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Transcript of Lessons by S.D. Collins The assignment was to draw the moon. Filled with kindergarten wonder she...
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“Lessons” by S .D . Co l l i n s
The ass ignment was to d raw the moon .
Fi l l ed w i th k inderga r ten wonder she c l imbedas h igh as the rus t ing sw ing cou ld off er ,ba lanced in the phosphorescen trays o f the even ing ’s bus inessand saw beyond to the a i ry reg ionswhere bands o f cha lky c i r rus c rossedt ra i l s o f j e t s fo rm ing t i c - tac - toe ba t t l e p la insp layed by ea r th and sky. Too , she no ted howin a l l t he s ta rs tha t fl ecked the e the rno t a one was ye l l ow o r fi ve -po in tedbu t were spa rk les o f p ix ie -dus t r i pefo r scoop ing and sp r ink l i ng a t show-and - te l l .Tha t n igh t she l ooked w i th the wonder o f Copern i cus ,was k i s sed by fl ames tha t swa l l owed van Goghand wanted to sha re i t a l l w i th a l l who ca red to knowwhat she now knew to be a n igh t sky. Us ing everyshade o f co lo r o f he r b lun ted c rayons , she d rew:f rom eyes to m ind to hear t to hands she d rew.Who knew her g rea tes t l esson wou ld be in d i scover ingthe d i sp i r i t ed f rown o f an exac t ing teacherwho ac ross cu r led l i p s b rea thed ,
The ass ignment was to d raw the moon .
WHY DIFFERENTIATE?
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Sun West Teachers’ AssociationAugust 26, 2011
DIFFERENTIATED INSTRUCTION
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Explain to a new student teacher what diff erentiation is in terms of what he/she would be doing in the classroom and why. The defi nition should help develop an image of diff erentiation in action.
Write a definition of differentiation you feel clarifies its key intent, elements and principles.
WHAT IS DIFFERENTIATION?
Develop a metaphor, analogy, or visual symbol that you think represents and clarifies what’s important to understand about diff erentiation.
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“In the context of education, we define differentiation as a teacher’s reacting responsively to a learner’s needs… The goal of a differentiated classroom is maximum student growth and individual success.”
Toml inson & A l lan , 2002
WHAT IS DIFFERENTIATED INSTRUCTION?
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Session Outcomes
PARTICIPANTS WILL UNDERSTAND FRAMEWORK OF DIFFERENTIATED INSTRUCTION
PARTICIPANTS WILL BE ABLE TO USE STRATEGIES TO HELP DIFFERENTIATE INSTRUCTION
PARTICIPANTS WILL KNOW HOW TO START INCORPORATING DIFFERENTIATION
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PAVING THE WAY TO LEARNING
Mindset Connections
Community
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THE POWER OF MINDSET
Fixed
Success comes from being
smart
Genetics, environment
determine what we can do
Some kids are smart – some
aren’t
Teachers can’t override students’ profiles
Growth
Success comes from effort
With hard work, most students can do most
things
Teachers can override students’ profiles
Teachers need to find the thing
that makes school work for
a student.
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HOW DO YOU DEAL WITH CHALLENGING SITUATIONS?
Host: We entered all of the flight data into a computer (speed, location, landing distance, etc.) Sir, the computer said you couldn’t land the plane successfully.
Captain Sullenberger: Then I’m glad the computer wasn’t flying the plane.
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WHAT KIND OF PILOT ARE YOU?
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PAVING THE WAY TO LEARNING
Mindset Connections
Community
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Talk at the doorEarly interest
assessmentsSmall group
instructionStudent conferencesAsk for student
inputBuild curriculum on
student culture and interests
Dialogue journalsShare your own
interestsObserve students
outside of the class
Go to student events/extracurricular activities
CONNECTING WITH KIDS
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CARING TEACHERS
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Share with your colleagues…
A time when a connection you had with a student helped them as a learner
A time when as an educator, you missed an opportunity to connect. Can you gather any ideas about what you might have done differently?
YOUR CALL
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PAVING THE WAY TO LEARNING
Mindset Connections
Community
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HOW COMMUNITY EVOLVES OVER TIME
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Establishes the framework for a responsive classroom Each student’s need for a “next step” Responsibility for own growth “We’ve got your back” mentality Competition against self (vs. others) Fair because each student gets what he/she needs to
succeed Working like colleagues
BUILDING COMMUNITY
Begins with teacher mindsetExtends to student belief in one anotherSupports the belief that we win or lose togetherEnsures security/safety necessary for academic
growthEnables students to work as a teamProvides the teacher with “teammates” too
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http://surfaquarium.com/MI/inventory.htmhttp://
literacyworks.org/mi/assessment/findyourstrengths.html
http://www.bgfl .org/bgfl /custom/resources_ftp/client_ftp/ks3/ict/multiple_int/index.htm
http://daretodiff erentiate.wikispaces.com/Knowing+the+Learner
LEARNING PROFILE RESOURCES
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Reading partners Read/Summarize Read/Question/Answer Visual Organizer/Summarizer Parallel Reading with teacher prompt
WAYS TO DIFFERENTIATE CONTENT
Choral ReadingSplit JournalsBooks on TapeDigests (Coles Notes version)Varied textsNote-taking organizersHighlighted textThink-Pair-Share
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WAYS TO DIFFERENTIATE PRODUCT
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RAFTsCubing, Think DotsChoices based on intelligencesCentresTiered lessons Contracts
WAYS TO DIFFERENTIATE PROCESS
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SO WHAT?
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HOW DO I GET STARTED?
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Think of a student you know well
Fill in the profile for this student
DEVELOPING STRATEGIES
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Take a moment to scan the strategies that have been summarized for you by Sun West learning coaches
Can you add to the list?
REVIEW STRATEGIES
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In your group, think of an outcome you are familiar with
Discuss a common method you would likely use to help students master this outcome
Review the profiles of your (pseudo) students
Discuss how you could differentiate this lesson
DEVELOPING STRATEGIES
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BEGIN SLOWLY – JUST BEGIN!