Building Differentiated Learning Communities, Part III

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Building Differentiated Learning Communities,
Part III

• Dr. Holly Gould
• hgould_at_sbc.edu

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Amherst County Public Schools Differentiation
ProjectApril 5, 2007 WorkshopCycle I

• Agenda
• 800-830 Continental breakfast
• 830-845 Burning Questions at Tables
• 845-915 Response to Exit Cards from Session II
• 915-1015 Looking at the What, How, and Why of
  Differentiation Pre-assessment (ASCD video)
• Use of Exit Cards
• 1015-1030 Break
• 1030-1100 Differentiating Content, Process,
  Product by Readiness, Interest, Learning
  Profile
• 1100-1145 Using the Lesson Analysis Form with
  Video of a 5th Grade Math lesson
• 1145-100 Lunch
• 100-200 Routines (ASCD Video) and Management
• 200-255 Grade Level Planning Time
• 255-300 Writing Reflections to Guide Next Steps

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Begin Slowly Just Begin!
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Anchor Activities
A task to which a student automatically
moves when an assigned task is finished, TRAITS
OF EFFECTIVE ANCHOR ACTIVITIES Importantrelated
to key knowledge, understanding, and
skill, Interestingappeals to student curiosity,
interest, learning preference, Allow
Choicestudents can select from a range
of options Clear Routines and Expectationsstuden
ts know what they are to do, how to do it, how
to keep records, etc. Seldom Gradedteachers
should examine the work as they move around the
room. Students may turn in work for feedback.
Students may get a grade for working
effectively, but seldom for the work itself.
The motivation is interest and/or improved
achievement.
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Types of Pre-assessment other than pre-tests

• KWL chart or graphic organizer
• Small group or whole class discussion
• Interviews
• Writing prompts

• Student products and work samples
• Demonstrations
• Self-evaluation
• Drawings

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Mr. Nelson teaches an 8th grade elective in
public speaking. On the first day of class, he
asks students to fill out a questionnaire on
their experience with and feelings about speaking
in front of groups. Then, he partners the
students and has them prepare a one-minute speech
to introduce their partner for the next days
class. Unbeknownst to the students, Mr. Nelson
makes brief notes during the speeches about
students eye contact, volume, preparedness,
anxiety level, and speed.
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• What makes the pre-assessments Mr. Nelson has
  chosen appropriate for his class?
• How could Mr. Nelson use the information he
  gathers from his pre-assessments?
• Think of two alternative pre-assessments Mr.
  Nelson could use.

From ASCD facilitators manual, pg. 73
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Break
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Differentiation
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Lesson Analysis of a 5th GradeMath Lesson
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UNDER NEW MANAGEMENT THE GLUE FOR THE
DIFFERENTIATION FRAMEWORK
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• Create a Differentiated Classroom Atmosphere
  Deliberate
• Discourse with Students about Differentiation
• Establish Clear Procedures and Routines
• Let the Students be the Workers, You be the
  Facilitator
• Self-Critique With Your Students
• Use a clipboard as you move through the room to
  monitor student performance

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• Model how you value Time theres NONE to waste!
• Create a bank of anchoring activities
• Deal with ragged time when you plan your
  lessons
• Teach students to use ten inch voices
• Create task cards

SPECIFIC STRATEGIES FOR MANAGING DIFFERENTIATION
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• Use exit cards for assigning to topics, groups,
  stations, or centers for an upcoming activity
• Tape-record directions
• Put directions on overheads and flip-charts
• Rehearse directions for new formats with whole
  class before asking students to carry them out in
  differentiated groups
• Tape recorder in center of small groups to
  monitor progress
• Use green/yellow/red cups or cards to respond to
  individual and group needs

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• Create off limits times explain why no one
  should bother you
• Establish an Expert of the Day have students
  check with the Expert
• Create a Yellow Pages of Experts
• Teach your students to RICE (Recall, Imagine,
  Check, go to Expert of the Day) or Check 3
  Before Me
• Use student work folders students can keep
  records inside folder covers and track their
  grades

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• Push your students to work for quality
• Ask for help from special areas teachers,
  parents, community
• Communicate about differentiation with the
  principal and parents
• Find ways to link your learning to the world at
  large
• Create rubrics with your class

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