Differentiation & Literacy Centers for Middle School Janice Such & Veronica Vazquez.
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Transcript of Differentiation & Literacy Centers for Middle School Janice Such & Veronica Vazquez.
Differentiation &Differentiation &Literacy Centers Literacy Centers for Middle Schoolfor Middle School
Janice Such & Janice Such & Veronica VazquezVeronica Vazquez
DifferentiationDifferentiation
Unleashing the Genius in each StudentUnleashing the Genius in each Student
Ask the Expert…Ask the Expert…Kay LawKay Law
A secondary & elementary teacher for over 30 years
Expert who gives seminars nationwide about differentiated instruction
Is endorsed by the Bureau of Education and Research
The following presentation is adapted from the work of Kay Law
What is What is DifferentiationDifferentiation??
A way of thinking about teaching and learning
Based on best practice in education
A way to modify and adjust curriculum by student readiness, interest, and learning preference
A way to maximize learning for all students
Law
A Differentiated Classroom in BalanceA Differentiated Classroom in Balance
FLEXIBLE Sense
OfCommunityTime
Groups
Resource
Approachesto teachingand learning
Concept-based
Inviting
ProductOriented
Focused
SafeRespect forindividual
RespectFor
Group
Sharedgoals
Sharedresponsibility
SharedVision
On-goingassessmentto determine
need
Feedbackand
grading
ZPDTarget
Tomlinson-ooAffirming Shared
Challenge
Principles of a differentiated Principles of a differentiated classroom:classroom: Teacher is clear about purpose of subject matter
Teacher understands, appreciates, builds on differences
Teacher adjusts content, process, product
All students participate in respectful work
Assessment is on-going
Students and teachers are collaborators in learning
Tomlinson
Differentiation for Differentiation for StrugglingStruggling Learners: Learners:
Identify strengthsIdentify strengths Activities need to be relevantActivities need to be relevant Teach the art of the “big idea”Teach the art of the “big idea” Balance teacher design with student Balance teacher design with student
choicechoice
LawLaw
Differentiation for Differentiation for AdvancedAdvanced Learners Learners
Raise the ceiling for “personal best”
Demonstrate what “excellence” looks like
Set goals and check points
Rigor needs to be balanced with joy, interest and choice
LawLaw
““{differentiated} instruction {differentiated} instruction stresses stresses understanding understanding or or sense-makingsense-making rather than rather than
regurgitation of fragmented regurgitation of fragmented bits of information.”bits of information.”
-Carol Ann Tomlinson-Carol Ann Tomlinson
What Differentiation is What Differentiation is NOTNOT Having the same assignments for all
students Changing the level of questions for
certain students Grading some students harder/easier
than others Assigning more work to a student who
finishes an educational task “early” Playing games for “enrichment” when
students finish work early TomlinsonTomlinson
Components of Differentiated Components of Differentiated TeachingTeaching
Differentiation
Student Centered Resources Strategies
Readiness Interest Content Process Product Complex Instruction
When asked why Einstein never When asked why Einstein never memorized his phone number, he memorized his phone number, he replied: I’d rather not clutter my replied: I’d rather not clutter my
mind with information easy to locate mind with information easy to locate but rather save the space for but rather save the space for
profound ideas.profound ideas.
Ways to think about Ways to think about differentiating instructiondifferentiating instruction
1. Concrete Abstract2. Simple Complex3. Basic Transformational4. Fewer Facets Multi-facets5. Smaller Leaps Greater Leaps6. More Structured More Open7. Less Independence Greater
Independence8. Quicker Slower
TomlinsonTomlinson
Keys to differentiating your Keys to differentiating your curriculum…curriculum…
Know your curriculum goals
Modify content Modify process Modify environment Modify product
expectation & student response
Assess curriculum effectiveness
Goals for DifferentiationGoals for Differentiation
Time for the teacher to develop strategies and activities
Teacher offers a variety of resources/materials to students along with more opportunities to apply the lessons (consistently)
Flexible Groups Clear teacher expectations Realistic Goal Setting
FLEXIBLE GROUPINGStudents are part of many different groups – and also work alone – based on the
match of the task to student readiness, interest, or learning style. Teachers may create skills-based or interest-based groups that are heterogeneous or homogeneous
in readiness level. Sometimes students select work groups, and sometimes teachers select them. Sometimes student group assignments are purposeful and sometimes random.
1 3 5 7 9
8642
Teacher and whole class begin
exploration of a topic or concept
Students and teacher come together to
share information and pose questions
The whole class reviews key ideas and extends their
study through sharing
The whole class is introduced to a skill needed later to make
a presentation
The whole class listens to individual study plans and establishes baseline
criteria for success
Students engage in further study using varied
materials based on readiness and learning
style
Students work on varied assigned tasks designed to
help them make sense of key ideas at varied levels of
complexity and varied pacing
In small groups selected by students, they apply key principles to solve
teacher-generated problems related to their
study
Students self-select interest areas through which they will
apply and extend their understandings
A differentiated classroom is marked by a repeated rhythm of whole-class preparation, review, and sharing, followed by opportunity for individual or small-group exploration, sense-making, extension, and production
--Nanci Smith
Time to Process!Time to Process!
Why is it important to consider our Why is it important to consider our own beliefs about the roles of the own beliefs about the roles of the teacher and student before we teacher and student before we consider differentiating instruction?consider differentiating instruction?
Please turn and talk.Please turn and talk.
What differentiated activities What differentiated activities do I already have in place?do I already have in place?
Online ResourcesOnline Resourceshttp://www.cast.org/publications/ncac/ncac_diffinstruc.htmlhttp://www.cast.org/publications/ncac/ncac_diffinstruc.htmlAdditional information on DifferentiationAdditional information on Differentiation
http://volcano.und.nodak.edu/vwdocs/msh/llc/is/4mat.htmlhttp://volcano.und.nodak.edu/vwdocs/msh/llc/is/4mat.htmlInformation on student learning stylesInformation on student learning styles
http://www.chadd.org/http://www.chadd.org/Information about helping students with Attention-Deficit Information about helping students with Attention-Deficit
/Hyperactivity Disorder/Hyperactivity Disorder
http://www.nagc.org/default.aspxhttp://www.nagc.org/default.aspxInformation about helping gifted studentsInformation about helping gifted students
http://www.ascd.org/portal/site/ascd/http://www.ascd.org/portal/site/ascd/menuitem.3adeebc6736780dddeb3ffdb62108a0c/menuitem.3adeebc6736780dddeb3ffdb62108a0c/
Differentiated Instruction Resources from ASCD
Do not then train the youth to Do not then train the youth to learning by force or harshness, learning by force or harshness,
but lead them to it by what but lead them to it by what amuses their minds so that you amuses their minds so that you may discover the peculiar bent may discover the peculiar bent
of the genius of each…Platoof the genius of each…Plato
Literacy CentersLiteracy CentersEspecially for Middle SchoolEspecially for Middle School
A Great Way to A Great Way to DifferentiateDifferentiate
Best PracticesBest Practices
Literacy centers promote best practices because they provide:
Differentiation Individual choice Engagement Varied activity Risk-free learning environment Skill practice Opportunity to dive deeper
Advantages Advantages for Students and Teachersfor Students and Teachers
For StudentsFor Students Differentiation Variety Motivation Self-directed
individualized learning
Opportunities to interact with classmates and problem solve
For TeachersFor Teachers Time for small
group work Skill reinforcement Individualized
instructional practice
Chances to learn more about each student’s learning style and interests
From the International Reading From the International Reading Association’s Position Statement Association’s Position Statement
on Adolescent Literacyon Adolescent Literacy
“All adolescents, and especially those who struggle with reading, deserve opportunities to select age appropriate materials they can manage and topics and genres they prefer. Adolescents deserve classroom, school, and public libraries that offer reading materials tied to popular television and movie productions, magazines about specific interests such as sports, music, or cultural backgrounds, and books by favorite authors.” http://www.reading.org/resources/issues/positions_adolescent.htmlhttp://www.reading.org/resources/issues/positions_adolescent.html
Where to Begin?Where to Begin?
Provide a variety of reading and writing experiences at the beginning of the year that could later be put into centers.
Teach mini-lessons on how to handle materials as well as proper behavior.
Model using the center and have students model as well.
Fishbowl the center modeling so other students can talk about their observations.
Structure is KeyStructure is Key
To manage your centers well, provideTo manage your centers well, provide Rubrics for projects.Rubrics for projects. Student agendas with due datesStudent agendas with due dates
and point values. Behavior expectations/evaluations. Individual folders for completed center work.
Introduce Each CenterIntroduce Each Center
Teach students how to: Complete the required tasks. Follow the rules for appropriate behavior. Use software on computer programs. Complete the rubric for the
center.
Involve StudentsInvolve Students
Invite students to Invite students to Suggest and/or create new
centers. Augment existing centers. Maintain centers for class use. Brainstorm ideas for centers for
the incoming class.
Organize Your CentersOrganize Your CentersFor ease of use: Color Code center materials
(handouts and instructions). Use binders, boxes, and bins to hold
materials. Make centers portable so that they
can be moved and stored easily. Display a rotation schedule or
establish weekly center time for each student.
Make Students Make Students AccountableAccountable
Provide a rubric for your students to evaluate their performance on the center. For a sample rubric maker, consult http://teacher.scholastic.com/tools/rubric.ht
m Consider providing points for on-
task work.
RememberRemember
Make sure that the activities you are introducing in centers are activities you have shared with the whole class or in small group sessions.
Centers provide skill reinforcement, practice, and the opportunity to dive deeper.
Materials to Have Materials to Have AvailableAvailable
Books (fiction/nonfiction)
Sticky notes Posterboard Construction paper Stationery Tape recorders with
microphone Headphones Blank tapes Pens and pencils
Computers Center instruction
sheets Student rubrics Any required
handouts Thesaurus Dictionary Magazines Newspapers Markers
PlanningPlanning Use classroom space
effectively. Obtain needed supplies. Select a topic that would
be appropriate for a center. Title the center.
Decide on a schedule and time allotment for centers.
Gather all classroom and library materials related to a topic. Include print and nonprint sources.
Provide detailed directions at each center.
Create hand-outs if needed.
Make a student evaluation/grading sheet with the names of the centers along with space for the student to check off centers completed and space for a teacher grade.
Target academic as well as creative thinking activities.
ImplementingImplementing
Each week, assign a different student to be the “go to” center director.
Monitor student work at the centers.
Conference with students about their performance at the centers.
Collect student self-evaluation rubrics.
ReflectingReflecting
Determine what is working well about each center and what needs to be tweaked.
Periodically introduce new centers.
Obtain student feedback about centers.
Consider Possible ProductsConsider Possible Products
Maps Poems Banners Brochures Puzzles Articles Diary entries Advertisements Questionnaires
Diagrams Charts Timelines Letters Posters Newsletters Mini-dictionaries
or glossaries Cartoons
Saving Time…Saving Time…
If you’re just beginning with centers, think small. Start with just one or two.
Think about sharing and rotating your centers with a colleague.
A collection of books, magazines, and articles organized around a theme makes for a great center!
$ Saving Money $$ Saving Money $
Creating a literacy center does not have to be expensive. You can check out books from the library, use IDRs, or ask for donated
books. Usually some writing materials, classroom art supplies, and books are all you need. Students can also bring in supplies from home if necessary.
Saving Space
Carve out space in your classroom by:
Creating portable centers such as file folder activities.
Using large manila envelopes to hold word work and other activities.
Placing tri-fold work centers on a table.
Having students take centers back to their desks.
The Center Most in The Center Most in DemandDemand
To maintain student interest, rotate centers.
Have a “surprise center” that will attract students.
Citations and Citations and AcknowledgementsAcknowledgements
Law, Kay. Law, Kay. Strengthening Instruction for Gifted Students Strengthening Instruction for Gifted Students Through DIFFERENTIATED TEACHING.Through DIFFERENTIATED TEACHING. 2007 2007
Moore, David W., Bean, Thomas, et al. “Adolescent Literacy, a Moore, David W., Bean, Thomas, et al. “Adolescent Literacy, a position statement.” 1999 position statement.” 1999
http://www.reading.org/resources/issues/positions_adolescent.htmlhttp://www.reading.org/resources/issues/positions_adolescent.html
Smith, Nanci. “Differentiating Instruction: Beginning the Smith, Nanci. “Differentiating Instruction: Beginning the Journey.”Journey.”
Curriculum and Professional Development. Cave Creek, AZ.Curriculum and Professional Development. Cave Creek, AZ.
Tomlinson, Carol A. Tomlinson, Carol A. Differentiating Instruction For Advanced Differentiating Instruction For Advanced Learners In the Mixed-Ability School Classroom. Learners In the Mixed-Ability School Classroom. ERIC ERIC Digest. October 1995.Digest. October 1995.