Please sit with your LASW group.

LASW Small Group Discussions:

1. Having looked at the student work, what did or would your student need to achieve the learning goals set by the assignment?

2. How would these optimal learning conditions serve everyone?

3. What techniques have you learned about from the readings that might be useful in addressing both your target student’s needs and the needs of the whole class? (Remember that you jigsawed some readings.)

4. How would you learn enough about every student in order to serve each student’s needs effectively?

Please identify and add to the GoogleDoc presentation:

1-3 KEY PRINCIPLES and PRACTICES 1-3 KEY PROBLEMS OF PRAXIS

You will have 2 minutes to present these to the class.

DIFFERENTIATED INSTRUCTION

skills interestsbackground knowledgebeliefspurposes

May need it when students have different…

Types of Differentiated Instruction:

Materials

Content

Format

Pacing

Assistance provided

Objectives/Expectations

Classwide Approaches to Differentiated Instructioncooperative learning groupsmini-lessonsstationsgraphic organizersassignments that permit (or require)

multiple entry points and/or multiple forms of final product

Models and exemplars

rubrics

Differentiated instruction and multiple learning goals: linking content

goals with other learning goals

Sample: LITERACY

Sample Skill: LITERACYCompensate: plan run-arounds

photos and movies vs. texts students speak instead of write, or

write ideas in rap instead of essay form ditch textbook

Sample Skill: LITERACY Compensate: plan run-aroundsProvide assistance:

scaffolding establish context through framing

and/or essential questions one-on-one or small-group instruction peer tutors cooperative learning groups multiple presentations of same

material

Sample Skill: LITERACY Compensate: plan run-arounds Provide assistance Teach strategies

look for context clues make connections think about purpose (as reader or

writer) read & think aloud make transparent the techniques used

by good readers and writers

Some general principles: Don’t rush. If you need students to know it, you

need to take your time and focus on it. Don’t try to teach important new content and

important new skills simultaneously. Teach for transfer. Follow the Model – Guided Practice –

Independent Practice sequence over time as well as during each lesson

Engage in data-driven instruction

Take and Share Ownership

Help your students and families take ownership and work with you as knowledgeable partners: tell them your assessment of each student’s

strengths and needs—and listen to their insights

bring students and families on board as co-problem solvers

“I realized just how complicated and involved teaching could be

as both the teacher and students negotiate a lesson plan at the

same time.”

What does this statement mean to you? Has this been an issue/challenge in your

teaching experience so far? Jot down specific examples/anecdotes.

To what extent does your LASW analysis support or contradict this statement?

What successes have you had (or seen) with regard to this teacher-student “negotiation”?

JOU

RN

AL:

Application: Lesson Plan Analysis and Revision

How does the lesson incorporate differentiated instruction techniques?

What are other ways that one could teach the same content but differentiate instruction differently?

How does the lesson teach for understanding?

How could one revise this lesson to incorporate other objectives while still teaching for understanding?

Closure:

What is one idea you plan to implement in the next week or two?

What is one idea you want to work on implementing over the rest of this year?

Differentiated instruction and multiple learning goals: linking content

goals with other learning goals

Choosing Goals – ask yourself:

Is this skill or knowledge important in general?

Will it be a significant impediment to my class if students don’t know this? Will it be a significant aid if they do?

Are students likely to learn this elsewhere? Is there another teacher I can/should partner with to teach or reinforce this knowledge/skill?

How can I activate their prior knowledge with regard to this topic or skill?

Found Poem:What makes a good teacher?

1. Read aloud one sentence (or part of a sentence)

2. Read aloud one word

QuickWrite (in journal):

What do you learn about

1) the meaning of this text, and

2) the meanings you and your classmates are constructing of this text (what you/they think is important, noteworthy, striking, etc.)

from the “found poem” activity?

(5 minutes) Round Up: “I learned…”