Creating Differentiated Creating Differentiated Classrooms Classrooms Teachers and Special Educators Collaborating Teachers and Special Educators Collaborating Michelle Doucett, BA, BED Michelle Doucett, BA, BED Karen Godsoe-Daigle, BA, BED, MED Karen Godsoe-Daigle, BA, BED, MED Lausanne 1:1 Conference, Memphis TN Lausanne 1:1 Conference, Memphis TN July 2009 July 2009
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Creating Differentiated Classrooms Teachers and Special Educators Collaborating Michelle Doucett, BA, BED Karen Godsoe-Daigle, BA, BED, MED Lausanne 1:1.
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Collaborating on a Unit PlanCollaborating on a Unit Plan
What subject? – What topic?What subject? – What topic?What do you want your students to learn?What do you want your students to learn?
Essential and desirable outcomes?Essential and desirable outcomes?Skills to reinforce?Skills to reinforce?
What timeframe?What timeframe?
Subject-Topic-Outcomes-TimeSubject-Topic-Outcomes-Time Language Arts – Grade 8Language Arts – Grade 8 Novel StudyNovel Study Reading skillsReading skills
SummarizingSummarizing Vocabulary buildingVocabulary building Inferential reading of character traitsInferential reading of character traits Figurative languageFigurative language
Writing skillsWriting skills Sentence structureSentence structure ParagraphingParagraphing PunctuationPunctuation Use of the Writing ProcessUse of the Writing Process
SpellingSpelling Write Character Essay –Write Character Essay – 6 week time frame - flexible6 week time frame - flexible
Method of PresentationMethod of Presentation
Think about how you are going to present the Think about how you are going to present the ideas to the learner.ideas to the learner.
Remember that your class is made up of visual, Remember that your class is made up of visual, auditory, and tactile/kinesthetic learnersauditory, and tactile/kinesthetic learners
Mini lessons? Does it always have to be you? Mini lessons? Does it always have to be you? (Don’t choose frontal teaching as the only (Don’t choose frontal teaching as the only option.)option.)
Technology – How is the 1:1 environment going Technology – How is the 1:1 environment going to assist?to assist?
To Present MaterialTo Present Material Mini lessons (15 min max)Mini lessons (15 min max) Teacher tube, You Tube, Brain Pop Teacher tube, You Tube, Brain Pop Student presentationsStudent presentations Wiki SpaceWiki Space All supporting documents on Wiki Space for All supporting documents on Wiki Space for
students/parents to access both at school and students/parents to access both at school and homehome
Choice of novel to be read – student Choice of novel to be read – student choice - small group or individual – choice - small group or individual – teacher directedteacher directed
Ranged from Paul Kropp to Jane AustinRanged from Paul Kropp to Jane AustinTumblebooks for auditory learners, Tumblebooks for auditory learners,
visually impaired, and beginning readersvisually impaired, and beginning readershttp://www.tumblebooks.com/http://www.tumblebooks.com/
Key Teaching PointsKey Teaching Points
Organize key teaching points for the unitOrganize key teaching points for the unitBreak the key teaching points into mini Break the key teaching points into mini
lessonslessonsThis helps the teacher think of different This helps the teacher think of different
ways to present concepts that will allow ways to present concepts that will allow multiple viewings and the opportunity for multiple viewings and the opportunity for students to pace themselvesstudents to pace themselves
Tiering and scaffoldingTiering and scaffolding
Typical Mini LessonTypical Mini Lesson Could feature a Brain Pop.com video clipCould feature a Brain Pop.com video clip
VisualVisual AuditoryAuditory Able to be revisited by students independentlyAble to be revisited by students independently
Could be a modeling of one of the daily activity tasks Could be a modeling of one of the daily activity tasks eg how to collect character traits; how to complete chapter eg how to collect character traits; how to complete chapter
summary sheetssummary sheets Could feature a teacher-prepared PowerPoint Could feature a teacher-prepared PowerPoint
eg coherent paragraphingeg coherent paragraphing Could be one more step in the scaffolding of moving from Could be one more step in the scaffolding of moving from
the simple collection of character traits to the more complex the simple collection of character traits to the more complex task of writing a character essaytask of writing a character essay eg. Frameworks, sentence starters, paragraph hookseg. Frameworks, sentence starters, paragraph hooks
Simple and to the pointSimple and to the point
Planning Content: Planning Content: The portfolio is organized into 5 sectionsThe portfolio is organized into 5 sections
#1 Daily Activities or On-going Work#1 Daily Activities or On-going Work
#2 In-Depth Practice of Concepts#2 In-Depth Practice of Concepts
#3 End Products of Objectives#3 End Products of Objectives #4 Long-term Multiple Intelligences Projects#4 Long-term Multiple Intelligences Projects
Read your novelRead your novel Chapter summariesChapter summaries Collection of character traitsCollection of character traits
PracticePractice On-line exercises targeting outcomes at different levels depending on student readinessOn-line exercises targeting outcomes at different levels depending on student readiness Rough copies of writing pieces to demonstrate use of writing processRough copies of writing pieces to demonstrate use of writing process
My Best:My Best: Weekly tests/quizzesWeekly tests/quizzes Good copies of writing piecesGood copies of writing pieces Re-tests were availableRe-tests were available
Multiple Intelligence ProjectMultiple Intelligence Project Tic Tac Toe board for project choicesTic Tac Toe board for project choices
Self-EvaluationSelf-Evaluation DESCA Questionnaire DESCA Questionnaire My Growth As a Reader paragraphMy Growth As a Reader paragraph Feedback to teacherFeedback to teacher
Routines & StandardsRoutines & Standards
Think about how each class and each week will Think about how each class and each week will be structured. be structured.
Making the classes predictable helps minimize Making the classes predictable helps minimize time wasted and behaviour problems. time wasted and behaviour problems.
Set standards for behaviours and a marking Set standards for behaviours and a marking rubric for quantity and quality of work submitted.rubric for quantity and quality of work submitted.
Think “flexible but predictable” time blocking for Think “flexible but predictable” time blocking for teacher-whole group time/solo time/pair timeteacher-whole group time/solo time/pair time
Routines & StandardsRoutines & Standards 11stst of class was always teacher of class was always teacher
directed with either a mini lesson or a directed with either a mini lesson or a reminder of what to focus on todayreminder of what to focus on today
Solo time Solo time Pair timePair time Friday was check-in day for minimum Friday was check-in day for minimum
requirementsrequirements Weekend was a catch-up timeWeekend was a catch-up time Multiple Intelligence project – was Multiple Intelligence project – was
interwoven and depended on their rate interwoven and depended on their rate of progressof progress
AccountabilityAccountability
Daily checklist posted in classroomDaily checklist posted in classroomMinimum weekly requirement checked on Minimum weekly requirement checked on
FridayFriday If minimum not met – had to stay in on If minimum not met – had to stay in on
Monday noon to catch upMonday noon to catch upEasy to communicate progress with Easy to communicate progress with
parentsparents
EvaluationEvaluation Do not make work for yourself! Do not make work for yourself! Your students will be producing more work than Your students will be producing more work than
usual. Do not feel that you must mark usual. Do not feel that you must mark everything.everything.
Look at evaluating the portfolio as a whole Look at evaluating the portfolio as a whole based on your rubric.based on your rubric.
You are now a facilitator not the main person on You are now a facilitator not the main person on stage doing all the talking (it will feel different)stage doing all the talking (it will feel different)
Work on eliminating student learned Work on eliminating student learned helplessnesshelplessness
May look like organized chaos!May look like organized chaos!
Evaluation:Evaluation:
Evaluated the portfolio as a whole at the end of the unit Evaluated the portfolio as a whole at the end of the unit Made rubric available at the beginning with a description of each rating’s Made rubric available at the beginning with a description of each rating’s
criteria criteria Character essay was given a separate grade Character essay was given a separate grade
Gave those not meeting minimum requirements opportunities to re-Gave those not meeting minimum requirements opportunities to re-submit submit Weekly checks minimized thisWeekly checks minimized this Knowing the unit outcomes and SEP outcomes was importantKnowing the unit outcomes and SEP outcomes was important
Made a sample binder or on-line portfolio availableMade a sample binder or on-line portfolio available
Self Assessment Self Assessment Self correcting activities (on-line)Self correcting activities (on-line) Weekly checksWeekly checks Self-reflection at the end of the unitSelf-reflection at the end of the unit
Benefits:Benefits:
Encourages professional collaboration between teacher and special Encourages professional collaboration between teacher and special educatoreducator
Frees up class time so the Frees up class time so the teacherteacher can work with small groups or can work with small groups or individual students individual students
Frees up planning time on a day-to-day basis – Lesson plans can Frees up planning time on a day-to-day basis – Lesson plans can be done a week at a time AND unit plans can be shared and re-be done a week at a time AND unit plans can be shared and re-cycled.cycled.
Diminishes discipline problemsDiminishes discipline problems Students are on-task because they have choiceStudents are on-task because they have choice They are working at their own ability levelThey are working at their own ability level
Motivates students to achieve Motivates students to achieve Appeals to both global and analytic learnersAppeals to both global and analytic learners Allows students to take responsibility for their own learning, rather Allows students to take responsibility for their own learning, rather
than waiting for teacher directionthan waiting for teacher direction
How 1:1 Facilitated InclusionHow 1:1 Facilitated Inclusion Suddenly everything becomes easierSuddenly everything becomes easier Text to speech, zoom text, speech to text, Text to speech, zoom text, speech to text, Leveled booksLeveled books Easy access to leveled reading (Tumble books)Easy access to leveled reading (Tumble books) Multiple opportunities to see mini lessonsMultiple opportunities to see mini lessons Skill exercises in infinite levels of difficulty for patient self-Skill exercises in infinite levels of difficulty for patient self-
correcting practicecorrecting practice Digital method of presenting finished productsDigital method of presenting finished products Access work and resources from homeAccess work and resources from home Parental involvementParental involvement Click N Read addressed “improving reading skills” at the Click N Read addressed “improving reading skills” at the
early reading levelearly reading level
How 1:1 Facilitated InclusionHow 1:1 Facilitated Inclusion All learning styles accommodated through multi-modal All learning styles accommodated through multi-modal
presentations and methods of practicepresentations and methods of practice Multiple intelligence projects allowed students to present learning in Multiple intelligence projects allowed students to present learning in
All students stay in class and are part of the whole group – All students stay in class and are part of the whole group – individualized programs are the normindividualized programs are the norm
Minimizes need for Resource Room interventionsMinimizes need for Resource Room interventions Choice of novel to read gave both autonomy and motivation based Choice of novel to read gave both autonomy and motivation based
on interest and readinesson interest and readiness WikisWikis CAI both web-based & stand alone CAI both web-based & stand alone Collaboration with students across the room, across the country, Collaboration with students across the room, across the country,
around the worldaround the world Web 2.0 - Creators of ContentWeb 2.0 - Creators of Content
Sample Student WorkSample Student Work
Matt & Shane – grade 8 students with beginning Matt & Shane – grade 8 students with beginning literacy skills create photostory of Paul Kropp literacy skills create photostory of Paul Kropp novelnovel
Same as above but on Wiki: Same as above but on Wiki: http://laptopspotlight.wikispaces.com/Leveling+The+Playing+Field%3B+1-http://laptopspotlight.wikispaces.com/Leveling+The+Playing+Field%3B+1-to-1+in+the+Differentiated+Classroomto-1+in+the+Differentiated+Classroom
Children’s picture book Children’s picture book
MI Projects MI Projects
What’s NextWhat’s Next More opportunities for More opportunities for
connections with students connections with students around the worldaround the world
Students creating contentStudents creating content Fast ForWord Fast ForWord Text to Speech animation Text to Speech animation
programsprograms Social Stories to teach Social Stories to teach
behaviours for ASD studentsbehaviours for ASD students Dialogue writingDialogue writing Mini lessonsMini lessons Reinforcing conceptsReinforcing conceptshttp://www.xtranormal.com/watch?http://www.xtranormal.com/watch?
e=20090706102345557e=20090706102345557
Link to Jesse’s Social Story
Want to Learn More About Want to Learn More About Differentiation?Differentiation?
How to Differentiate Instruction How to Differentiate Instruction in Mixed-Ability Classroomsin Mixed-Ability Classrooms
The Differentiated ClassroomThe Differentiated Classroom Differentiation in Practice, A Differentiation in Practice, A
Resource Guide for Resource Guide for Differentiating CurriculumDifferentiating Curriculum
All byAll by Carol Ann Tomlinson Carol Ann Tomlinson Differentiation Through Differentiation Through
Learning Styles and MemoryLearning Styles and Memory By Marilee SprengerBy Marilee Sprenger
Differentiation in Action: A Differentiation in Action: A Complete Resource with Complete Resource with Research-Supported Strategies Research-Supported Strategies By Judith Dodge By Judith Dodge
Various journal articles by Rick Various journal articles by Rick Wormeli such as “Busting Myths Wormeli such as “Busting Myths about Differentiated Instruction” -about Differentiated Instruction” -
Learning More About DifferentiationLearning More About Differentiation
Helps teachers inform their Helps teachers inform their instruction through on-going and instruction through on-going and frequent assessments, access frequent assessments, access multiple pathways for learning, foster multiple pathways for learning, foster "intrinsic" motivation, use "intrinsic" motivation, use "instructional intelligence" and "instructional intelligence" and flexible groupings, harness the power flexible groupings, harness the power of visual tools, scaffold instruction for of visual tools, scaffold instruction for struggling learners, and provide struggling learners, and provide challenging options for advanced challenging options for advanced learners. learners.