How to Implement Effective Classroom Strategies

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How to Implement Effective Classroom Strategies

• Susan Savolainen
• G/T Coordinator
• New Richmond
• January 22, 2007

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What is Differentiation?
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DirectionsComplete the chart to show what you
know about differentiation. Write as much as you
can.
Differentiation
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High Quality Curriculum Instruction Will Be...

• Relevant
• Focused (KUDs)
• Engaging
• Demanding
• Scaffolded

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Big Ideas

• Flexible Grouping
• Ongoing Assessment
• Adjustment

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What is Flexible Grouping?

• Students consistently working in a variety of
  groups...
• ...based on different elements of their
  learning...
• ...and both homogeneous and heterogeneous in
  regard to those elements.
• Tomlinson (2003). Fulfilling the Promise of
  Differentiated Curriculum

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End Result

• Readiness Growth
• Interest Motivation
• Learning Profile Efficiency in Learning
• NOT Individualized Instruction

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Ongoing Assessment and Adjustment

• Using frequent formative assessment is the only
  way we will be able to gauge if our curriculum
  and instruction is helping. Students learn to...
• Know where they are going
• Provide a clear vision
• Know where they are now
• Offer frequent feedback
• Know how to close the gap
• Engage students

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Assessments
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Examples
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• Theres no such thing as teaching without
  learning. If they havent learned it, you havent
  taught it.
• Bena Kalik

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Curriculum Compacting

• A 3-step process that 1) assesses what a
  student knows about material to be studied and
  what the student still needs to master 2) plans
  for learning that still need to be mastered 3)
  plans for freed-up time to be spent in enriched
  or accelerated study

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Grade 5 Model for Differentiation for
Mathematically Gifted
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Tiered Assignment

• In a heterogeneous class a teacher uses varied
  levels of activities, realizing different levels
  of prior knowledge.

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Planning a Focused Curriculum Means Clarity About
What Students Should...
KNOW --Facts --Vocabulary --Definitions
UNDERSTAND --Principles/Generalizations --Big
ideas of the discipline
BE ABLE TO DO --Processes --Skills
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Calling on teachers to change their practice
invites them to experience the humiliation of
becoming a raw novice at a new trade after
having been a Master Craftsman at an old one.
Evans, Robert. (1996).The Human Side of Change.
San Francisco Joey Bass.