Managing the Classroom
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Managing the Classroom
- 1. Foundations and Applications of Differentiating Instruction: Competencies Four and Five Managing the Classroom Foundations and Applications of Differentiating Instruction: S3 Competencies Four and Five
- 3. Foundations and Applications of Differentiating Instruction: Competencies Four and Five S1 -
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- We never know which students we’re going to get.
- Read story aloud to whole group, each participant will respond to the questions individually. In small groups make connections to your school and share your insights and responses. How does this story support or contradict differentiation as you know and understand it? Use Animal School Handout
- Have teachers complete Belief Statement Handout
- Who are you when you consider teaching and interacting with your students. What do your students think of you in regards to these statements Whichever one you believe speaks to who you are as a teacher Individually review each of these statements and decide what you believe: What does your belief say about your teaching? Complete the checklist about beliefs, keep confidential. Use the responses to guide your learning throughout the course. Where are you? How do your beliefs impact your teaching? What, if any, adjustments can be made to further grow your instructional practice?
- 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.