article Part 2: 30 minutes
- Trying to differentiate instruction or attend to the diverse needs of learners in a single classroom challenges both our thinking and our practice. During today’s workshop, I hope to extend both your thinking about academic diversity in the classroom and your repertoire of practical ideas for managing a multitask classroom. These are quotes from teachers who respond in very different ways to the idea of teaching with different learners in mind. Ask participants to arrange themselves in 4 groups to discuss their own responses to the words of these teachers. Provide a quote to each group.Share responses to each of the quotes. If we all agreed on the importance of teaching with needs of different learners in mind or on how to accomplish it, we’d probably all be a lot better in differentiating instruction than we are now.
- Hide Column A When we try to rethink how we do things, an important habit is to prompt ourselves to look at familiar things in new ways. It helps us to think outside the box. One strategy that helps us do this is making analogies or metaphors. The idea behind forced analogies is not to find a right answer, but rather to make some unexpected connections. Ask participants to identify some things they enjoy doing outside of work and write them on column B. Uncover Column A
- Ask participants to make analogies as you call out an item in Column A and one in Column B. Example: How is managing time in a differentiated classroom like rock climbing? How is giving directions in a differentiated classroom like listening to music? Encourage participants to try forced analogies with their students to think more flexibly about ideas for writing, solving problems, interpreting events, and so on. The goal is to look at familiar things in new ways
- Tell participants that you’d now like them to continue thinking about managing a differentiated classroom from various perspectives. To do that, they’ll be engaging in a RAFT activity. Select one of the rows in the matrix that’s interesting to you and complete steps. Ask participants to group themselves in clusters of four, with each of the four RAFT rows represented in the cluster. Ask them to share what was created with the cluster. Generate a list of insights or conclusions they derive from the work and the sharing. Ask each cluster to share with the whole group one or two of the insights, trying not to repeat what other groups have said.
- Shortly you’ll be watching a video in which teachers share their strategies for managing a differentiated classroom. Before that, it would be helpful for each participant to think about degrees of comfort they experience in the classroom when trying to make sure that activities proceed smoothly and students work effectively. Complete Handout 12. List on the bottom of the handout the areas in which you feel the greatest comfort and greatest discomfort from among the categories in the assessment. The assessments are only for your own reflection.
- Read scenario silently. Work in groups with teachers with similar teaching assignments. Task: Give the teacher in the scenario their best practical advice for how to handle her management problems. Share with group.
- Show tape, stop after about 15 minutes.
- Play second half of the video.