Differentiating Instruction Through Celebratory Learning Chances Are, You’re Already

Doing It !Lincoln, ME

November 20, 2006

Maine Support NetworkP.O. Box 390

Readfield, ME 04355Phone: (207) 685-3171

Fax: (207) 685-4455www.mainesupportnetwo

rk.org

Welcome!We invite you to:

- Make yourself

comfortable.-Touch each page of your handouts-Read your quote-Look at the back of your clipboard

Celebrating Hard Work!!!

Lincoln Professional Development Team

MSN Presenters

!!! Thank-You !!!

Outcomes

At the end of the hour you will:

• Increase your knowledge of Celebratory Learning and Differentiation.

• be introduced to the Q-Matrix and use it to think critically about differentiation at your grade level and content area.

• gain confidence to apply specific instructional strategies to your own classroom/teaching context; and,

• feel re-newed, re-energized, and re-vitalized from sharing a learning experience with your professional peers.

Learning LogWhat I learned

How I learned it

My reaction Ways I will use it

Silence Starter

Hand Up Finish Your Sentence Stop Talking, Stop Doing Eyes on the Facilitator Signal Teammates Signal Other Teams Actively Listen

Differentiating Instruction Chances Are, You’re

Already Doing It !

If you have ever…..You are differentiating !!!

2. Choose any word pair -use this word pair as the first two words in

your question followed by the appropriate content. Example: Which might Which might be the best way to solve this problem? OR -embed the words in your question Example: “Of all the solutions we’ve discussed,

which do you do feel might provide the best solution to this problem?”

Q-MatrixMix-Freeze-Group

Mix-move around room slowly like cold molecules

Freeze-Corda poses a ? that ends in a number

Group by the # in the answerLook at your clip board and pick

your favorite word pairs. Share why they are your favorite, and something you notice about the Q matrix.

Differentiation

Is a teacher’s response to learner’s needs

Guided by general principles of differentiation

Respectful tasks Flexible grouping Continual assessment

Teachers Can Differentiate Through:

Content Process Product Environment

According to Students’

Readiness Interest Learning Profile

Through a range of strategies such as:

Multiple intelligences…Jigsaw…4MAT…Graphic Organizers…RAFTSCompacting…Tiered assignments…Leveled texts…Complex Instruction…

Learning Centers

Degrees of Knowing:How to tell how well you know it!7. (All of #6) AND: it characterizes _________ about ___________ period of history/set of ideas/theoretical debate, and can be used to show that _____________ (opinion, thesis, conjecture, hypothesis).

6. It means _____________, and it connects/applies to ___________ p/e/s/t/f in these 2 ways: (2 examples).

5. It means ______________, and I think it has to do with _________ process/event/situation/theory/ formula (p/e/s/t/f), but I’m not sure how.

4. I know it means _________, but I don’t know how it fits into the big picture.

3. I think it may mean something like ________.

2. I recognize this, but I don’t know what it means.

1. I have never seen or heard this before, or if I have, I don’t recall.

It’s not how smart you are,It’s how

you are smart

Begin Slowly – Just Begin!

Low-Prep DifferentiationChoices of booksHomework optionsUse of reading buddiesVaried journal PromptsOrbitalsVaried pacing with anchor optionsStudent-teaching goal settingWork alone / togetherWhole-to-part and part-to-whole explorationsFlexible seatingVaried computer programsDesign-A-DayVaried Supplementary materialsOptions for varied modes of expressionVarying scaffolding on same organizerLet’s Make a Deal projectsComputer mentorsThink-Pair-Share by readiness, interest, learning profileUse of collaboration, independence, and cooperationOpen-ended activitiesMini-workshops to reteach or extend skillsJigsawNegotiated CriteriaExplorations by interestsGames to practice mastery of informationMultiple levels of questions

High-Prep DifferentiationTiered activities and labsTiered productsIndependent studiesMultiple textsAlternative assessmentsLearning contracts4-MATMultiple-intelligence optionsCompactingSpelling by readinessEntry PointsVarying organizersLectures coupled with graphic organizersCommunity mentorshipsInterest groupsTiered centersInterest centersPersonal agendasLiterature CirclesStationsComplex InstructionGroup InvestigationTape-recorded materialsTeams, Games, and TournamentsChoice BoardsThink-Tac-ToeSimulationsProblem-Based LearningGraduated RubricsFlexible reading formatsStudent-centered writing formats

Avoid the Barriers Use the Builders

Assuming Checking

Rescuing/Explaining Exploring

Directing Encouraging/Inviting

Expecting Too Much Celebrating

Too Soon

Using Adultisms Respecting

CELEBRATORY LEARNING

Positive interdependence Individual accountability Simultaneous interaction Connections to previous learning Theme-based learning Need based learning Brain compatible environment Play and Humor Learning Community Celebrating the learner & the learning Universal Design

Attributes of Celebratory Learning

Bernice McCarthy

CAST

BrainResearc

h

DifferentiatedInstruction

Universal Design

Humor &Resiliency

© Corda Ladd Kinzie and Kathryn Markovchick - www.mainesupportnetwork.org - office@mainesupportnetwork.org

PersonalityTypes

Isabel Briggs Myers

David M. Kiersey

Renata & Geoffrey

Caine

Robert Sylwester

Eric JensenPat Wolfe

Leslie Hart

BasicNeeds

Horham Maslow

William Glasser

Wendy Mobilia

Susan Kovlik

Gayle GregoryDiane Heacox

Carolyn Chapman

Carol Ann Tomlinso

n

H. Stephen Glenn

Jane Nelson

MultipleIntelligence

sHoward Gardner

Daniel GolemanDavid Lazear

Thomas Armstrong

Diane LoomansKaren Kolberg

Steve & Sybil Wolin

David & Roger

Johnson

Problem Based Learning

James Bean

Environmental

Influences

LearningStyles

Rita & Ken Dunn

Judy Wood

Kathleen Butler

Tony Gregoric

Curriculum

Design

Thematic IntegratedInstruction

Spencer Kagan

Cooperative Learning

Marian Diamond

Celebratory Learning

Critical Thinking

is creative

And

involves the risk taking

of working at the edges of

one’s competence.

It begins with curiosity and develops through the questions we ask.

The Q- Approach

• “The generation of questions in the form of quizzes, tests and classroom dialogue, together with the production of student answers, constitute up to 80% of student learning time in most traditional classrooms.

• If the questions are simple so is the thinking.

Q Matrix

a user-friendly adaptation of Bloom’s Taxonomy

allows you to construct questions based on the word pairs within a matrix

arranged in a hierarchy that considers Bloom’s Taxonomy

The word pairs

work with

any academic content

and

at all grade levels

To use Q Matrix:

1. Identify the level of thinking you wish your question to elicit and select word pairs to match your instructional focus• “knowledge” word pairs – upper left portion of

matrix• “evaluation” word pairs – lower right • As you move in any direction from the “What

is?” – you are moving toward questions which require more in-depth thinking

To use Q Matrix:

1. Identify the level of thinking you wish your question to elicit and select word pairs to match your instructional focus• “knowledge” word pairs – upper left portion of

matrix• “evaluation” word pairs – lower right • As you move in any direction from the “What

is?” – you are moving toward questions which require more in-depth thinking

2. Choose any word pair -use this word pair as the first two words in

your question followed by the appropriate content. Example: Which might Which might be the best way to solve this problem? OR -embed the words in your question Example: “Of all the solutions we’ve discussed,

which do you do feel might provide the best solution to this problem?”

3. The horizontal items represent the subject of the question (event, situation, choice, person, reason, means)

4. The vertical items represent the process (present, past, possibility, probability, prediction, imagination)

Quadrants:

“I” Asks for facts

“II” Asks for comparisons, explanations, examples

“III” Asks for predictions and possibilities

“IV” Asks for speculations, probabilities and evaluation

True Questions

True questions

are questions

to which

you really do not know

the answer.

Think ~ Pair ~ Share

• Think-look at Q-matrix-get your own thoughts going.

• Pairs-develop 2-3 true questions you have about differentiation.

• Share –in your table group share all questions your and choose one you all think / feel is an outstanding/critical/crucial question about differentiating for students.

• Write it on 11x17 paper with marker.

• Whole group Share –tables share their one question with everyone.

The real art of discovery consists not in finding new

lands, but in

seeing with new eyes. Marcel Proust

Your role:REINFORCER of ALL THAT

is GOOD, EVEN the

TINIEST of “FEATS”

Mind/Brain Learning Principles

•Principle 11: Complex learning

is enhanced by challenge

& inhibited by threat.