Tomlinson, C. A. &
Imbeau, M. (2010)
MANAGING THE DIFFERENTIATED
CLASSROOM
• TO ENHANCE DIFFERENTIATION IN YOUR CLASSROOM IT IS IMPORTANT THAT YOU:
• ORGANISE YOUR CLASSROOM- PHYSICAL ENVIRONMENT, FLEXIBLE GROUPING, AGREED PROCEDURES
WITH STUDENTS TO FACILITATE INDEPENDENT LEARNING.
• EFFECTIVE TEACHERS MANAGE THEIR CLASSROOM WITH PROCEDURES.
• EFFECTIVE TEACHERS UNDERSTAND THAT THE LEARNING ENVIRONMENT THEY CREATE IN THEIR
CLASSROOMS MAY BE THE SINGLE MOST IMPORTANT MAKE-OR-BREAK ELEMENT IN HELPING STUDENTS
BECOME THE BEST THEY CAN BE. THIS IS A MATTER OF THE HEART.
Harry Wong, Ed.D.;
Rosemary Wong.
SDE 2013
MANAGING THE DIFFERENTIATED
CLASSROOM
•
•
•
•
•
•
1. CLEARLY DEFINE CLASSROOM PROCEDURES AND ROUTINES.
PROCEDURES CONCERN HOW THINGS ARE DONE IN THE CLASSROOM.
PROCEDURES- ARE USED TO HAVE AN EFFICIENT AND ORDERLY CLASSROOM SO THAT LEARNING CAN TAKE PLACE.
2. REHEARSE CLASSROOM PROCEDURES
3. REINFORCE PROCEDURES UNTIL THEY BECOME ROUTINES
CREATE A CLASSROOM MANAGEMENT PLAN TO ORGANIZE THE CLASSROOM SO THE STUDENT WILL KNOW WHAT TO DO TO
LEARN.
•
TO IMPLEMENT EFFECTIVENESS WE NEED TO TELL OUR STUDENTS WHAT TO DO AND WHAT TO LEARN.
Harry Wong, Ed.D.;
Rosemary Wong.
SDE 2013
INTENTIONAL & TRANSPARENT
• YOU KNOW WHY YOU ARE TEACHING WHAT YOU ARE TEACHING. (INTENTIONAL)
• STUDENTS KNOW WHY THEY ARE LEARNING WHAT THEY ARE LEARNING. (TRANSPARENT)
• TALK THE TALK, TELL THE STUDENTS:
• WHAT THEY ARE LEARNING
• WHY IT’S IMPORTANT TO LEARN
• WHAT STRATEGIES GROW EFFECTIVE LEARNERS
• REFLECT ON LEARNING WITH YOUR STUDENTS
• NOTICE AND NAME HOW THEY LEARN AND WHAT STRATEGIES HELP THEM WIN THE LEARNING GAME.
Kathleen Kryza
SDE 2013
FIXED VS GROWTH
Fixed
GROWTH
Intelligence and talent are fixed traits.
Most basic abilities can be developed through
dedication and hard work --- brains and talent are
just
Talent alone creates success.
A love of learning and resilience is essential for
great accomplishment.
Effort will not make a difference.
Virtually all-great people have these qualities
Time is spent documenting their intelligence or
talent instead of developing them.
You either get it or you don’t.
Strategy: CORE groups
Kathleen Kryza
SDE 2013
MINDSETS
+
SKILL
SETS
=
“
RESULTS!!!!!
”
OPEN THE HEART, NOURISH THE MIND,
INSPIRE THE LEARNER
Kathleen Kryza
SDE 2013
Strategy: Chanting
CHUNK, CHEW, CHECK
THAT’S HOW THE BRAIN LEARNS BEST
Strategy: Total Physical Response
Kathleen Kryza
SDE 2013
FLEXIBLE GROUPING
• Random Grouping
• Achievement or ability
grouping
• Social (cooperative)
grouping
• Interest grouping
• Learning Strength task
grouping
• Knowledge or Subject
Grouping
• Skill/Strategy Grouping
• Student Choice Grouping
Strategy: Walk and Talk
CHERYL DICK
SDE 2013
CHOICE MENUS
• WHAT IS A MENU?
• LIST OF CHOICES
• A COMPLEX SYSTEM WHERE STUDENTS EARN POINTS BY MAKING CHOICES FROM DIFFERENT AREAS OF STUDY
** MENUS CAN BE USED INDIVIDUALLY OR IN GROUPS**
Kathleen Kryza
SDE 2013
MENU TYPES
• TIC TAC TOE
• ACROSS OR DOWN - IF DIAGONALS ARE ALLOWED ONLY ONE TOPIC
• RULE OF THUMB – ONE PRODUCT PER WEEK
• EASY TO DEVELOPFUN FORMAT FOR STUDENTS
Kathleen Kryza
SDE 2013
MENU TYPES CONT…
• THREE SHAPE MENUS
• MEAL MENU
Kathleen Kryza
SDE 2013
MENU TYPES CONT…
• 2-5-8 MENUS
Strategy: Stand and share
• GIVE ME 5
Kathleen Kryza
SDE 2013
ASSESSMENT
TECHNOLOGY
•HTTP://DTECHFONTANA.WORDPRESS.COM/2013/08/01/TECHN
OLOGY-AND-DIFERENTATION/
BIBLIOGRAPHY
• Carol Ann Tomlinson. Fulfilling the Promise of the Differentiated Classroom: Strategies and
Tools for Responsive Teaching (2003)
• Differentiation for Real Classrooms: Making It Simple, Making It Work by Kathleen Kryza,
Alicia M. Duncan and S. (Susan) Joy Stephens (Nov 13, 2009)
• HTTP://WWW.SLIDESHARE.NET/SHOLOMFRIED