![Session 6 - Outcomes ,[object Object],[object Object],[object Object],[object Object],[object Object],Foundations and Applications of Differentiating Instruction: Competencies Four and Five S3 - Foundations and Applications of Differentiating Instruction: Competencies Four and Five S3 -](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
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Session 6
- 1. Foundations and Applications of Differentiating Instruction: Competencies Four and Five Session 6 Managing the Classroom Foundations and Applications of Differentiating Instruction: S3 Competencies Four and Five
- 3. What is Differentiation? Foundations and Applications of Differentiating Instruction: Competencies Four and Five S3 -
- 9. Challenges and Suggestions Foundations and Applications of Differentiating Instruction: Competencies Four and Five S3 - Category Challenges Your Suggestions Curriculum How do I work with poor readers? We could use books at different levels. Assessment How do I know what to assess? Important to specify learning goals. Flexible Teaching How do I know what everyone is doing? Could use learning contracts to keep track. Grouping Students How do I know the best group for a student? Important to link with assessment some of the time. Shared Responsibility for Learning and Teaching How do I keep the room from being a mess? Might have designated time to straighten up. Establishing community How do I keep from having winners and losers? Can emphasize personal goals.
- 12. Can We Meet the Needs? Foundations and Applications of Differentiating Instruction: Competencies Four and Five S3 -
Notas del editor
- Group participants with partners whose teaching assignments are similar to theirs. Materials 1 chart paper per table Makers 3 chart papers 3 post it notes per participant Copies: Handouts 5, 6, 7, Articles 1-4
- Answer with your best insights, not necessarily your first response. Best definition as a group. 1 chart paper per table (top half) Share responses with the whole class
- Virtually every element of classroom practice is challenged when we begin to think about doing what it takes to help every student grow as much as possible. Curriculum can no longer be exactly the same for everyone all the time. Instruction has to become more flexible. “Fair” no longer means treating everyone exactly alike. Challenges and Suggestions Note some challenges that differentiated classroom might present in six categories of classroom elements and then propose your own suggestions for how these challenges might be addressed in a differentiated classroom. Share with whole group. As a group, come up with one more per category (bottom half of chart paper)
- 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
- It is no doubt clear that addressing the needs of academically diverse student populations is both important and difficult. THINK, PAIR, SHARE Work by themselves and jot down in the left-hand column reasons they believe its’ feasible and important to address the varied needs of learners in regular education classrooms. In the right-hand column reasons why they feel it is unlikely they can do so. Partner up with another to discuss their responses. Join another pair to examine both sets of responses.
- Allow 5 minutes for discussion