Differentiation+Notes+(Phil)

Notes from the Professional development presentation on 11-5-09

high kinesthetic can play and still be learning. They need something in their hands in order to remember what was taught

students need to know that they don’t have to get everything right in order to learn

this helps both visual and kinesthetic learners remember better – they can see where it is
 * made an eight page notebook make it 16 page by stapling the binding and cutting the closed edges – mini book

collaborators – a way to make multiple groups – clock, maps, genre – students will learn the groupings and what is on the collaborator as they go into groups. (I could use this to form groups using Wisconsin cities, rivers, states/regions)

random grouping is a good way to build confidence in everyone

when you create groups give tasks, so that they have a reason for the groups (students will wonder if you are not specific with your groupings)

Readicide – Kelly Gallager (not sure of name) killing the love of reading – making them read what they don’t want to or can’t 20 questions – make the questions while they read – discuss the next day

differentiate – vocabulary – individual word wall, index cards, use ring to put together and hook onto desk with metal cup holders colored index cards can help to organize information

3X3 box

start with bottom box 1. readiness (group, social, etc.) – are kids ready for it 2. interests (students do better in their interest categories) – let students read what they want to – can be monitored, but we need to train students to pick appropriate material – go to the library and ask for books on topics in a variety of levels and sources – get to the end and don’t worry to much about the path 3. information processing styles – we need to know what their strengths are and students need to know it also (student checklist) book – Multiple Intelligences by Thomas Armstrong (I have a copy)

we don’t have to make different lesson plans for each level of student, give choices in processes and how to show learning

teachers work to hard – students don’t work hard enough (students are bored and work the teacher)

learning experiences – what makes them learn, we cannot teach anything, just facilitate the environment to learn

focus on conceptual material rather than all the little details use literature to express beliefs reading – good readers just read, less effective readers don’t look at the pictures, because they know that it takes longer to read for them and get the information

__Learning Experiences__ before instructions

A. KWL B. anticipation Guide – purpose for learning/listening prove what you knew or didn’t know Gives a better purpose for learning, and students will remember more

(20% are auditory learners, 50% are visual) if you read it aloud, make sure they have it to look at while you are reading, so the visual learners will follow what you are doing.

what to do if students can’t write down answers? use flags to flag answers, so that more can be included in the discussion

DEAR – book club bookmark – this is a way to keep them interested in their reading and be able to pull out information even when you are reading for fun

C. Round Robin – a way to trigger prior knowledge without giving a specific set of instructions – this gives a richer group of ideas than just having a set of questions – clear up any misconceptions at the end, don’t interrupt or put down any answers given, ask for clarification later if necessary

any topic is possible for a round robin – bring to the surface what is already known to activate memory and make connections

this also helps to filter out misconceptions before instruction is given – not much planning needed for a round robin – we want to know what they know and want to know

D. Card Sort (categories) don’t get upset if categories are not what you anticipated – allow them to come up with categories, and then at the end fix any mistakes and clear up any words that were not known

have students explain why they fit together

Side not on talking

students are not learning when they are talking while teacher is talking strategy to get around kids that don’t care if you stop and will use it as a power trip – give 15 mins if teacher doesn’t needs to stop, students will start to police themselves if individual students don’t get it, you need to talk to the individual, you need to stick to the enforcing without an exception for 27+ times in a row to make it routine

Whole group question/answer – only one person knows the answer to the question(and possible heard the question

Think-Pair-Share (groups will most likely all have all the info)

Numbered heads together (give numbers to each member) – ask the question, have groups figure it out, then call on a number from each group to share

Students need to have their voices in the room – the longer they go without talking, the more likely they are not to talk – all students need to be aware of the respect needed in the classroom on how to treat each other

need to make a difference between can’t/won’t share in class – may need outside help to figure out cause or solution

group discussion – behavior issue that is a habit (make a signal) power struggle issues – remember COMP

E. Frame of Reference Picture Frame – idea in the middle, adjectives around, 4 main things that you do that are associated with the main idea (Writing – write a paragraph about 1 of the main things, using the adjectives)

Learning Experiences during class

A. inside-outside circle (everyone is involved and practicing) might have to give some directions ahead of time

B. Stir the Class – 3 ideas each – ‘peer poach’ – good way to share what will be needed for test quiz – tell students ahead of time what will be needed

C. Vocabulary Tips – 5-7 for a week total, not per class (these should be 5-7 that are effective for each child – folded book marks (4 class words and 4 individual words)

D. Venn Diagram

Colored Paper – send things home on colored paper, then send a note about looking for colored paper on sale and let you know

find small print companies that could give things away for tax write off talk to department store managers to see if they would give free things to schools after seasons are over (Walmart, Target, Kmart, etc.)

look for other organizations that need a program(15 mins) to present to them, and they will give to the schools

Spelling – tests are from rote memory but not in the semantic memory that is used in writing and other areas

don’t teach confusing pairs of words at the same time

need to know some, but don’t waste the time on spelling if you have to sacrifice what they mean and how to use it

Handwriting – do it legibly, but elaborative may not be necessary

K4-K5 automatically differentiating when you allow them to do what they need to to make it through

learning styles – google search for inventories don’t use the word testing, rather use guide, understanding, assessment,


 * Memories – different kinds**

semantic – school environment procedural rote – doesn’t transfer to other areas episodic – students come out of this area emotional

levels of learning – need to start in the concrete area, move to semi-abstract, then they are just at the abstract (numbers)

math facts are learned in the rote memory, but they are needed in the semantic and applied to larger problems

use a variety of approaches to include all the different kinds of learning – paper fold facts on separate sections (or use note cards and get rid of them as they know them)


 * How can students show what they know?** (not what you think they should know)

paper dioramas to show learning rather than a paper or test – students show learning

Learning experiences – After Instruction

A. Tic-Tac-Toe – 3 sentences across, 3 down and 2 diagonal makes you connect the meanings of the words rather than just telling what the words mean use depths of understanding, instead of just rote knowledge

B. 3-2-1

C. ABC – write down things that start with each letter to show what things you learned, have them check with other groups, and then take away from this what they found to be most meaningful to each

D. Ticket to Leave – have to do or ask something at the end of class to get to the next activity/class