Carol Curtiss - [email protected]@esc13.txed.net Tina Melcher - [email protected]@esc13.txed.net Monday,

Carol Curtiss - [email protected] Melcher - [email protected]

Monday, October 17, 2005

Schedule

• 8:30-11:30

• 11:30-1:00 Lunch

• 1:00-3:30

How do you balance a Peacock Feather on your Index Finger?

Hint: Keep Your Eye On The Goal

Individual Reflection

• Why do you teach social studies?

• What do you want students to have learned at the end of this year?

KWLWhat Do I Know? What Do I Want

to Know?What Have I

Learned?

KWLWhat Do I Know?

What Do I Want to Know?What is differentiation?

Why should I differentiate?

For whom should I differentiate?

How do I do it?

How different is different?

What steps do I take?

Is it hard?

How can I tell if it’s working?

How do I assess?

What’s in it for me?

What Have I Learned?

Goals for the Day

Participants will

Explain what differentiation is

Feel more confident in their ability to implement at least one differentiation strategy in their classrooms

Take home useful classroom strategies and activities

Don’t be afraid to take the first step--

“Allglory

comes fromdaring to begin.”

Eugene F. Ware

It is a teacher’s response to learners’ needs

DefinitionTo differentiate instruction is

To recognize students’ varying background knowledge, readiness, language, preferences in learning, interests, and to react responsively.

A process to approach teaching and learning for students of differing abilities in the same class

To maximize each student’s growth and individual success by meeting each student where he or she is, and assisting in the learning process.

http://www.cast.org

General Principles of Differentiation

Clarity of Learning Goals

Respectful Tasks

Flexible Grouping

Ongoing Assessment & Adjustment

Teachers & students collaborating in Learning

Differentiation is …ProactiveQualitativeRooted in AssessmentStudent CenteredA Blending of instructional groupingsOrganic

Differentiation is not…

Individualized instructionHomogenous grouping“Tailoring the same suit of clothes”

Sticky Note Activity

Differentiate Students…(1) in their readiness to work with a particular idea or

skill at a given timeVary text by reading level

Vary scaffolding activities and assessment

Flexible Time

Learning Contracts *

Vary Graphic Organizers

Small Group Instruction

Homework Options

(3) in learning profiles that may be shaped by gender, culture, learning style, or intelligence preference.

Group Orientation

Cognitive Style

Learning Environment

Intelligence Preference

(2) in pursuits or topics that interest them

Vary Topics

Model of Expression

Differentiate…

Content

Process

Product

Affect

Content

Use Broad-Based issues, Themes or Problems

Integrate Multiple Disciplines

Present Reinforcing Experiences

Allow for In-Depth Learning of a Self-Selected Topic

History

Process

Develop Independent or Self-Directed Study Skills

Develop Higher-Level Thinking Skills

Focus on Open-Ended Tasks

Develop Research Skills and Methods

Integrate Basic Skills and Higher Level Thinking Skills into the Curriculum

Product

Encourage products that challenge existing ideas or “new” ideas

Encourage products that use new techniques, materials, and forms

Affect

Encourage the development of Self-Understanding

Evaluate student outcomes by using appropriate and specific criteria

Teacher’s Web Activity

By Good Planning

Answering the Big “3” Questions

Step 1What do you want students to know and be able to do?

EssentiEssentialal

ImportanImportantt

Nice to Nice to KnowKnow

(G.5)  Geography. The student understands how political, economic, and social processes shape cultural patterns and characteristics in various places and regions. The student is expected to:

(B)  analyze political, economic, social, and demographic data to determine the level of development and standard of living in nations.

G5.B Analyze data to determine• Level of development in nations

– Political data

– Economic data

– Social data

– Demographic data

• Standard of living in nations

– Political data

– Economic data

– Social data

– Demographic data

Step 2

• How will I assess student knowledge?

• What evidence will I accept?

G.5B

Inductive Reasoning Skills

Step 3

• How will I ensure students learn what they need?

• What activities will I use to engage students in learning what they need?

Consider:

• Who are the students in my class?

• What are their needs?

• What content, processes, and products will help the student learn what they need?

ClassroomsTraditional

Student differences are acted upon when problematicWhole class instruction dominatesMastery of facts and skills are the focusTime is relatively inflexibleSingle interpretations of ideas and eventsTeacher solves problemsSingle form of assessment

DifferentiatedStudent differences are basis of planningMany instructional arrangements are usedAbility to make sense of concepts/principles is the focus of learningTime is related to student needStudents solve problemsMultiple ways of assessment

High Prep Low Prep

Exit CardsQuick and easy method of assessing student understanding

on a particular idea, skill or topic

Teach the skill or concept and have students work and discuss it

Just before class ends, distribute index cards to all students.

Pose a question that probes student understanding of the topic

Have students write their name and a response to the questions on the index card

Sort cards into categories representing student understanding

Use cards to plan lessons aimed at helping each student

3-2-1 Exit Card

Have students write

3 most important ideas in the lesson

2 questions they still have about the lesson

1 way they can use what they learned

Learning ContractsAn agreement between a student and a teacher that sets parameters for responsible, independent work

Define learning goals

Develop an assessment of learner proficiency with those goals to determine learning needs

Create a “package” of tasks, activities and components likely to help student to achieve learning goals

Identify the actual tasks a student is expected to complete

List directions for how the student is expected to work during the contract time Timeline for completing work Instructions on how to get work approved when

finished Where to turn it in Criteria for grading

CentersSmall group activities that are collaborative and task-based

where students play an active role

The teacher is a mediator that plans structure of centers, roles, expectations and procedures, and assessment

Students are responsible for following procedures and completing all assignments

Center activities are Writing assignments Tasks Textbook assignments Computer projects Research assignments Internet lessons

Create effective grouping Heterogeneous Groups 3-6 Students per center 4-6 Centers per classroom

Each Center should have a valid purpose – TEKS/TAKS driven

Each Center should take 10-15 minutes

Vocabulary

What kind of differentiated strategies or activities could you create your classroom to teach these vocabulary words?

TAKS Objective 1 – The student will

demonstrate an understanding

of issues and events in U.S. history.

1776 Constitution

George Washington

Republicanism

Civil War Magna

Carta

Resources

Region XIII Social Studies website

www.esc13.net/socialstudies

TEA website

http://www.tea.state.tx.us

Social Studies Center website

http://www.tea.state.tx.us/ssc

Upcoming Dates

• Oct. 18 – Leadership Update

• TCSS Conference – Oct. 28-30

• Nov. 9 – CASE: Elementary/Secondary

• NCSS Conference – Nov. 18-20

Contact Information• Carol Curtiss

512-919-5288

[email protected]

• Tina Melcher512-919-5425

[email protected]