Managing a Differentiated Classroom

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Managing a Differentiated Classroom
Managing a Differentiated Classroom
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Review!

• Differentiated instruction encompasses
  attitudes, experiences, modes of learning,
  learning levels, feelings, motivation, etc

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Discover Yourself/Discover Your Students!

• Think about
• Your strengths/weaknesses
• How you are smart (Multiple Intelligences)
• How children learn best (Brain-Based Principals)
• Ask yourself How does my learning profile affect
  the way I teach? How does this affect how my
  students are learning?

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The Teacher's Role in a Differentiated Classroom
Keepers and dispensers of knowledge
OR
Organizers of learning opportunities
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Teacher as Director of the Orchestra
The director of the orchestra helps the musicians
make the music, but does not make the music
himself.
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Teacher as Coach
A good coach has clear goals for the team, but
also for every individual on the team.
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Teacher as Jazz Musician
The jazz musician has the big picture, but can
add new notes, change tempo, step back for a
soloist to assume the spotlight, or become the
soloist in the spotlight.
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Ask Yourself...

• How do I prepare to differentiate?
• How do I prepare my students and my classroom?
• How do I manage the groups and activities?

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Prepare Your Kids

• Use a good piece of childrens literature!
• Mrs. Spitzers Garden
• to illustrate individual needs and how everyone
  must be treated differently to be treated fairly.
  
• Talk about expectations/structure and routines.
• You will probably have to prepare their parents
  as well!

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And Continually Assess and Revise Before You
Teach!

• Pre-assess using various tools
• Interest Inventories
• Multiple Intelligence Surveys
• Assess prior knowledge of topic/underlying
  principals or skills
• Other sources
• Information from grade book
• Information from tests
• Observations (kid-watching)
• Conversations/conferences with child, their
  parents, and other professionals
• Portfolios
• Rubrics
• Journals

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Keep Records that Allow You to See Progress At a
glance"

• class record sheets/grids
• sticky notes in a notebook
• grouping plans

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Where do I start?

• Start small!!!!!!!!!!!
• Target one subject or a specific unit.
• Start with what you already have.
• Share differentiated lessons with and among
  colleagues.
• Get ideas from books, tapes, and peers.
• Use what has been successful again next year.
• Flexible group with other classrooms/teachers (be
  careful not to track)
• Try one thing per week

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Managing Student Work

• Who Goes Where?
• How Do You Set Things Up?
• How Do You Manage Directions?
• How Do You and Your Students Keep Track of Work?

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What About Grouping?

• Try for TAPS!
• TTotal Group
• AAlone
• PPartners
• SSmall Groups
• Remember to keep it flexible and use on a as
  needed basis!

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Tips for Making it Manageable!

• Establish a grouping system (work boards).
• Tier/Color code centers based on complexity (vary
  the colors from week to week so they dont catch
  on).
• Spend different amounts of time with different
  groups (more for needy, less for less needy).
• Create tasks that students can do themselves
  (create checklists)
• Model! Model! Model!
• Provide rubrics/samples to guide quality.
• Establish behavior guidelines for group time
  (practice it once with no group in front of you).
• Provide expectations and guidance for getting
  help while the teacher is busy (experts and
  teachers aides)

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• Think the task through in advance/what can be
  done ahead?
• Put things in tubs/baggies or containers if no
  space.
• File folders or mail boxes for storage of
  unfinished work.
• Get volunteers/family members to help during
  flexible group times.
• Provide work cards to give instructions/provide
  examples (bulletin board space?), audiotape
  directions, visual directions (pictures).
• Use study buddies.
• Post office hours so kids know when they can come
  to you for help (help board).

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• Use centers that are similar from week to week.
• Teach to different learning modes (through music,
  body movements, classifying, etc)
• Use varied texts.
• Develop Literature Circles to get kids to discuss
  in depth.
• Establish procedures for what to do when work is
  finished.
• Provide choices (choice boards/contracts).
• Set time lines/expectations for work completion
  (contracts).
• Use Status of the class meetings or worklogs.
• Let kids self evaluate/peer review using
  checklists.

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Learning to Lead a Differentiated Classroom
Key Skills that a Teacher will Develop Over Time

• Organizing and focusing curriculum on essential
  information, understandings, and skills
• Diagnosing student need crafting learning
  experiences to respond to diagnoses
• Seeing and reflecting on individuals as well as
  the group
• Structuring student work to avoid potential
  problems
• Sharing responsibility for teaching learning
  with students
• Moving students among varied work arrangements
• Keeping track of student progress toward personal
  group benchmarks
• Organizing materials and space

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Ending Thoughts

• When moving towards differentiated instruction
  you will find greater success if you
• Have a clear rationale for differentiation
• Prepare your students and their parents for a
  differentiated classroom
• Attend to issues of classroom structure and
  management as you move towards a more
  student-centered learning
• Move towards differentiation at a pace that is
  comfortable to both you and your students
• Plan with your colleagues who are interested in
  differentiation.