1 / 12

Hancock Elementary School

Hancock Elementary School. GATE Program Differentiated Instruction. Model B : Diversity Cluster Model.

ketan
Télécharger la présentation

Hancock Elementary School

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Hancock Elementary School GATE Program Differentiated Instruction

  2. Model B : Diversity Cluster Model Hancock Elementary has a Diversity Cluster Model which provides that 25% or more of the students in a a class are GATE identified with the remaining openings reflecting the diversity of the school. Hancock teachers ensure that the needs of GATE students are being met through differentiated modifications.

  3. Strategies for Differentiated Instruction • Curriculum Compacting • ICONS for Depth and Complexity • Tiered Lessons • Problem Based Learning • Socratic Seminar • Independent Study • Kohlberg • Taba • Parns Problem Soving • Learning Centers

  4. SOCRATICSEMINAR Definition: A highly structured process in which students seek a more in-depth understanding of complex ideas through rigorously thoughtful dialogue instead of memorizing bits of information or meeting arbitrary demands from simple “coverage” of topic. Socratic Seminar is not to be confused with accountable talk as a simple group discussion or sharing of options rather than ideas.

  5. HISTORY OF SOCRATIC METHOD The Socratic method of teaching is based on Socrates' theory that it is more important to enable students to think for themselves than to merely fill their heads with "right" answers. Therefore, he regularly engaged his pupils in dialogues by responding to their questions with questions, instead of answers. This process encourages divergent thinking rather than convergent.

  6. Students are given opportunities to examine a common piece of text, whether it is in the form of a novel, poem, art print, or piece of music. After reading the common text, open-ended questions are posed. Open-ended questions allow students to think critically, analyze multiple meanings in text, and express ideas with clarity and confidence. After all, a certain degree of emotional safety is felt by participants when they understand that this format is based on dialogue and not discussion/debate.

  7. Dialogue is exploratory and involves the suspension of biases and prejudices. Discussion/debate is a transfer of information designed to win an argument and bring closure. Americans are great at discussion/debate. We do not dialogue well. However, once teachers and students learn to dialogue, they find that the ability to ask meaningful questions that stimulate thoughtful interchanges of ideas is more important than “the answer.”

  8. Participants in a Socratic Seminar respond to one another with respect by carefully listening instead of interrupting. Students are encouraged to paraphrase essential elements of another's ideas before responding, either in support of or in disagreement. Members of the dialogue look each other in the eyes and use each other names. This simple act of socialization reinforces appropriate behaviors and promotes team building.

  9. Hancock GATE Teachers GRADE 3: Jerry Steele Lisa Gordon Dawn Slacum GRADE 4 Arlette Anquillano Matt Oeffling GRADE 5 Michael Jakl Marcy Johnson

  10. Socratic Seminar & Shared Reading Socratic Seminar is a powerful strategy used to engage students to dive deeper into text. This approach challenges learners by enabling them to venture further and deeper. Teachers select a rich text that has an engaging topic and students are asked to prepare for the Socratic Seminar by reading the selection before the seminar, answering questions, and preparing questions for the group.

  11. Sample Socratic Seminar Lesson 23 The free bird thinks of another breeze 24 and the trade winds soft through the sighing trees 25 and the fat worms waiting on a dawn-bright lawn 26 and he names the sky his own. 27 But a caged bird stands on the grave of dreams 28 his shadow shouts on a nightmare scream 29 his wings are clipped and his feet are tied 30 so he opens his throat to sing. 31 The caged bird sings 32 with a fearful trill 33 of things unknown 34 but longed for still 35 and his tune is heard 36 on the distant hill 37 for the caged bird 38 sings of freedom. CAGED BIRD by Maya Angelou 1 A free bird leaps 2 on the back of the wind 3 and floats downstream 4 till the current ends 5 and dips his wing 6 in the orange sun rays 7 and dares to claim the sky. 8 But a bird that stalks 9 down his narrow cage 10 can seldom see through 11 his bars of rage 12 his wings are clipped and 13 his feet are tied 14 so he opens his throat to sing. 15 The caged bird sings 16 with a fearful trill 17 of things unknown 18 but longed for still 19 and his tune is heard 20 on the distant hill 21 for the caged bird 22 sings of freedom.

  12. Socratic Seminar Process • Read the poem • Look up any words that you do not know • Reread poem and underline or highlight lines of importance Thinking… • What does this poem mean to you? • What do you think the birds symbolize? • Reflect on the difference between the free bird and the caged bird. • Add your own thoughts, questions, and interpretations. • Read about Maya Angelou. How has her life influenced her poetry?

More Related