Carol Curtiss - Tina Melcher - Monday, October 17, 2005

Schedule 8:30-11:30 11:30-1:00 Lunch 1:00-3:30

How do you balance a Peacock Feather on your Index Finger? Hint: Keep Your Eye On The Goal

Individual Reflection Why do you teach social studies? What do you want students to have learned at the end of this year?

KWL What Do I Know?What Do I Want to Know? What Have I Learned?

KWL What Do I Know? What Do I Want to Know? What is differentiation? Why should I differentiate? For whom should I differentiate? How do I do it? How different is different? What steps do I take? Is it hard? How can I tell if it’s working? How do I assess? What’s in it for me? What Have I Learned?

Goals for the Day Participants will Explain what differentiation is Feel more confident in their ability to implement at least one differentiation strategy in their classrooms Take home useful classroom strategies and activities

Don’t be afraid to take the first step-- “All glory comes from daring to begin.” Eugene F. Ware

It is a teacher’s response to learners’ needs

Definition To differentiate instruction is To recognize students’ varying background knowledge, readiness, language, preferences in learning, interests, and to react responsively. A process to approach teaching and learning for students of differing abilities in the same class To maximize each student’s growth and individual success by meeting each student where he or she is, and assisting in the learning process.

General Principles of Differentiation Clarity of Learning Goals Respectful Tasks Flexible Grouping Ongoing Assessment & Adjustment Teachers & students collaborating in Learning

Differentiation is … Proactive Qualitative Rooted in Assessment Student Centered A Blending of instructional groupings Organic

Differentiation is not… Individualized instruction Homogenous grouping “Tailoring the same suit of clothes”

Sticky Note Activity

Differentiate Students… (1)in their readiness to work with a particular idea or skill at a given time Vary text by reading level Vary scaffolding activities and assessment Flexible Time Learning Contracts * Vary Graphic Organizers Small Group Instruction Homework Options

(3)in learning profiles that may be shaped by gender, culture, learning style, or intelligence preference. Group Orientation Cognitive Style Learning Environment Intelligence Preference

(2) in pursuits or topics that interest them Vary Topics Model of Expression

Differentiate… Content Process Product Affect

Content Use Broad-Based issues, Themes or Problems Integrate Multiple Disciplines Present Reinforcing Experiences Allow for In-Depth Learning of a Self- Selected Topic History

Process Develop Independent or Self-Directed Study Skills Develop Higher-Level Thinking Skills Focus on Open-Ended Tasks Develop Research Skills and Methods Integrate Basic Skills and Higher Level Thinking Skills into the Curriculum

Product Encourage products that challenge existing ideas or “new” ideas Encourage products that use new techniques, materials, and forms

Affect Encourage the development of Self- Understanding Evaluate student outcomes by using appropriate and specific criteria

Teacher’s Web Activity

By Good Planning Answering the Big “3” Questions

Step 1 What do you want students to know and be able to do? Essential Important Nice to Know

( G.5) Geography. The student understands how political, economic, and social processes shape cultural patterns and characteristics in various places and regions. The student is expected to: (B) analyze political, economic, social, and demographic data to determine the level of development and standard of living in nations.

G5.B Analyze data to determine Level of development in nations –Political data –Economic data –Social data –Demographic data Standard of living in nations –Political data –Economic data –Social data –Demographic data

Step 2 How will I assess student knowledge? What evidence will I accept?

G.5B Inductive Reasoning Skills

Step 3 How will I ensure students learn what they need? What activities will I use to engage students in learning what they need?

Consider: Who are the students in my class? What are their needs? What content, processes, and products will help the student learn what they need?

Classrooms Traditional Student differences are acted upon when problematic Whole class instruction dominates Mastery of facts and skills are the focus Time is relatively inflexible Single interpretations of ideas and events Teacher solves problems Single form of assessment Differentiated Student differences are basis of planning Many instructional arrangements are used Ability to make sense of concepts/principles is the focus of learning Time is related to student need Students solve problems Multiple ways of assessment

High PrepLow Prep

Exit Cards Quick and easy method of assessing student understanding on a particular idea, skill or topic Teach the skill or concept and have students work and discuss it Just before class ends, distribute index cards to all students. Pose a question that probes student understanding of the topic

Have students write their name and a response to the questions on the index card Sort cards into categories representing student understanding Use cards to plan lessons aimed at helping each student

3-2-1 Exit Card Have students write 3 most important ideas in the lesson 2 questions they still have about the lesson 1 way they can use what they learned

Learning Contracts An agreement between a student and a teacher that sets parameters for responsible, independent work Define learning goals Develop an assessment of learner proficiency with those goals to determine learning needs Create a “package” of tasks, activities and components likely to help student to achieve learning goals

Identify the actual tasks a student is expected to complete List directions for how the student is expected to work during the contract time Timeline for completing work Instructions on how to get work approved when finished Where to turn it in Criteria for grading

Centers Small group activities that are collaborative and task-based where students play an active role The teacher is a mediator that plans structure of centers, roles, expectations and procedures, and assessment Students are responsible for following procedures and completing all assignments

Center activities are Writing assignments Tasks Textbook assignments Computer projects Research assignments Internet lessons Create effective grouping Heterogeneous Groups 3-6 Students per center 4-6 Centers per classroom Each Center should have a valid purpose – TEKS/TAKS driven Each Center should take minutes

Vocabulary What kind of differentiated strategies or activities could you create your classroom to teach these vocabulary words? TAKS Objective 1 – The student will demonstrate an understanding of issues and events in U.S. history. 1776Constitution George Washington Republicanism Civil WarMagna Carta

Resources Region XIII Social Studies website TEA website Social Studies Center website

Upcoming Dates Oct. 18 – Leadership Update TCSS Conference – Oct Nov. 9 – CASE: Elementary/Secondary NCSS Conference – Nov

Contact Information Carol Curtiss Tina Melcher