2. Differentiating Instruction Through Celebratory Learning Chances Are, You’re Already Doing It ! Lincoln, ME November 20, 2006 Maine Support Network P.O. Box 390 Readfield, ME 04355 Phone: (207) 685-3171 Fax: (207) 685-4455 www.mainesupportnetwork.org

3. Welcom e! We invite you to: - Make yourself comfortable. -Touch each page of your handouts -Read your quote -Look at the back of your clipboard

4. Celebrating Hard Work!!! Lincoln Professional Development Team MSN Presenters !!! Thank-You !!!

5. Outcomes At the end of the hour you will: Increase your knowledge of Celebratory Learning and Differentiation. be introduced to the Q-Matrix and use it to think critically about differentiation at your grade level and content area. gain confidence to apply specific instructional strategies to your own classroom/teaching context; and, feel re-newed, re-energized, and re-vitalized from sharing a learning experience with your professional peers.

7. Learning Log What I learned How I learned it My reactionWays I will use it

8. Silence Starter Hand Up Finish Your Sentence Stop Talking, Stop Doing Eyes on the Facilitator Signal Teammates Signal Other Teams Actively Listen

10. Differentiating Instruction Chances Are, You’re Already Doing It ! If you have ever….. You are differentiating !!!

12. 2. Choose any word pair -use this word pair as the first two words in your question followed by the appropriate content. Example: Which might Which might be the best way to solve this problem? OR -embed the words in your question Example: “ Of all the solutions we ’ ve discussed, which do you do feel might provide the best solution to this problem? ”

13. Q-Matrix Mix-Freeze-Group Mix-move around room slowly like cold molecules Freeze-Corda poses a ? that ends in a number Group by the # in the answer Look at your clip board and pick your favorite word pairs. Share why they are your favorite, and something you notice about the Q matrix.

14. Differentiation Is a teacher’s response to learner’s needs Guided by general principles of differentiation Respectful tasks Flexible groupingContinual assessment Teachers Can Differentiate Through: Content Process Product Environment According to Students’ ReadinessInterestLearning Profile Through a range of strategies such as: Multiple intelligences…Jigsaw…4MAT…Graphic Organizers…RAFTS Compacting…Tiered assignments…Leveled texts…Complex Instruction… Learning Centers

15. Degrees of Knowing: How to tell how well you know it! 7. (All of #6) AND: it characterizes _________ about ___________ period of history/set of ideas/theoretical debate, and can be used to show that _____________ (opinion, thesis, conjecture, hypothesis). 6. It means _____________, and it connects/applies to ___________ p/e/s/t/f in these 2 ways: (2 examples). 5. It means ______________, and I think it has to do with _________ process/event/situation/theory/ formula (p/e/s/t/f), but I’m not sure how. 4. I know it means _________, but I don’t know how it fits into the big picture. 3. I think it may mean something like ________. 2. I recognize this, but I don’t know what it means. 1. I have never seen or heard this before, or if I have, I don’t recall.

16. It’s not how smart you are, It’s how you are smart

17. Begin Slowly – Just Begin! Low-Prep Differentiation Choices of books Homework options Use of reading buddies Varied journal Prompts Orbitals Varied pacing with anchor options Student-teaching goal setting Work alone / together Whole-to-part and part-to-whole explorations Flexible seating Varied computer programs Design-A-Day Varied Supplementary materials Options for varied modes of expression Varying scaffolding on same organizer Let’s Make a Deal projects Computer mentors Think-Pair-Share by readiness, interest, learning profile Use of collaboration, independence, and cooperation Open-ended activities Mini-workshops to reteach or extend skills Jigsaw Negotiated Criteria Explorations by interests Games to practice mastery of information Multiple levels of questions High-Prep Differentiation Tiered activities and labs Tiered products Independent studies Multiple texts Alternative assessments Learning contracts 4-MAT Multiple-intelligence options Compacting Spelling by readiness Entry Points Varying organizers Lectures coupled with graphic organizers Community mentorships Interest groups Tiered centers Interest centers Personal agendas Literature Circles Stations Complex Instruction Group Investigation Tape-recorded materials Teams, Games, and Tournaments Choice Boards Think-Tac-Toe Simulations Problem-Based Learning Graduated Rubrics Flexible reading formats Student-centered writing formats

18. Avoid the Barriers Use the Builders Assuming Checking Rescuing/Explaining Exploring Directing Encouraging/Inviting Expecting Too Much Celebrating Too Soon Using Adultisms Respecting

22. CELEBRATORY LEARNING Positive interdependence Individual accountability Simultaneous interaction Connections to previous learning Theme-based learning Need based learning Brain compatible environment Play and Humor Learning Community Celebrating the learner & the learning Universal Design Attributes of Celebratory Learning

23. Bernice McCarthy CAST Brain Researc h Differentiated Instruction Universal Design Humor & Resiliency © Corda Ladd Kinzie and Kathryn Markovchick - www.mainesupportnetwork.org - office@mainesupportnetwork.org Personality Types Isabel Briggs Myers David M. Kiersey Renata & Geoffrey Caine Robert Sylwester Eric Jensen Pat Wolfe Leslie Hart Basic Needs Horham Maslow William Glasser Wendy Mobilia Susan Kovlik Gayle Gregory Diane Heacox Carolyn Chapman Carol Ann Tomlinson H. Stephen Glenn Jane Nelson Multiple Intelligences Howard Gardner Daniel Goleman David Lazear Thomas Armstrong Diane Loomans Karen Kolberg Steve & Sybil Wolin David & Roger Johnson Problem Based Learning James Bean Environmental Influences Learning Styles Rita & Ken Dunn Judy Wood Kathleen Butler Tony Gregoric Curriculum Design Thematic Integrated Instruction Spencer Kagan Cooperative Learning Marian Diamond Celebratory Learning

24. Critical Thinking is creative And involves the risk taking of working at the edges of one’s competence. It begins with curiosity and develops through the questions we ask.

25. The Q- Approach “The generation of questions in the form of quizzes, tests and classroom dialogue, together with the production of student answers, constitute up to 80% of student learning time in most traditional classrooms. If the questions are simple so is the thinking.

26. Q Matrix  a user-friendly adaptation of Bloom ’ s Taxonomy  allows you to construct questions based on the word pairs within a matrix  arranged in a hierarchy that considers Bloom ’ s Taxonomy

29. The word pairs work with any academic content and at all grade levels

30. To use Q Matrix: 1. Identify the level of thinking you wish your question to elicit and select word pairs to match your instructional focus “ knowledge ” word pairs – upper left portion of matrix “ evaluation ” word pairs – lower right As you move in any direction from the “ What is? ” – you are moving toward questions which require more in-depth thinking

31. To use Q Matrix: 1. Identify the level of thinking you wish your question to elicit and select word pairs to match your instructional focus “ knowledge ” word pairs – upper left portion of matrix “ evaluation ” word pairs – lower right As you move in any direction from the “ What is? ” – you are moving toward questions which require more in-depth thinking

32. 2. Choose any word pair -use this word pair as the first two words in your question followed by the appropriate content. Example: Which might Which might be the best way to solve this problem? OR -embed the words in your question Example: “ Of all the solutions we ’ ve discussed, which do you do feel might provide the best solution to this problem? ”

33. 3. The horizontal items represent the subject of the question (event, situation, choice, person, reason, means) 4. The vertical items represent the process (present, past, possibility, probability, prediction, imagination)

34. Quadrants: “ I ” Asks for facts “ II ” Asks for comparisons, explanations, examples “ III ” Asks for predictions and possibilities “ IV ” Asks for speculations, probabilities and evaluation

35. True Questions True questions are questions to which you really do not know the answer.

36. Think ~ Pair ~ Share Think-look at Q-matrix-get your own thoughts going. Pairs-develop 2-3 true questions you have about differentiation. Share –in your table group share all questions your and choose one you all think / feel is an outstanding/critical/crucial question about differentiating for students. Write it on 11x17 paper with marker. Whole group Share –tables share their one question with everyone.

37. The real art of discovery consists not in finding new lands, but in seeing with new eyes. Marcel Proust

38. Your role: REINFORCER of ALL THAT is GOOD, EVEN the TINIEST of “FEATS”

39. Mind/Brain Learning Principles Principle 11: Complex learning is enhanced by challenge & inhibited by threat.