session 7

Foundations and Applications of Differentiating Instruction: S3Competencies Four and Five

Foundations and Applications of Foundations and Applications of Differentiating Instruction: Differentiating Instruction:

Competencies Four and FiveCompetencies Four and Five

Session 7 Session 7

Managing the ClassroomManaging the Classroom

Foundations and Applications of Differentiating Instruction:Competencies Four and Five

S3 - 2

Article Jigsaw

1. Select one of the following topics related to

effective differentiation.• The Brain and Differentiation• Curriculum and Differentiation• Getting Started in a Differentiated Classroom• Standards and Differentiation

2. Go to the area of the room designated for that topic.

3. Form base groups by having one person from each of the four topics sit together.

4. Work with Part 1 of the printed instructions for base groups (Handout 5).


S3 - 3

Article Jigsaw

1. Move to specialty groups who selected the same topic.

2. Work with the printed instructions and materials for specialty groups (Handout 6).

3. Return to your base groups and work with Part 2 of the printed instructions for base groups (Handout 5).

Session 7 Outcomes

As a result of this workshop, you should be better able to:– Identify and analyze problems inherent in managing

a differentiated classroom– Pose solutions to management dilemmas in a

differentiated classroom– Describe and develop routines and procedures for

effective leadership in a differentiated classroom– Reflect on your own growth in addressing academic

diversity in the classroom– Generate goals and plans for professional growth

and leadership in managing a differentiated classroom


S3 - 4

From the Mouths of …

I couldn’t go back to the old way I taught any more. I feel much more creative as a teacher now, more energized, and I know my students are learning better. I can’t exactly remember a day when I decided to stop covering curriculum and start helping kids learn. I guess it was evolutionary in my teaching instead of revolutionary. I just know it’s better teaching.


S3 - 5


I was hired to teach 7th grade math. Nobody told me to teach different things to different kids. They certainly didn’t give me different textbooks that would match everybody. And what good does it do to cater to kids? The world isn’t like that. I was hired to teach 7th grade math, and that’s what I’m going to do.


S3 - 6


I go home at night worried about kids I’ve lost because they’re confused or they’ve given up. I worry, too, about kids I know I’m boring. I don’t know what to do to make school better for everyone. If somebody could show me, I’d be happy to try almost anything.


S3 - 7


When I plan the differentiated lessons with colleagues, I get really excited about the possibilities. I really can see why this way of teaching would be a lot better for a lot more students. But I have to tell you that after 25 years of teaching, the management issues still care me to death and make me feel like a beginner all over again.


S3 - 8

Learning with Forced Analogies

Column A Column B

•Managing time Rock climbing

•Getting students in and out of groups

•Giving directions

•Controlling noise

•Using space flexibly

•Getting the right materials to the right students

•Organizing materials

•Monitoring student work


S3 - 9


S3 - 10

Learning with Forced Analogies

Column A Column B

•Managing time Rock climbing

•Getting students in and out of groups

•Giving directions

•Controlling noise

•Using space flexibly

•Getting the right materials to the right students

•Organizing materials

•Monitoring student work


S3 - 10

RAFT Exercise


S3 - 11

Self Assessment


S3 - 12

Scenario Analysis


S3 - 13

Managing the Classroom


S3 - 14

3 Minute Buzz

With some colleagues, spend the next 3 minutes noting the following:1. Something you’ve seen in the first part

of the video that affirms your thinking.2. An idea that’s new to you.3. Something you’re uncertain about.4. Something you’re hoping to see in the

remainder of the video.


S3 - 15

Ahas

• Ahas: Things you didn’t expect to see in the classrooms shown in the video.

• Affirmations: Things you’ve seen that affirm your thinking and suggestions.


S3 - 16

Video Discussion

• What are some of the strategies used or discussed by teachers in the video that you found helpful (and explain why)?

• Do you find these classrooms more flexible or less flexible than the ones you’re most accustomed to (and in what ways)?


S3 - 17

Video Discussion

• What insights from the RAFT activity seem to be affirmed or contradicted by the video?

• How do you think teachers in the video would describe their role in the classroom? In what ways is that similar to and different from the way most of us would describe the role of the teacher?


S3 - 18

• At what points do you think the job of the teacher in this sort of flexible or student-centered classroom is easier than in a more traditional classroom? At what point does it appear to be harder? In both instances, why do you say so?

• What specific responses do you think the students in Ms. Creighton’s class would have to the class in the video?


S3 - 19

Video Discussion

• What sorts of opportunities do the classes in the video give teachers to know students better than might be the case in more traditional classes?

• How do you think the teachers in these classes developed the degree of management skill they seem to have? How long do you suppose it takes to develop this sort of proficiency of management?


S3 - 20

Video Discussion

• Why do you think the teachers in the video go to the trouble of doing battle with management dilemmas?


S3 - 21

Video Discussion

Learning from Extended Metaphors

Now that you’ve thought more deeply about what it means to manage a differentiated classroom, let’s develop extended metaphors for managing a differentiated classroom.


S3 - 22

Learning from Extended Metaphors

Being a teacher in an effective differentiated classroom is a lot like being a conductor of an orchestra. You have to– Know the music well– Help others interpret (find meaning) in the score.– Keep time so that people playing different instruments stay together.– Hear many parts at once.– Build on individual strengths, tastes, and preferences.– Help individuals refine their skills, understandings, and techniques.– Challenge individuals of varied levels of proficiency to grow.– Work with individuals, parts, and the whole toward common and personal

goals.– Prepare for real events.– Energize and lead.– Build a group endeavor from individual contributions.– Build a sense of community among very different people.– Have both individual and group goals for quality.


S3 - 23


S3 - 24

Follow Up – Session 7

Jot down management strategies you plan to use in your classrooms to help teach students whose learning needs differ.

• Assessing learning• Helping students master classroom routines• Giving directions for tasks• Managing materials, noise, and space• Assigning students to groups• Using time flexibly

I’d like more information or ideas about…

session 7

Documents

s3 competencies

s3 column

s3 learning

forced analogies foundations

raft exercise foundations

self assessment foundations

scenario analysis foundations

right students