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Lessons by S.D. Collins The assignment was to draw the moon. Filled with kindergarten wonder she climbed as high as the rusting swing could offer, balanced.

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Presentation on theme: "Lessons by S.D. Collins The assignment was to draw the moon. Filled with kindergarten wonder she climbed as high as the rusting swing could offer, balanced."— Presentation transcript:

1 Lessons by S.D. Collins The assignment was to draw the moon. Filled with kindergarten wonder she climbed as high as the rusting swing could offer, balanced in the phosphorescent rays of the evenings business and saw beyond to the airy regions where bands of chalky cirrus crossed trails of jets forming tic-tac-toe battle plains played by earth and sky. Too, she noted how in all the stars that flecked the ether not a one was yellow or five-pointed but were sparkles of pixie-dust ripe for scooping and sprinkling at show-and-tell. That night she looked with the wonder of Copernicus, was kissed by flames that swallowed van Gogh and wanted to share it all with all who cared to know what she now knew to be a night sky. Using every shade of color of her blunted crayons, she drew: from eyes to mind to heart to hands she drew. Who knew her greatest lesson would be in discovering the dispirited frown of an exacting teacher who across curled lips breathed, The assignment was to draw the moon. WHY DIFFERENTIATE?

2 Sun West Teachers Association August 26, 2011 DIFFERENTIATED INSTRUCTION

3 Explain to a new student teacher what differentiation is in terms of what he/she would be doing in the classroom and why. The definition should help develop an image of differentiation 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 whats important to understand about differentiation.

4 In the context of education, we define differentiation as a teachers reacting responsively to a learners needs… The goal of a differentiated classroom is maximum student growth and individual success. Tomlinson & Allan, 2002 WHAT IS DIFFERENTIATED INSTRUCTION?

5 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

6 PAVING THE WAY TO LEARNING MindsetConnectionsCommunity

7 THE POWER OF MINDSET Fixed Success comes from being smart Genetics, environment determine what we can do Some kids are smart – some arent Teachers cant 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.

8 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 couldnt land the plane successfully. Captain Sullenberger: Then Im glad the computer wasnt flying the plane.

9 WHAT KIND OF PILOT ARE YOU?

10 PAVING THE WAY TO LEARNING MindsetConnectionsCommunity

11 Talk at the door Early interest assessments Small group instruction Student conferences Ask for student input Build curriculum on student culture and interests Dialogue journals Share your own interests Observe students outside of the class Go to student events/extracurricul ar activities CONNECTING WITH KIDS

12 CARING TEACHERS

13 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

14 PAVING THE WAY TO LEARNING MindsetConnectionsCommunity

15 HOW COMMUNITY EVOLVES OVER TIME

16 Establishes the framework for a responsive classroom Each students need for a next step Responsibility for own growth Weve 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 mindset Extends to student belief in one another Supports the belief that we win or lose together Ensures security/safety necessary for academic growth Enables students to work as a team Provides the teacher with teammates too

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19 http://surfaquarium.com/MI/inventory.htm http://literacyworks.org/mi/assessment/findyourstrengths.ht ml http://literacyworks.org/mi/assessment/findyourstrengths.ht ml http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks 3/ict/multiple_int/index.htm http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks 3/ict/multiple_int/index.htm http://daretodifferentiate.wikispaces.com/Knowing+the+Lear ner http://daretodifferentiate.wikispaces.com/Knowing+the+Lear ner LEARNING PROFILE RESOURCES

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21 Reading partners Read/Summarize Read/Question/Answer Visual Organizer/Summarizer Parallel Reading with teacher prompt WAYS TO DIFFERENTIATE CONTENT Choral Reading Split Journals Books on Tape Digests (Coles Notes version) Varied texts Note-taking organizers Highlighted text Think-Pair-Share

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23 WAYS TO DIFFERENTIATE PRODUCT

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25 RAFTs Cubing, Think Dots Choices based on intelligences Centres Tiered lessons Contracts WAYS TO DIFFERENTIATE PROCESS

26 SO WHAT?

27 HOW DO I GET STARTED?

28 Think of a student you know well Fill in the profile for this student DEVELOPING STRATEGIES

29 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

30 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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32 BEGIN SLOWLY – JUST BEGIN!


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