tag:blogger.com,1999:blog-20625123916921223192024-02-08T05:34:51.809-08:00The Differentiation ProjectWhat does it take to meet the needs of every student, every day?
Ilana Rembelinsky and Kacy SmithKacy Smithhttp://www.blogger.com/profile/14767665436537007346noreply@blogger.comBlogger30125tag:blogger.com,1999:blog-2062512391692122319.post-86815378918657943662012-12-11T13:06:00.001-08:002012-12-11T13:06:05.471-08:00Great ResourceCheck out "The Differentiator" for a great menu of differentiation possibilities you can apply to any subject.<br />
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<a href="http://byrdseed.com/differentiator/">The Differentiator</a>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-2062512391692122319.post-34024513844368587052012-06-25T11:12:00.002-07:002012-06-25T11:15:18.248-07:00Low Prep DIfferentiated LiteratureThis is a student-centered approach to a literature study. It works in a class where students are reading the same novel and it also works in a class where students are reading different novels in book groups or different novels related to a common theme. Students can even participate and benefit from the activities on some level even if they haven't read as far as the scheduled assignments call for. It's so simple I almost feel like I'm cheating when I use it in my classroom. <br />
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Here's what the students do. They choose three quotes from the novel that "speak to them." We discuss what that means in class. They also write three discussion questions after talking about what makes a good discussion question versus a comprehension question and looking at some examples and non-examples of good discussion questions. If students are not all reading the same novel, they will have to
provide some context for the quote and they may need more guidance to
write discussion questions that are thematic or universal rather than
specific to one story. Then, as fits your calendar, the students share their quotes and discussion questions in class over several days. I used clock partners to make sure they were talking to different students and getting different perspectives on the novel. This requires a little flexibility if a clock partner is absent or unprepared, but it is very doable. Students without a partner remained standing and found a discussion partner that way. I also stepped in as a clock partner at times. <br />
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What makes this differentiated content? Students can read books at their ability level. Students can write questions at their cognitive level. Students who struggle with written expression can express themselves orally. Students can pair with students at different levels of understanding. Students who haven't quite completed the book can choose quotes and write questions from the part they have read and will hopefully become more motivated to finish the book by participating in the conversations in class. Students get lots of input and lots of practice before completing a summative assessment. <br />
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I used this approach with <u>To Kill A Mockingbird</u>. Some students read an alternate novel, <u>Words by Heart</u> by Ouida Sebastyen, an easier book with remarkably parallel elements. It worked like a charm!Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-2062512391692122319.post-89312762170017093922012-04-09T14:10:00.000-07:002012-06-25T11:14:51.244-07:00Group Work and Learning Preferences<div class="separator" style="clear: both; text-align: center;">
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We all know there are some students who just dread the group projects that are so commonly used in school today -- the introvert, the social communication challenged, the divergent thinker, etc. all have strong preferences against group projects. The issue of group work also arises in a heterogeneous classroom, where all too often, the high-achieving students feel they get stuck with more than their share of work. This may happen because they are more motivated or have a higher internal standard of achievement than their peers, or it may happen because they are bossy, opinionated, and not skilled at delegating or sharing responsibility with other group members.<br />
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Sometimes our agenda in assigning a group project is precisely to help those students who find it challenging to develop the cooperative skills they will need to be successful in the workplace and the social world. If that is the case, it is important to structure the work clearly, provide defined roles for group members, monitor and support the group process during the project, and make it clear how the project will be evaluated based on individual and/or group effort and results.<br />
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If teaching and supporting cooperative group learning is not the main agenda, then I think it is important to offer an alternative, independent project as a differentiated option. As long as the learning targets for the assignment are clear to you, there will be another way for students to demonstrate their skills. Here's an example of a culminating project my students are just finishing for our Civil War integrated history and language arts unit. After studying the historical facts of the Civil War and reading Paul Fleischman's <u>Bull Run</u> as a model of writing from multiple perspectives, the majority of students opted to write a cooperative group novel focused on one significant event or aspect of the war (Antietam, Andersonville Prison, Siege of Vicksburg, etc.) They will be scored for research skills, historical knowledge, narrative writing, writing craft (word choice, voice), conventions, and group cooperation. As an independent alternate project, students are creating multimedia digital narratives focused on any of the focus topics used for the novels. The same learning targets are scored, with the single substitution of technology use for group cooperation. Just about 10% of my students opted for this project, perhaps because they like to play with computer applications, perhaps because they strongly dislike group work. Regardless of their reasons, they are more motivated and more satisfied than if they had been shoehorned into the group project.<br />
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<br />Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-2062512391692122319.post-36039859945642068802012-03-06T20:17:00.001-08:002012-03-06T20:18:08.632-08:00ASCD Special Report: Differentiated Instruction & Technology (Part I)A plethora of articles! <br />
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<a href="http://www.smartbrief.com/servlet/ArchiveServlet?issueid=C7CD8A8D-4E87-46B7-8F0C-45348F2FABC0&lmid=archives" target="_blank">ASCD Special Report: Differentiated Instruction & Technology (Part I)</a><br />
<br />Kacy Smithhttp://www.blogger.com/profile/14767665436537007346noreply@blogger.com0tag:blogger.com,1999:blog-2062512391692122319.post-83083645703611442092012-03-04T09:25:00.001-08:002012-03-04T09:25:58.598-08:00Differentiation with Vocabulary<link href="file://localhost/Users/k_carol_smith/Library/Caches/TemporaryItems/msoclip/0clip_filelist.xml" rel="File-List"></link>
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<span style="font-size: large;"><b>Differentiation with Vocabulary </b></span></div>
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<span> </span>As
a former Latin teacher, I love teaching vocabulary in my Humanities
classroom.<span> </span>Words are powerful,
words are interesting, and words can be wildly entertaining. I want my students
to maintain and utilize an academic vocabulary in order to help them in high
school, college, and beyond. My goal is that my students remember the words
well beyond next week’s quiz. </div>
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<span> </span>I
use Jane Bell Kiester’s <u>The Chortling Bard</u> as my grammar and vocabulary
warm-up to start each class. Specifically, I use the warm-ups from her version
of Shakespeare’s <u>A Midsummer Night’s Dream</u>. The vocabulary is rich and a
good mix of words. Many of my students perform well on assessments, but I want
all the students to perform well and also retain the information after the
assessment.<span> </span>I’ve been varying the
processing activities and differentiating groups based on previous scores of
vocabulary assessments and word choice in their writing. Here is a sampling of
what I’ve been doing:</div>
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<b>Activities for not yet proficient
students<o:p></o:p></b></div>
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<b>Activities for on-target students<o:p></o:p></b></div>
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<b>Activities for TAG/highly capable
Students<o:p></o:p></b></div>
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1. Making flash cards</div>
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2. Quizzing with a partner</div>
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3. Drawing/ graphic representation of words</div>
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4. Practice with assessments from previous years</div>
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5. Small group check-in with teacher</div>
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1. Writing pseudo-assessments: true or false,
fill-in-the-blank, matching, synonym and antonyms (I sometimes use their
questions on the assessments)</div>
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2. Exploring the parts of speech with vocabulary </div>
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3. Small group vocabulary charades</div>
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1. Writing linear arrays<a href="http://www.blogger.com/blogger.g?blogID=2062512391692122319#_ftn1" name="_ftnref" title=""><span class="MsoFootnoteReference"><span><!--[if !supportFootnotes]-->[1]<!--[endif]--></span></span></a></div>
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2. Writing analogies</div>
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3. Writing stories with vocabulary words</div>
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4. Compare/</div>
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contrast words</div>
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5. Word families</div>
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6. Etymologies </div>
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<span> </span>For
whole group instruction, I use vocabulary graphic organizers<a href="http://www.blogger.com/blogger.g?blogID=2062512391692122319#_ftn2" name="_ftnref" title=""><span class="MsoFootnoteReference"><span><!--[if !supportFootnotes]-->[2]<!--[endif]--></span></span></a>,
class discussion with emphasis on root words and prefixes/suffixes and visual
representations of vocabulary words.<span>
</span>Often I’ll type the vocabulary list into Google Images search and we’ll
discuss why a particular image came up. <i>Caveat</i>:
do not do this “live” in front of students. Even with the usual school safety
settings in place, I’ve seen some unseemly images! Making your own vocabulary
puzzles is another great idea- I use crossword puzzles because they are
self-checking<a href="http://www.blogger.com/blogger.g?blogID=2062512391692122319#_ftn3" name="_ftnref" title=""><span class="MsoFootnoteReference"><span><!--[if !supportFootnotes]-->[3]<!--[endif]--></span></span></a>. If you have
a small class and/or enthusiastic class, you can do whole class charades with
vocabulary. I’ve used “Mad Libs” as a practice activity for vocabulary, and
students love it. </div>
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<div>
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<a href="http://www.blogger.com/blogger.g?blogID=2062512391692122319#_ftnref" name="_ftn1" title=""><span class="MsoFootnoteReference"><span><!--[if !supportFootnotes]-->[1]<!--[endif]--></span></span></a> <cite><span style="font-family: Cambria;"><a href="http://www.readinglady.com/.../Vocabulary%20Ideas%20compiled%20by"><span style="font-style: normal;">www.readinglady.com/.../</span><b><span style="font-style: normal;">Vocabulary</span></b><span style="font-style: normal;">%20Ideas%20compiled%20by</span></a>... Or <a href="http://www.washingtonco.k12.nc.us/.../Graphic%20Organizers%20for"><span style="font-style: normal;">www.washingtonco.k12.nc.us/.../Graphic%20Organizers%20for%20</span></a>...
</span></cite></div>
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<a href="http://www.blogger.com/blogger.g?blogID=2062512391692122319#_ftnref" name="_ftn2" title=""><span class="MsoFootnoteReference"><span><!--[if !supportFootnotes]-->[2]<!--[endif]--></span></span></a> <a href="http://www.educationoasis.com/curriculum/GO/vocab_dev.htm">http://www.educationoasis.com/curriculum/GO/vocab_dev.htm</a>
or <a href="https://sites.google.com/site/readmhs/graphic-organizers/vocabulary-graphic-organizers">https://sites.google.com/site/readmhs/graphic-organizers/vocabulary-graphic-organizers</a>
</div>
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<div id="ftn">
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<a href="http://www.blogger.com/blogger.g?blogID=2062512391692122319#_ftnref" name="_ftn3" title=""><span class="MsoFootnoteReference"><span><!--[if !supportFootnotes]-->[3]<!--[endif]--></span></span></a><a href="http://www.blogger.com/goog_1300950263"> <cite><b><span style="font-family: Cambria;">puzzlemaker</span></b></cite></a><cite><span style="font-family: Cambria;"><a href="http://.discoveryeducation.com/CrissCrossSetupForm.asp">.<b>discovery</b>education.com/CrissCrossSetupForm.asp</a><o:p></o:p></span></cite></div>
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<!--EndFragment-->Kacy Smithhttp://www.blogger.com/profile/14767665436537007346noreply@blogger.com0tag:blogger.com,1999:blog-2062512391692122319.post-82904753048219754842012-02-07T08:40:00.000-08:002012-02-07T08:41:10.092-08:00"Old School" Differentiation<span class="Apple-style-span" style="font-family: Arial, Helvetica, sans-serif; font-size: 12px; line-height: 18px;"><i>Educational Leadership</i></span><span class="Apple-style-span" style="font-family: Arial, Helvetica, sans-serif; font-size: 12px; line-height: 18px;"> </span><span class="Apple-style-span" style="font-family: Arial, Helvetica, sans-serif; font-size: 12px; line-height: 18px;">devoted an issue to the theme "The Challenge of Individual Difference."-</span><br />
<span class="Apple-style-span" style="font-family: Arial, Helvetica, sans-serif; font-size: 12px; line-height: 18px;"><br /></span><br />
<span class="Apple-style-span" style="font-family: Arial, Helvetica, sans-serif; font-size: 12px; line-height: 18px;">In December of 1953!</span><br />
<span class="Apple-style-span" style="font-family: Arial, Helvetica, sans-serif; font-size: 12px; line-height: 18px;"><br /></span><br />
<span class="Apple-style-span" style="font-family: Arial, Helvetica, sans-serif; font-size: 12px; line-height: 18px;"><a href="http://www.ascd.org/ASCD/pdf/journals/ed_lead/el_195312_washburne.pdf" target="_blank">http://www.ascd.org/ASCD/pdf/journals/ed_lead/el_195312_washburne.pdf</a></span>Kacy Smithhttp://www.blogger.com/profile/14767665436537007346noreply@blogger.com0tag:blogger.com,1999:blog-2062512391692122319.post-37687697813238535642012-02-07T08:38:00.000-08:002012-02-07T08:40:53.477-08:00Differentiation ResourceASCD recently published online a differentiated instruction theme issue of the <u>ASCD Express:</u><br />
<u><br /></u><br />
<u><a href="http://www.ascd.org/ascd-express/vol4/425-toc.aspx" target="_blank">http://www.ascd.org/ascd-express/vol4/425-toc.aspx</a></u>Kacy Smithhttp://www.blogger.com/profile/14767665436537007346noreply@blogger.com0tag:blogger.com,1999:blog-2062512391692122319.post-90435851720793577092012-01-27T09:11:00.000-08:002012-06-25T11:16:11.833-07:00Different Assessment - Same RubricIf you've looked at some of the teacher materials for differentiation, many of them provide assessment menus with interesting and creative ways for students to demonstrate what they know or can do. However, when time comes to score these varied products, it can be a nightmare and a real deterrent to providing differentiated options for student assessments. This is even more true for teachers in a standards-based or proficiency-based school in which all assessments have to tie to the specific learning targets.<br />
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The challenge I have set myself is to provide the students with at least two options for major summative assessments, both of which can be scored using the same learning targets and the same rubric. In both the examples I will provide, the model I used for differentiating is not based on ability, skill, or readiness. Rather, it was based on learning style preferences.<br />
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I taught an extended Bill of Rights unit, in which students learned the rights in each amendment and applied the concepts to a variety of court cases, and also watched a short (cheesy) movie called <u>Future Fright</u> (available online at http://www.viddler.com/explore/askgriff/videos/20/), which depicts an America without the Bill of Rights. For their summative assessment, I needed a scored writing sample and needed to know what they understood about the practical application of the Bill of Rights in American life. I offered two assessments. One was a persuasive essay in which the students argued a Supreme Court case, either for the plaintiff or defense. This assignment appealed to the students who were more linear/analytical thinkers. The other option was to write a short imaginative piece of dystopian fiction about an America without the Bill of Rights, which required at least three specific rights to be violated. This assignment appealed to the more global/creative thinkers and is one of very few opportunities for creative writing in my integrated Humanities class with its extreme time pressure to cover vast amounts of material. Both assessments were scored for content knowledge and for the writing traits I chose to assess this time (Ideas/Content and Organization). <br />
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I am designing my Civil War unit today, our semester work day. In the past, the culminating project has been a collaborative group novel set around one specific aspect of the Civil War (4 - 6 students per group), based on the model of Paul Fleischman's <u>Bull Run</u>. This year, I want to accommodate those students who 1) really, really hate group projects or 2) really, really hate creative writing. So I will offer an alternative assessment, a multimedia digital movie project in which a student researches and presents learning about one specific aspect of the Civil War. Both projects will be scored on content knowledge, research, and writing targets, using the same rubric.<br />
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Because my students have figured out that my classroom is a place where differentiated assessments are welcome, students are beginning to take me up on the option of "make a proposal and get my approval" more than ever before. Because I am clear on the learning targets, I have a way to evaluate their proposals. For the Bill of Rights assessment, two students opted to write a series of newspaper articles written as if the Bill of Rights had been repealed. Two others opted to create a graphic novel portraying their dystopian fiction. They were awesome! And they were scored with the same rubric.<br />
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Maybe this is all a big no-brainer, but for me it has been a big aha! If I start with the learning targets I will assess, it gives me the structure I need to provide differentiated assessments that are authentic measures of student skills. This is very different from simple creating a menu of fun, interesting, creative products for students. Maybe next time I teach these units, I will be able to expand the options.<br />
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If anyone is interested in seeing these assignment handouts, I'm happy to share. Comment to this post or e-mail me at Ilana_Rembelinsky@beaverton.k12.or.us and let me know what you want me to send.Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-2062512391692122319.post-84092623629408312322012-01-04T08:44:00.000-08:002012-01-04T08:44:30.450-08:00Quote of the DayFrom <u>Differentaiting Instruction in the Regular Classroom</u> by Diane Heacox, Ed.D:<br />
<br />
"The act of differentiating instruction captures the creative spirit."Kacy Smithhttp://www.blogger.com/profile/14767665436537007346noreply@blogger.com0tag:blogger.com,1999:blog-2062512391692122319.post-77509056502914851962011-12-15T14:53:00.002-08:002011-12-15T14:55:14.417-08:00Article of the Day<a href="http://www.edutopia.org/blog/special-in-special-ed-marisa-kaplan#comment-100900" target="_blank">Differentiation and Special Education</a><br />
<br />
Great introduction to differentiation in the classroom. Kacy Smithhttp://www.blogger.com/profile/14767665436537007346noreply@blogger.com0tag:blogger.com,1999:blog-2062512391692122319.post-54541600828883643372011-12-01T10:32:00.001-08:002011-12-01T14:51:40.969-08:00Reading StrategiesI am starting a unit on the Bill of Rights in my Humanities classroom and so I must face my foe, the textbook. Being a life-long nerd, I personally love textbooks. In fact, I remember the geek-high I got in college when I found out that I <i>owned</i> the textbooks, and thus I could mark and highlight well into the night.<br />
<br />
However, as a teacher, the relationship has changed. I still am enthralled by my personal textbooks, but the students hate theirs. When I teach History, my biggest challenge is to help students read and comprehend the material from the textbooks. I switched to a more engaging textbook, <u>History Alive</u>, which has helped a little. My students read pretty well- they love <u>To Kill a Mockingbird</u>, they are moved by <u>To be a Slave</u>, and they even make it through <u>A Midsummer Night's Dream</u>.<br />
<br />
Why is this? Is it because textbooks are nonfiction? Is it because reading skills are assumed to be only for the realm of Language Arts teachers? Is it because most teachers are voracious readers and have always been and cannot connect to reading problems? Is it because textbooks are often the first place a young reader struggles? Is it because of poor textbooks in previous classes? I don't know. I do know that I teach classes of students who would rather pull out their toenails (or mine) than read the textbook. Even some of my TAG/highly capable students won't read the textbook, relying instead on memory and class notes to master the material.<br />
<br />
Therefore, I went looking for help. I just finished reading Laura Robb's <u>Teaching Reading in Social Studies, Science, and Math</u>. I recommend this book to any teacher who is frustrated with a lack of reading comprehension in class. It is quick read, with chapters on strategies for before, during, and after reading. There are examples of how these strategies look in practice for different subjects and grade levels. Moreover, there is a wonderful chapter on building vocabulary through reading.<br />
<br />
Armed with knowledge and tools, I started mapping out some strategies before I started the unit on the Bill of Rights. These are to aid the comprehension of all of my students, but the struggling/reluctant readers in particular. Here's what I have planned:<br />
<br />
Pre-reading Strategies:<br />
<ul>
<li> wordle (see wordle.com) of Bill of Rights, discuss</li>
<li>pre-assessment</li>
<li>students generate list of five important freedoms</li>
<li>front-load some key terms (Bill of Rights, warrant, self-incrimination, due process)</li>
</ul>
During Reading Strategies:<br />
<ul>
<li>students use post-it notes to write questions or mark difficult parts of text</li>
<li>focus questions</li>
<li>text workbook</li>
</ul>
After Reading Strategies:<br />
<ul>
<li> Rewording/paraphrasing of amendments</li>
<li>vocabulary graphic organizers</li>
</ul>
My goal is that all my students read the textbook more consistently and therefore comprehend the material more deeply.<br />
<br />
Here are some other strategies recommended by Laura Robb: <br />
<br />
<u>Pre-reading:</u> brainstorm/categorize, K-W-H (What do I know? What do I want to know? How will I find out?)<br />
<u>During reading:</u> pose questions, retell, identify confusing parts<br />
<u>After reading:</u> connections to text/self/community/word issues, summarize<br />
<br />Kacy Smithhttp://www.blogger.com/profile/14767665436537007346noreply@blogger.com1tag:blogger.com,1999:blog-2062512391692122319.post-4702573493167471322011-11-29T18:33:00.001-08:002011-11-29T18:42:25.783-08:00Twice Exceptional Learners - Bridging the Gap Between Home and SchoolHere is a condensed version of a presentation I made at the Fall 2010 OATAG (Oregon Association for Talented and Gifted) Conference at Reed College. It highlights the characteristics of Twice Exceptional Learners, those who are both exceptionally gifted and exceptionally challenged in one or more ways. It provides strategies for parents and teachers to support these students and suggestions for communication between home and school to facilitate maximum success for these students who often mystify us and all too often slip between the cracks. <br />
<br />
Part 1: <a href="http://www.youtube.com/watch?v=wGvabAZcQQo">http://www.youtube.com/watch?v=wGvabAZcQQo</a><br />
Part 2: <a href="http://www.youtube.com/watch?v=XuP0ed9vTdo">http://www.youtube.com/watch?v=XuP0ed9vTdo</a><br />
Part 3: <a href="http://www.youtube.com/watch?v=XuP0ed9vTdo">http://www.youtube.com/watch?v=XuP0ed9vTdo</a><br />
<br />
I have focused a lot on this population in the last few years and welcome any questions or suggestions. Working with these students can be like playing detective, following the clues to figure out how these "different-brained" children operate and how to tap into their gifts.<br />
<br />
In another post, I'll add the slide show that I designed specifically for a teacher audience.Unknownnoreply@blogger.com1tag:blogger.com,1999:blog-2062512391692122319.post-5618369302155517712011-11-28T17:58:00.001-08:002011-12-01T12:33:42.996-08:00How we Differentiate<div style="font-family: "Helvetica Neue",Arial,Helvetica,sans-serif;">
<span style="font-size: small;"><span id="internal-source-marker_0.6426952564113075" style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">This is from an activity
in our Differentiation PLC. Ilana and I wanted to show how we all
already differentiate in our classes. </span>We had large pieces of butcher paper labeled "Process," "Product," and "Content." The teachers all add their ideas and discussed in small groups and then as a class. <br /><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"></span><br /><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Product:</span></span></div>
<ul style="font-family: "Helvetica Neue",Arial,Helvetica,sans-serif;">
<li style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: normal; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><span style="font-size: small;"><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Tic-Tac-Toe</span></span></li>
<li style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: normal; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><span style="font-size: small;"><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Oral vs. written assessments/assignments</span></span></li>
<li style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: normal; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><span style="font-size: small;"><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Choice (e.g. reading material, writing a
R.A.F.T.)</span></span></li>
<li style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: normal; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><span style="font-size: small;"><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Challenge/extension
options</span></span></li>
<li style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: normal; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><span style="font-size: small;"><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Amount
of assignment </span></span></li>
<li style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: normal; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><span style="font-size: small;"><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Including
items that require higher-order thinking</span></span></li>
</ul>
<span style="font-size: small;"><span style="background-color: transparent; color: black; font-family: "Helvetica Neue",Arial,Helvetica,sans-serif; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Process:</span></span><ul style="font-family: "Helvetica Neue",Arial,Helvetica,sans-serif;">
<li style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: normal; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><span style="font-size: small;"><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Scaffolded Outlines/ writing/ steps</span></span></li>
<li style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: normal; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><span style="font-size: small;"><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Rubric use</span></span></li>
<li style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: normal; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><span style="font-size: small;"><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Personal support/ time</span></span></li>
<li style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: normal; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><span style="font-size: small;"><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Sentence frames for reading</span></span></li>
<li style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: normal; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><span style="font-size: small;"><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Modeling</span></span></li>
<li style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: normal; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><span style="font-size: small;"><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Peer assistance</span></span></li>
<li style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: normal; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><span style="font-size: small;"><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Small groups for targeted instruction</span></span></li>
<li style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: normal; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><span style="font-size: small;"><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Partner reading</span></span></li>
<li style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: normal; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><span style="font-size: small;"><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Accelerated pace</span></span></li>
<li style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: normal; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><span style="font-size: small;"><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Open/closed sort</span></span></li>
</ul>
<span style="font-size: small;"><br style="font-family: "Helvetica Neue",Arial,Helvetica,sans-serif;" /><span style="background-color: transparent; color: black; font-family: "Helvetica Neue",Arial,Helvetica,sans-serif; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Content:
</span></span><ul style="font-family: "Helvetica Neue",Arial,Helvetica,sans-serif;">
<li style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: normal; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><span style="font-size: small;"><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Jigsaws</span></span></li>
<li style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: normal; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><span style="font-size: small;"><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Writing a R.A.F.T./M.C.R.A.F.T.</span></span></li>
<li style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: normal; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><span style="font-size: small;"><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Leveled reading/ leveled texts</span></span></li>
<li style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: normal; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><span style="font-size: small;"><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Multilingual texts</span></span></li>
<li style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: normal; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><span style="font-size: small;"><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Debates</span></span></li>
<li style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: normal; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><span style="font-size: small;"><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Literature groups/Literature circles</span></span></li>
<li style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: normal; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><span style="font-size: small;"><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Accelerated pace</span></span></li>
<li style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: normal; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><span style="font-size: small;"><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Visual vs. Audio vs. Tactile-Kinesthetic</span></span></li>
<li style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: normal; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><span style="font-size: small;"><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Reading buddies</span></span></li>
</ul>
<span style="font-size: small;"><br style="font-family: "Helvetica Neue",Arial,Helvetica,sans-serif;" /><span style="background-color: transparent; color: black; font-family: "Helvetica Neue",Arial,Helvetica,sans-serif; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"></span><br style="font-family: "Helvetica Neue",Arial,Helvetica,sans-serif;" /><span style="background-color: transparent; color: black; font-family: "Helvetica Neue",Arial,Helvetica,sans-serif; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">There
is more than on way to skin the differentiated cat, so to speak. Feel
free to add your methods in the comments section and I’ll add to the
list. If you are not familiar with one of these, drop us an email or ask
a colleague!</span><br style="font-family: "Helvetica Neue",Arial,Helvetica,sans-serif;" /><span style="background-color: transparent; color: black; font-family: "Helvetica Neue",Arial,Helvetica,sans-serif; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"></span></span>Kacy Smithhttp://www.blogger.com/profile/14767665436537007346noreply@blogger.com0tag:blogger.com,1999:blog-2062512391692122319.post-26257829809637235062011-11-27T15:05:00.000-08:002011-11-27T15:17:18.488-08:00Differentiation by Class Period<style>@font-face { font-family: "MS 明朝"; }@font-face { font-family: "MS 明朝"; }@font-face { font-family: "Cambria"; }p.MsoNormal, li.MsoNormal, div.MsoNormal { margin: 0in 0in 0.0001pt; font-size: 12pt; font-family: Cambria; }.MsoChpDefault { font-family: Cambria; }div.WordSection1 { page: WordSection1; }</style> <p class="MsoNormal">If you teach the same subject multiple times in the course of your day, you know that each class has a slightly different personality, sometimes more than slightly different.<span style=""> </span>The kids who are in your room when the high math class or the AP physics is scheduled are not the same kids who are in your room when the low math class is scheduled.<span style=""> </span></p> <p class="MsoNormal"> </p> <p class="MsoNormal">I have four core classes of Humanities in my teaching day.<span style=""> </span>As you probably do, I naturally and instinctively differentiate my instruction from one core to the next. <span style=""> </span>Some move faster; some need more repetition.<span style=""> </span>Some are ready for higher level questioning; some need the graphic organizer.<span style=""> </span>Some work independently very well; some need to work with a partner or as a whole class.<span style=""> </span>Some are ready for extension activities; for some you’re thrilled just to cover the basics.</p> <p class="MsoNormal"> </p> <p class="MsoNormal">For example, we’ve been working on the Constitutional Convention.<span style=""> </span>To prepare, students had some choices, but they were steered in particular directions based on the class “personality.”<span style=""> </span>To prepare for an in-class simulation of the convention, the more highly able class looked at the main issues the convention delegates considered, brainstormed possible solutions, and considered the advantages and disadvantages of each proposed solution.<span style=""> </span>The mid-level class read in a grade level textbook and filled in an organizer about the main issues, while the lowest ability class read a simplified text and filled in the organizer to prepare for the convention.<span style=""> </span>The simulation ran differently in each period, too, in terms of how many issues we were able to cover, in terms of how many students rose to be recognized versus using a random procedure to call on delegates, and in terms of their grasp of the issues and their resolution, therefore requiring differing amounts of debriefing in each class.</p> <p class="MsoNormal"> </p> <p class="MsoNormal">Another example has to do with a class that was really struggling in September to get up to speed with all the class routines and demands, especially some new electronic submission requirements and online calendar links.<span style=""> </span>I simply waited until they were ready, at beginning of the 2<sup>nd</sup> trimester, to introduce the higher level vocabulary program the other class began in September.<span style=""> </span>They won’t learn quite as many words as the other students, but hopefully they’ll learn them well.<span style=""> </span>They would have been overloaded and discouraged if I had heaped one more demand on them before they were ready.</p> <p class="MsoNormal"> </p> <p class="MsoNormal">What’s the point of this entry?<span style=""> </span>We all differentiate in many ways, some of which we don’t even think of as differentiation.<span style=""> </span>We are skilled professionals, and we do what it takes to meet the needs of our students.<span style=""> </span>When we raise the instinctive to the conscious and begin to apply the variations to specific students in addition to whole groups, we are well on our way to creating a differentiated classroom.</p>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-2062512391692122319.post-25677574709688508272011-11-27T14:04:00.000-08:002012-06-25T11:16:49.484-07:00Right Brain Left Brain DifferentiationEven though these terms are oversimplified and not scientifically accurate, I'll use the right brain left brain model to talk about summative assessments that appeal to your global, creative, outside-the-box learners or to your linear, analytical, logical learners. Of course, we want to stretch kids outside of those preferred modes, but it is a good idea to offer a choice of assessments, especially summative assessments, that appeal to students with a strong learning preference for one of these types of thinking. Quicker, simpler, and easier than creating a whole menu of assessment options.<br />
<br />
Here are a couple of examples. For a unit on the Bill of Rights, students will all get the same inputs -- reading several case studies of court cases that involve the Bill of Rights and viewing a so-cheesy-it's-kinda-good dystopian movie called <span style="font-style: italic;">Future Fright</span> about life in America without the Bill of Rights (http://www.viddler.com/explore/askgriff/videos/20/). From there, students have two choices for a final assessment. The left brainers can choose to write a Supreme Court brief on one case, arguing for a verdict and including at least one paragraph for the minority opinion. The right brainers can write a dystopian story about America without the Bill of Rights, with the option to read/discuss at least one other dystopian story such as <span style="font-style: italic;">Harrison Bergeron</span> by Kurt Vonnegut or <span style="font-style: italic;">The Hunger Games</span> by Suzanne Collins before writing. Many students have already read at least one such story. Both assessments can be scored for understanding of the Bill of Rights, and both assessments can be scored for as many writing traits as you choose. The case study is recorded for persuasive writing and the story for imaginative. By the way, if you're looking for some options for dystopian young adult fiction, here is a link: http://www.bartsbookshelf.co.uk/2009/09/30/update-best-dystopian-ya-novels-redux/<br />
<br />
Another example comes from Eddie Mateo, an English teacher at Wilson High School in Portland. For the end of his Lord of the Flies novel unit, students have the option to write the final chapter of the book or to do an in-depth analysis of literary techniques and elements (symbolism, plot devices, etc.) for the novel.Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-2062512391692122319.post-25693320069033335712011-11-15T17:37:00.001-08:002011-11-27T13:34:18.906-08:00Differentiation Gone WrongSubstitute differentiated lesson plan = bad idea. One of my students said to me the next day, "You know, not everyone knows how to do what you do."Kacy Smithhttp://www.blogger.com/profile/14767665436537007346noreply@blogger.com0tag:blogger.com,1999:blog-2062512391692122319.post-26310578711723759132011-10-28T07:18:00.001-07:002011-11-27T13:36:34.587-08:00Everyday Differentiation<link href="file://localhost/Users/k_carol_smith/Library/Caches/TemporaryItems/msoclip/0clip_filelist.xml" rel="File-List"></link>
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Everyday Differentiation<o:p></o:p></div>
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<br /></div>
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There are so many ways to
differentiate, from the complex multi-text tiered assignments with flexible
grouping (the “Martha Stewart”) to very low preparation options. A great list
of high and low preparation options can be found in Carol Ann Tomlinson’s <u>How
to Differentiate Instruction in Mixed-Ability Classrooms</u>. Here are some of my
favorite low preparation options:<o:p></o:p></div>
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<span style="font-family: Wingdings;">Ø<span style="font: 7pt "Times New Roman";">
</span></span>jigsaw<o:p></o:p></div>
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<span style="font-family: Wingdings;">Ø<span style="font: 7pt "Times New Roman";">
</span></span>multiple levels of questions<o:p></o:p></div>
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<span style="font-family: Wingdings;">Ø<span style="font: 7pt "Times New Roman";">
</span></span>homework options<o:p></o:p></div>
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<span style="font-family: Wingdings;">Ø<span style="font: 7pt "Times New Roman";">
</span></span>choice options<o:p></o:p></div>
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<br /></div>
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In the last week, I have employed
the following low preparation differentiation strategies to meet the diverse
needs of my students. <o:p></o:p></div>
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<span style="font-family: Wingdings;">Ø<span style="font: 7pt "Times New Roman";">
</span></span>I used a “Caught Ya” as my warm-up in class. A “Caught
Ya” consists of a few sentences with grammatical mistakes that students correct.
After reading the sentences, I usually give the students one hint about a mistake
that is easy to correct (“Look out for un-capitalized proper names!”) and one
hint about a mistake that is harder to find or correct (“For those of you who
want a challenge, we need a semicolon, too.”)<o:p></o:p></div>
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<span style="font-family: Wingdings;">Ø<span style="font: 7pt "Times New Roman";">
</span></span>Homework choices that focused on either writing
or social studies content knowledge<o:p></o:p></div>
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<span style="font-family: Wingdings;">Ø<span style="font: 7pt "Times New Roman";">
</span></span>Student choice concerning which learning targets
I would assess<o:p></o:p></div>
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<span style="font-family: Wingdings;">Ø<span style="font: 7pt "Times New Roman";">
</span></span>My students summarized The Declaration of Independence
and then re-wrote it as a break-up letter to King George III. Every student
listened to a recording of the DOI and read along. They then chose different
options to rewrite the letter. As they started to take summary notes, some
students used the DOI with explanatory notes, some students used a simple
English version of the DOI, and some students used a Spanish version with
explanatory notes. <o:p></o:p></div>
<div class="MsoListParagraphCxSpLast" style="text-indent: -0.25in;">
<span style="font-family: Wingdings;">Ø<span style="font: 7pt "Times New Roman";">
</span></span>Multiple levels of questions. Williams Model is
an excellent source of questions for your TAG and highly capable students. (<a href="http://www.curriculumsupport.education.nsw.gov.au/policies/gats/assets/pdf/uhsi3hstanzac.pdf">http://www.curriculumsupport.education.nsw.gov.au/policies/gats/assets/pdf/uhsi3hstanzac.pdf</a>)
<o:p></o:p></div>
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<br /></div>
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BOTTOM LINE: Low
preparation differentiation is a great way to get started immediately to meet
the needs of all the students who will show up in your classroom tomorrow!<o:p></o:p></div>
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<br /></div>Kacy Smithhttp://www.blogger.com/profile/14767665436537007346noreply@blogger.com0tag:blogger.com,1999:blog-2062512391692122319.post-15901345104377226552011-10-19T18:00:00.000-07:002011-11-27T13:38:00.768-08:00Characteristics of a Differentiated Classroom<div style="color: black; font-family: Georgia,"Times New Roman",serif;">
This was supposed to be a closing activity for class on Tuesday, but all the amazing conversation and sharing of ideas put us off schedule. </div>
<div style="color: black; font-family: Georgia,"Times New Roman",serif;">
Listed below are some characteristics of a differentiated classroom. Some of these characteristics are from ASCD (Association for Supervision and Curriculum Development), others are from Ilana and myself. Feel free to comment to add more characteristics. </div>
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<span style="background-color: transparent; font-size: 14pt; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Differentiation
PLC</span></div>
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<span style="background-color: transparent; font-family: Georgia,"Times New Roman",serif; font-size: 14pt; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline;"></span></div>
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<span style="background-color: transparent; font-family: Georgia,"Times New Roman",serif; font-size: 14pt; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline;">What are
characteristics of a Differentiated Classroom? </span></div>
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<span style="background-color: transparent; font-family: Georgia,"Times New Roman",serif; font-size: 14pt; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline;">
</span><span style="background-color: transparent; font-family: Georgia,"Times New Roman",serif; font-size: 12pt; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline;">Differentiated classrooms can take many
forms, and no one class will contain all of the following
characteristics. Feel free to add your own ideas and observations. </span><span style="background-color: transparent; font-family: Georgia,"Times New Roman",serif; font-size: 12pt; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"></span></div>
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<span style="background-color: transparent; font-family: Georgia,"Times New Roman",serif; font-size: 12pt; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"></span></div>
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<li style="background-color: transparent; font-size: 12pt; font-style: normal; font-variant: normal; font-weight: normal; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><span style="background-color: transparent; font-size: 12pt; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Proactive, not
reactive- differentiation is planned for up-front</span></li>
<li style="background-color: transparent; font-size: 12pt; font-style: normal; font-variant: normal; font-weight: normal; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><span style="background-color: transparent; font-size: 12pt; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Flexible groupings</span></li>
<li style="background-color: transparent; font-size: 12pt; font-style: normal; font-variant: normal; font-weight: normal; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><span style="background-color: transparent; font-size: 12pt; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Students’ needs are
met</span></li>
<li style="background-color: transparent; font-size: 12pt; font-style: normal; font-variant: normal; font-weight: normal; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><span style="background-color: transparent; font-size: 12pt; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Respect
for diversity</span></li>
<li style="background-color: transparent; font-size: 12pt; font-style: normal; font-variant: normal; font-weight: normal; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><span style="background-color: transparent; font-size: 12pt; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Respectful
student tasks</span></li>
<li style="background-color: transparent; font-size: 12pt; font-style: normal; font-variant: normal; font-weight: normal; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><span style="background-color: transparent; font-size: 12pt; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Positive
classroom climate</span></li>
<li style="background-color: transparent; font-size: 12pt; font-style: normal; font-variant: normal; font-weight: normal; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><span style="background-color: transparent; font-size: 12pt; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Student
centered learning/learner-led </span></li>
<li style="background-color: transparent; font-size: 12pt; font-style: normal; font-variant: normal; font-weight: normal; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><span style="background-color: transparent; font-size: 12pt; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Student-teacher
partnership</span></li>
<li style="background-color: transparent; font-size: 12pt; font-style: normal; font-variant: normal; font-weight: normal; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><span style="background-color: transparent; font-size: 12pt; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Student
Choice</span></li>
<li style="background-color: transparent; font-size: 12pt; font-style: normal; font-variant: normal; font-weight: normal; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><span style="background-color: transparent; font-size: 12pt; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Knowledge-centered-
the teacher has a clear understanding of the material</span></li>
<li style="background-color: transparent; font-size: 12pt; font-style: normal; font-variant: normal; font-weight: normal; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><span style="background-color: transparent; font-size: 12pt; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Focus on academic
growth, not competition</span></li>
<li style="background-color: transparent; font-size: 12pt; font-style: normal; font-variant: normal; font-weight: normal; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><span style="background-color: transparent; font-size: 12pt; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Scaffolds
growth</span></li>
<li style="background-color: transparent; font-size: 12pt; font-style: normal; font-variant: normal; font-weight: normal; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><span style="background-color: transparent; font-size: 12pt; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Addresses
student readiness, interest, and/or learning profile</span></li>
<li style="background-color: transparent; font-size: 12pt; font-style: normal; font-variant: normal; font-weight: normal; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><span style="background-color: transparent; font-size: 12pt; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Students taking
responsibility and ownership of work</span></li>
<li style="background-color: transparent; font-size: 12pt; font-style: normal; font-variant: normal; font-weight: normal; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><span style="background-color: transparent; font-size: 12pt; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Stretches the student
academically (ZPD)</span></li>
<li style="background-color: transparent; font-size: 12pt; font-style: normal; font-variant: normal; font-weight: normal; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><span style="background-color: transparent; font-size: 12pt; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Derived
from ongoing assessment</span></li>
<li style="background-color: transparent; font-size: 12pt; font-style: normal; font-variant: normal; font-weight: normal; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><span style="background-color: transparent; font-size: 12pt; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Variety
of materials to address student needs</span></li>
<li style="background-color: transparent; font-size: 12pt; font-style: normal; font-variant: normal; font-weight: normal; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><span style="background-color: transparent; font-size: 12pt; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"></span></li>
</ul>
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<br /></div>Kacy Smithhttp://www.blogger.com/profile/14767665436537007346noreply@blogger.com1tag:blogger.com,1999:blog-2062512391692122319.post-16160184324181390322011-10-19T17:46:00.000-07:002011-10-19T17:47:02.034-07:00Homework for Humanities PLC "Design for Differentiation - Theory into Practice"<div style="font-family: "Trebuchet MS",sans-serif;">
<span style="font-size: small;">Homework for Humanities PLC "<span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Design
for Differentiation - Theory into Practice"</span></span></div>
<div style="font-family: "Trebuchet MS",sans-serif;">
<span style="font-size: small;"><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Tuesday, October 2011</span></span></div>
<div style="font-family: "Trebuchet MS",sans-serif;">
<span style="font-size: small;"><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"> </span></span></div>
<div style="font-family: "Trebuchet MS",sans-serif;">
<span style="font-size: small;"><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">1. Try one (or more) of the strategies we discussed and be prepared to report back in our next class. </span></span></div>
<div style="font-family: "Trebuchet MS",sans-serif;">
<span style="font-size: small;"><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">2. Bring a writing unit, lesson, or assessment to our next class. </span></span></div>
<div style="font-family: "Trebuchet MS",sans-serif;">
<span style="font-size: small;"><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">3. Comment on one post on this blog. </span></span></div>
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<span style="font-size: small;"><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"><br /></span></span></div>
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<span style="font-size: small;"><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">See you November 8th! </span></span></div>
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<span style="font-size: small;"><br /></span></div>Kacy Smithhttp://www.blogger.com/profile/14767665436537007346noreply@blogger.com0tag:blogger.com,1999:blog-2062512391692122319.post-34510743826838005602011-10-13T17:26:00.000-07:002011-10-13T17:28:43.715-07:00Using Depth and Complexity as a Differentiation StrategyJust want to share a link to one of my mentor's wiki sites about the Icons of Depth and Complexity. These icons provide a great entry point for higher level interaction with material in any subject area. They're very adaptable and stimulate divergent and higher level thinking. <br /><br />Here's the link:<br /><br />http://depthandcomplexity.wikispaces.com/Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-2062512391692122319.post-90820614149585053552011-10-11T15:20:00.000-07:002012-06-25T11:17:16.846-07:00Quote of the Day - "Same donkey!"I teach most of my students for all three years of middle school, so I get to know them and their families very well. Some of my twice exceptional students (exceptionally gifted and exceptionally challenged in one or more areas) require very individualized differentiation, as in try anything that works! <br />
<br />
I just met with the parents of one student who struggles mightily with work completion for various reasons -- ADD, anxiety, avoidance, and more. Following my own advice to "Try something and then try something different," we were brainstorming new systems of incentives and consequences for using her planner to record assignments and complete them. <br />
<br />
"New year, new carrot, new stick," I commented.<br />
<br />
"Same donkey!" responded her dad.<br />
<br />
Well, at least they haven't lost their sense of humor!!Unknownnoreply@blogger.com1tag:blogger.com,1999:blog-2062512391692122319.post-8088167197383605122011-10-07T19:51:00.001-07:002011-10-07T20:15:41.526-07:00A Very Different-iated Day<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="http://northwestrotherhamactionzone.createprimary.net/Resources/user/farcastle.gif"><br /></a><br /><div style="text-align: center;"><a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="http://northwestrotherhamactionzone.createprimary.net/Resources/user/underrug.gif"><img style="display: block; margin: 0px auto 10px; text-align: center; cursor: pointer; width: 571px; height: 718px;" src="http://northwestrotherhamactionzone.createprimary.net/Resources/user/underrug.gif" alt="" border="0" /></a><br />from <span style="font-style: italic;">The Mysteries of Harris Burdick</span> by Chris Van Allsburg<br /></div><br />Phew! I'm feeling a tad less like a fraud after a fabulously differentiated day in my room this week. I've been implementing the writing pre-assessment protocol Kacy and I talked about at the OCTE conference, which has lots of choice elements for the kids, a far cry from the "What I did on my summer vacation" style prompt for a fall writing sample. I did have the students all write in response to an <span style="font-style: italic;">Oregonian</span> opinion piece about students taking responsibility for their own learning, but that was the only draft that everyone wrote on the same topic.<br /><br />Each day, the students had time to begin a draft in a different writing mode. For imaginative writing, I used Chris Van Allsburg's <span style="font-style: italic;">Mysteries of Harris Burdick</span>, a fabulous set of pictures with a title and caption for each, which the students had to incorporate as the story's first line. That book provided the students with at least a dozen choices of prompts. For narrative writing, the students brought in a photo of an event or experience they took part in. It added a level of excitement that they were actually allowed to bring the photo on an electronic gizmo like a phone or iPod. And for expository writing, the students had about 10-15 minutes to read any non-fiction writing in my classroom -- from National Geographic articles, to history books, to teacher resource books, and much, much more. Then they summarized what they had read.<br /><br />So now the students had four unfinished drafts. They got to choose which one they wanted to revise and polish into final form. We have decided to tier the traits this year, with highest priority on Ideas & Content and Organization as the most crucial writing skills. We spent time reviewing the rubrics for both traits before the revision process. I have to confess that the rubrics are difficult to get the students to engage with; they are so wordy and sometimes vague. At least we only had to look at two of them rather than all six traits.<br /><br />Before finalizing and scoring their final copies, we spent two partial periods scoring State writing samples for the traits, one day for each trait. We often ask students to score their own work, but without practice, without looking objectively at strong and weak examples that are not their own, the activity is of marginal use, in my opinion.<br /><br />At last, the day for self-scoring had arrived. After explaining the process, I turned the students loose to work at their own pace. Some students, reluctant writers who had not completed a final copy, were working on that. Students scored themselves and finished at different times. Once they were finished, they began a journal response to a couple of quotes by the founding fathers as part of our Revolutionary War/Constitution unit. And when they finished that, they began to quietly discuss their responses. Four different activities happening concurrently, smoothly, and actively. It was a highlight moment of the school year so far!<br /><br /><img src="file:///Users/rembelinskyil/Library/Caches/TemporaryItems/moz-screenshot.png" alt="" /><img src="file:///Users/rembelinskyil/Library/Caches/TemporaryItems/moz-screenshot-1.png" alt="" />Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-2062512391692122319.post-90047128166584840582011-10-06T19:15:00.000-07:002011-10-06T19:16:00.319-07:00“I want to differentiate…but I can’t!”
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<br />
<div class="MsoNormal">
<span style="font-family: "MS Reference Sans Serif";">Kacy Smith </span></div>
<div class="MsoNormal">
<span style="font-family: "MS Reference Sans Serif";"> </span></div>
<div class="MsoNormal">
<span style="font-family: "MS Reference Sans Serif";">“I want
to differentiate…but I can’t!”</span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "MS Reference Sans Serif";"><span> </span>I
say, “Excellent! You can!” <o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "MS Reference Sans Serif";"><span> </span>This
weekend I presented on differentiation at the OCTE (Oregon Council of Teachers
of English) with my co-diva, Ilana. We were surprised to see how many of our
fellow teachers turned out for our presentation!<span> </span>They were attentive and asked questions during the
presentation. When Ilana and I designed the presentation, we made a conscious
decision to address roadblocks early, and not wait for questions or save it for
the end. Indeed, more than one teacher approached me after the presentation
about various impediments to differentiation. We know there is opposition. We
know there is resistance. I have been that opposition, that resistance. Once
upon my twenties, I told an administrator, “I don’t need to differentiate
because I have a little something called <i>high
standards</i>.” The fact that I wasn’t corrected shows how much resistance
there is. <o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "MS Reference Sans Serif";"><span> </span>With
that in mind, and maybe as somewhat of a penance, here are some common
roadblocks (and possible solutions) to implementing differentiation in your
classroom. <o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<i><span style="font-family: "MS Reference Sans Serif";">“I can’t differentiate because it
take too much time.”<o:p></o:p></span></i></div>
<div class="MsoNormal">
<span style="font-family: "MS Reference Sans Serif";"><span> </span>Yes,
it will take time. It will take time and thought up-front, before you make your
first xerox or even decorate your room. Remember that this is an investment of
time. Also, you can start slow. There are many ways to differentiate, including
low-preparation options. One lesson per unit? One product per semester? Even a
few high-order questions written with your TAG kids in mind is a start.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<i><span style="font-family: "MS Reference Sans Serif";">“I can’t differentiate because
the grading will be crazy.”<o:p></o:p></span></i></div>
<div class="MsoNormal">
<span style="font-family: "MS Reference Sans Serif";"><span> </span>If
you can align assessments under the same learning target, that will help. Rubrics
help a great deal. Explore your grading software for ways to enter a narrative
for parents about the assessment if you have different learning targets or
assessments. With my software, I can enter one comment and then “copy first
comment down.” Also, don’t grade and enter everything—even if you aren’t
differentiating. <o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<i><span style="font-family: "MS Reference Sans Serif";">“I can’t differentiate because
the students will push back/feel bad/ask questions.”<o:p></o:p></span></i></div>
<div class="MsoNormal">
<span style="font-family: "MS Reference Sans Serif";"><span> </span>Even
though we teach the whole child, and therefore need to keep the heart as well
as the mind in lessons, <span> </span>we need to
be honest with them. I told my students on the first day that they could expect
different assignments, groups, due dates, even texts. I told them that I
couldn’t help them to the next level unless I met them where they are right
now. I too feared resistance and hurt feelings. So far, it seems fine. I am
hoping for more feedback for students and parents during conferences. <o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: "MS Reference Sans Serif";"><span> </span>You
don’t have to group students only by ability. You can group students by
interest or learning styles. <o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<i><span style="font-family: "MS Reference Sans Serif";">“I can’t differentiate because my
classroom will be chaotic.”<o:p></o:p></span></i></div>
<div class="MsoNormal">
<span style="font-family: "MS Reference Sans Serif";"><span> </span>If
you use flexible groups, it well may be chaos the first couple of times. Keep
practicing! The first flexible group activity this year was so loud that the
Vice-Principal popped in to make sure there wasn’t mutiny in my classroom! (I
guess my second bit of advice is to keep some Advil nearby.) Also, I’ve had to
be really clear about behavioral expectations in group settings. We even had to
practice the basics, like listening for a signal to move, or using non-verbal
signals for assistance. <o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<i><span style="font-family: "MS Reference Sans Serif";">“I can’t differentiate because
how will I know if I’m doing this right?”<o:p></o:p></span></i></div>
<div class="MsoNormal">
<span style="font-family: "MS Reference Sans Serif";"><span> </span>Well,
if you figure it out, will you let me know? In a way, I feel a little bit like
a fraud sometimes on this blog. I’m learning, experimenting, and making
mistakes, just like everyone else. <o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: "MS Reference Sans Serif";"><span> </span>Read.
Keep up with best practices. Ask colleagues to observe— even an administrator—if
you’re feeling brave. Students also provide wonderful and truthful feedback.
Don’t judge yourself harshly in the beginning. <o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal" style="text-indent: 0.5in;">
<span style="font-family: "MS Reference Sans Serif";">In
sum, like Carol Tomlinson says, “[S]tart slowly, but start.” Or as Dr. Suess
says, </span><span style="color: #131313; font-family: "MS Reference Sans Serif";">“If things start happening, don't
worry, don't stew, just go right along and you'll start happening too.” Go get
‘em, Tiger!</span><span style="font-family: "MS Reference Sans Serif";"><o:p></o:p></span></div>
<!--EndFragment-->
Kacy Smithhttp://www.blogger.com/profile/14767665436537007346noreply@blogger.com0tag:blogger.com,1999:blog-2062512391692122319.post-28568089572181062032011-10-02T10:47:00.001-07:002011-10-02T10:47:58.863-07:00Quote of the Day"I taught 'em; they just didn't learn it."<br /> heard in staff room at lunch<br /><br />In other words, why we need differentiation!Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-2062512391692122319.post-65029614216676049142011-10-02T08:46:00.000-07:002011-10-02T10:11:10.567-07:00True ConfessionsWell, I've been presenting at conferences and staff development programs for the last year on various topics: Twice Exceptional Learners, Formative Assessment Strategies, and yesterday at the OCTE conference, Design for Differentiation. My confession is that I always feel like a bit of a fraud at these moments. After all, what do I know that everyone else doesn't also know? I guess the deal is that if you put your time and energy into learning about a topic that matters to you, if you put the ideas into practice in a way that works and makes sense for you, if you take the time to figure out what the key ideas are and how you can communicate them, then you do have something to offer your colleagues. Not a definitive end-all and be-all, to be sure, but a springboard or platform for others to use as they dive into the task of upping their teaching game to the next level. <br /><br />At OCTE yesterday, the room was pretty packed, an indication that differentiation has found its time, that we educators know it's something we really need to do, that we know it's really challenging, and that we need to collaborate with each to figure out how to really implement it in our classrooms. Tim Gillespie, one of the keynote speakers at the conference mentioned three big ideas that he has extracted from his 37 years in the biz: 1) It's about the students; 2) Go blalah (Hawaiian for big) or go home; in other words, stick to the big learnings; and 3) Keep your enthusiasm. Presenting for colleagues who want to be part of the process, getting good questions and good feedback, and recommitting myself to the task of creating a truly differentiated classroom definitely fed my enthusiasm for this demanding work.<br /><br />On to my second confession, which I guess I should let my co-diva hear before posting publically. It has to do with clarifying what that commitment looks like in my room. Kacy mentioned at the workshop that we were going to differentiate every lesson and every unit this year. I have to confess that I am not going to attempt this for every lesson. Every unit will have differentiation woven throughout - entry points arrived at through preassessment, different inputs in terms of materials, varying amounts of practice along the way, and differentiated products for the students to show what they have mastered. But I know there are some core lessons that are going to be whole group activities because they get at core knowledge that all the students need. I'll use student engagement strategies and formative strategies so I know where to go from there, to be sure, and allow students more than one way to interact with or respond to the lesson. But some days, I know we're all going to be doing pretty much the same thing at the same time. Again, it's about going big, not sweating each and every day, lesson, etc. It's a long journey and I want to get to June in one piece!Unknownnoreply@blogger.com0