Hello Differentiators!
Here's our online forum for sharing resources and discussion. If you scroll down through the first two posts, you'll see our group's planning template and the group log from the January 24 meeting. The e-mail invitation you received gives you permission to create a new post. Simply cllick the "New Post" tab at the top right of the screen, type in your comments, and then "Publish."
If anyone wants to collaborate around a project that uses United Streaming and/or NetTrekker, let me know!
Sam
Saturday, January 27, 2007
Differentiation Group Log 1/24/07
Churchill Teaching & Learning Group Log
Differentiation Group Log#1 – Jan. 24, 2007
Facilitator: Tom Horn
Members present: Carolyn Clements, Tom Horn, Melanie Morrison Nina Herbst, Katherine Gorham, Darah DeVore, Glenn Kreiss, Allen Grush, Sam Arnold-Boyd
What happened today?
I. Review of the group’s Planning Template from Melanie
II. Overview of what differentiation in instruction looks like (Tom):
Foundation: Bloom’s Taxonomy (ABCD), Maslow’s Hierarchy of Needs,
Gardner’s Theory of Multiple Intelligence, Learning styles, Constructivism (everything you’re teaching is tied to what’s meaningful in kids’ lives)
Content: Development –
1. Tiers (provide opportunities for success at varying levels)
2. Technology (Webquests, NetTrekker, United Streaming)
3. Grading
Process:
ß Formative assessments and make changes based on experiences of students to maximize their success
ß Graph that presents different effort required by students based on their background knowledge. Less background = more ground to make up,
Product: Final
1. Type of test (example – A or B test; project exam
2. Challenge with standards-based requirements (i.e. Spanish 3)
III. Discussion
ß Kids in 2 camps: kids who can’t and kids who won’t
ß Who can’t - scaffolding strategies
ß Who won’t – motivating, connecting strategies
ß Pertinent questions:
ß Is my classroom lecture-based?
ß Is my classroom structured so that there are multiple activities happening simultaneously?
ß Are there opportunities at lower levels so that these students can find success? (reson for the tiered levels)
ß Grading:
ß Participation –Content grade (giving credit for participating)
ß Grade inflation issues
ß Low SES students are not the ones competing for scholarships
ß Praise students for effort in tangible ways
ß Grading approaches are part of planning content (see above)
ß New definition (thanks, Melanie):
Differentiation: finding as many ways as possible for students to succeed.
ß Resistance to the reality that kids learn developmentally; the need for building blocks
ß Potential to learn is there
ß Account for Maslow’s hierarchy
ß Need for rigor – set the goal high but recognize the need for flexible time periods
ß Work with awareness of cultural differences
ß Importance of trust – establish trust between student and teacher –
ß Build trust through a phone call home, connect to other teachers, seek help from administrator, get knowledge of kid’s situation so that you can build a relationship
ß Build culture of trust with the other students
Classroom application: What are students learning and doing as a result of what you are learning and doing?
Relationships – students learn that they are important to their teachers as they learn skills for understanding others
ß Metaphor to help student-teacher understanding & communication: snapshots vs. movie -teacher sees “snapshots” of a student’s life (little snippets) and needs the help and trust of student to fill in the rest of the movie.
ß Be more involved with the family, and ask kids what they think
ß Get students’ e-mail addresses or best way to communicate electronically
Formative assessments – students learn about how they learn
ß Talking explicitly with class to get feedback about class methodology.
ß Class meetings; writing survey or journal-type responses as a periodic check-in.
ß At end of period, have students fill out “What did I learn today?” on a half-sheet of paper.
Grading – Students learn that they can succeed and overcome obstacles.
ß Tiered tests:“A” and “B” tests in Spanish allow students the option of taking a more difficult test to get a possible 100% or taking a slightly modified test to get a possible 85%.
ß Study guide that preps students by presenting everything that will be on the test
ß Including a range of assignments and options that cover many modalities.
ß Use of rubrics to clarify expectations and recognize students’ strengths.
Did you look at student work? No, but we heard reports of students doing well with the tiered test in Spanish 3.
General comments (What are you ready to share at future meetings?)
Plans for 3 weeks from now is to try to build community in the classroom and to implement ideas involved with content, process, and product.
What concerns or questions do you have for school leaders?
Next meeting; Feb. 28
Differentiation Group Log#1 – Jan. 24, 2007
Facilitator: Tom Horn
Members present: Carolyn Clements, Tom Horn, Melanie Morrison Nina Herbst, Katherine Gorham, Darah DeVore, Glenn Kreiss, Allen Grush, Sam Arnold-Boyd
What happened today?
I. Review of the group’s Planning Template from Melanie
II. Overview of what differentiation in instruction looks like (Tom):
Foundation: Bloom’s Taxonomy (ABCD), Maslow’s Hierarchy of Needs,
Gardner’s Theory of Multiple Intelligence, Learning styles, Constructivism (everything you’re teaching is tied to what’s meaningful in kids’ lives)
Content: Development –
1. Tiers (provide opportunities for success at varying levels)
2. Technology (Webquests, NetTrekker, United Streaming)
3. Grading
Process:
ß Formative assessments and make changes based on experiences of students to maximize their success
ß Graph that presents different effort required by students based on their background knowledge. Less background = more ground to make up,
Product: Final
1. Type of test (example – A or B test; project exam
2. Challenge with standards-based requirements (i.e. Spanish 3)
III. Discussion
ß Kids in 2 camps: kids who can’t and kids who won’t
ß Who can’t - scaffolding strategies
ß Who won’t – motivating, connecting strategies
ß Pertinent questions:
ß Is my classroom lecture-based?
ß Is my classroom structured so that there are multiple activities happening simultaneously?
ß Are there opportunities at lower levels so that these students can find success? (reson for the tiered levels)
ß Grading:
ß Participation –Content grade (giving credit for participating)
ß Grade inflation issues
ß Low SES students are not the ones competing for scholarships
ß Praise students for effort in tangible ways
ß Grading approaches are part of planning content (see above)
ß New definition (thanks, Melanie):
Differentiation: finding as many ways as possible for students to succeed.
ß Resistance to the reality that kids learn developmentally; the need for building blocks
ß Potential to learn is there
ß Account for Maslow’s hierarchy
ß Need for rigor – set the goal high but recognize the need for flexible time periods
ß Work with awareness of cultural differences
ß Importance of trust – establish trust between student and teacher –
ß Build trust through a phone call home, connect to other teachers, seek help from administrator, get knowledge of kid’s situation so that you can build a relationship
ß Build culture of trust with the other students
Classroom application: What are students learning and doing as a result of what you are learning and doing?
Relationships – students learn that they are important to their teachers as they learn skills for understanding others
ß Metaphor to help student-teacher understanding & communication: snapshots vs. movie -teacher sees “snapshots” of a student’s life (little snippets) and needs the help and trust of student to fill in the rest of the movie.
ß Be more involved with the family, and ask kids what they think
ß Get students’ e-mail addresses or best way to communicate electronically
Formative assessments – students learn about how they learn
ß Talking explicitly with class to get feedback about class methodology.
ß Class meetings; writing survey or journal-type responses as a periodic check-in.
ß At end of period, have students fill out “What did I learn today?” on a half-sheet of paper.
Grading – Students learn that they can succeed and overcome obstacles.
ß Tiered tests:“A” and “B” tests in Spanish allow students the option of taking a more difficult test to get a possible 100% or taking a slightly modified test to get a possible 85%.
ß Study guide that preps students by presenting everything that will be on the test
ß Including a range of assignments and options that cover many modalities.
ß Use of rubrics to clarify expectations and recognize students’ strengths.
Did you look at student work? No, but we heard reports of students doing well with the tiered test in Spanish 3.
General comments (What are you ready to share at future meetings?)
Plans for 3 weeks from now is to try to build community in the classroom and to implement ideas involved with content, process, and product.
What concerns or questions do you have for school leaders?
Next meeting; Feb. 28
Differentiation Planning Template
Differentiation - teaching to the learning needs and styles of all students
- developing as many ways as possible for students to
succeed in your class
The issue: There are several challenges when trying to meet the needs
of every student
a. students’ needs have to be identified
b. identifying needs takes extra time
c. identifying needs requires a shift in how we address
curriculum development/assessment
d. grading is problematic: do we grade for progress and risk not adequately informing /preparing students for the next level?
Why does the issue exist?
1) Self Esteem: some students don’t feel they are able to learn well, they often compare themselves to others
2) Teacher Evaluation: Teachers don’t ask the students how
well the teaching is working for them
3) Time: Teachers don’t feel they have the time
to address individual assessment
Teaching Strategies: 1) collaboration and sharing with other teachers
about students they have in common
2) establish trust in a safe, community culture
3) use ice breakers, surveys, questioning
4) create learning profiles
5) employ Blackboard
6) create rubrics to identify strengths and weaknesses
7) help students to identify different learning styles
and how to improve in all areas
8) developing assessments that accommodate
different skill levels (A & B tests)
9) cultivate a curriculum rich in variety to emphasize
all of Gardner’s intelligences
Expectations: 1) Attendance/participation increase
2) progress academically, socially, and physically
3) teacher efficacy: evaluation of ourselves
4) formative and summative assessments, pre-tests etc.
5) teaching metacognition
Evidence:
Pre-tests vs. post-tests to see progress
Formative evaluations/self-assessments to check progress
Group projects/authentic assessments
Portfolios that catalogue successes and challenges
in a visual way
- developing as many ways as possible for students to
succeed in your class
The issue: There are several challenges when trying to meet the needs
of every student
a. students’ needs have to be identified
b. identifying needs takes extra time
c. identifying needs requires a shift in how we address
curriculum development/assessment
d. grading is problematic: do we grade for progress and risk not adequately informing /preparing students for the next level?
Why does the issue exist?
1) Self Esteem: some students don’t feel they are able to learn well, they often compare themselves to others
2) Teacher Evaluation: Teachers don’t ask the students how
well the teaching is working for them
3) Time: Teachers don’t feel they have the time
to address individual assessment
Teaching Strategies: 1) collaboration and sharing with other teachers
about students they have in common
2) establish trust in a safe, community culture
3) use ice breakers, surveys, questioning
4) create learning profiles
5) employ Blackboard
6) create rubrics to identify strengths and weaknesses
7) help students to identify different learning styles
and how to improve in all areas
8) developing assessments that accommodate
different skill levels (A & B tests)
9) cultivate a curriculum rich in variety to emphasize
all of Gardner’s intelligences
Expectations: 1) Attendance/participation increase
2) progress academically, socially, and physically
3) teacher efficacy: evaluation of ourselves
4) formative and summative assessments, pre-tests etc.
5) teaching metacognition
Evidence:
Pre-tests vs. post-tests to see progress
Formative evaluations/self-assessments to check progress
Group projects/authentic assessments
Portfolios that catalogue successes and challenges
in a visual way
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