Carol Curtiss - Carol.curtiss@esc13.txed Tina Melcher - Tinalcher@esc13.txed

1. Differentiating the Secondary Social Studies Classroom Carol Curtiss - Carol.curtiss@esc13.txed.net Tina Melcher - Tina.melcher@esc13.txed.net Monday, October 17, 2005

2. Schedule • 8:30-11:30 • 11:30-1:00 Lunch • 1:00-3:30

3. How do you balance a Peacock Feather on your Index Finger? Hint: Keep Your Eye On The Goal

4. Individual Reflection • Why do you teach social studies? • What do you want students to have learned at the end of this year?

5. KWL

6. KWL

7. Goals for the Day Participants will • Explain what differentiation is • Feel more confident in their ability to implement at least one differentiation strategy in their classrooms • Take home useful classroom strategies and activities

8. Don’t be afraid to take the first step-- “All glory comes from daring to begin.” Eugene F. Ware

9. What Is Differentiation? It is a teacher’s response to learners’ needs

10. Definition To differentiate instruction is • To recognize students’ varying background knowledge, readiness, language, preferences in learning, interests, and to react responsively. • A process to approach teaching and learning for students of differing abilities in the same class • To maximize each student’s growth and individual success by meeting each student where he or she is, and assisting in the learning process. http://www.cast.org

11. General Principles of Differentiation • Clarity of Learning Goals • Respectful Tasks • Flexible Grouping • Ongoing Assessment & Adjustment • Teachers & students collaborating in Learning

12. Differentiation is … • Proactive • Qualitative • Rooted in Assessment • Student Centered • A Blending of instructional groupings • Organic

13. Differentiation is not… • Individualized instruction • Homogenous grouping • “Tailoring the same suit of clothes”

14. Why Differentiate?

17. For Whom Should I Differentiate? Sticky Note Activity

18. Differentiate Students… • in their readinessto work with a particular idea or skill at a given time • Vary text by reading level • Vary scaffolding activities and assessment • Flexible Time • Learning Contracts * • Vary Graphic Organizers • Small Group Instruction • Homework Options

19. in learning profilesthat may be shaped by gender, culture, learning style, or intelligence preference. • Group Orientation • Cognitive Style • Learning Environment • Intelligence Preference

20. (2) in pursuits or topics that interestthem • Vary Topics • Model of Expression

22. What do I Differentiate?

23. Differentiate… Content Process Product Affect

24. Content • Use Broad-Based issues, Themes or Problems • Integrate Multiple Disciplines • Present Reinforcing Experiences • Allow for In-Depth Learning of a Self-Selected Topic History

25. Process • Develop Independent or Self-Directed Study Skills • Develop Higher-Level Thinking Skills • Focus on Open-Ended Tasks • Develop Research Skills and Methods • Integrate Basic Skills and Higher Level Thinking Skills into the Curriculum

26. Product • Encourage products that challenge existing ideas or “new” ideas • Encourage products that use new techniques, materials, and forms

27. Affect • Encourage the development of Self-Understanding • Evaluate student outcomes by using appropriate and specific criteria

28. When Do I Differentiate? Teacher’s Web Activity

30. How Do I Differentiate? • By Good Planning • Answering the Big “3” Questions

31. Nice to Know Important Essential Step 1 What do you want students to know and be able to do?

32. (G.5)  Geography. The student understands how political, economic, and social processes shape cultural patterns and characteristics in various places and regions. The student is expected to: (B)  analyze political, economic, social, and demographic data to determine the level of development and standard of living in nations.

33. G5.B Analyze data to determine • Level of development in nations • Political data • Economic data • Social data • Demographic data • Standard of living in nations • Political data • Economic data • Social data • Demographic data

34. Step 2 • How will I assess student knowledge? • What evidence will I accept?

35. Inductive Reasoning Skills G.5B

36. Step 3 • How will I ensure students learn what they need? • What activities will I use to engage students in learning what they need?

37. Consider: • Who are the students in my class? • What are their needs? • What content, processes, and products will help the student learn what they need?

38. What will it look like in my class?

39. Traditional Student differences are acted upon when problematic Whole class instruction dominates Mastery of facts and skills are the focus Time is relatively inflexible Single interpretations of ideas and events Teacher solves problems Single form of assessment Differentiated Student differences are basis of planning Many instructional arrangements are used Ability to make sense of concepts/principles is the focus of learning Time is related to student need Students solve problems Multiple ways of assessment Classrooms

40. High Prep Low Prep

42. Practicing Differentiation

43. Exit CardsQuick and easy method of assessing student understanding on a particular idea, skill or topic • Teach the skill or concept and have students work and discuss it • Just before class ends, distribute index cards to all students. • Pose a question that probes student understanding of the topic

44. Have students write their name and a response to the questions on the index card • Sort cards into categories representing student understanding • Use cards to plan lessons aimed at helping each student

45. 3-2-1 Exit Card Have students write • 3 most important ideas in the lesson • 2 questions they still have about the lesson • 1 way they can use what they learned

46. Learning ContractsAn agreement between a student and a teacher that sets parameters for responsible, independent work • Define learning goals • Develop an assessment of learner proficiency with those goals to determine learning needs • Create a “package” of tasks, activities and components likely to help student to achieve learning goals

47. Identify the actual tasks a student is expected to complete • List directions for how the student is expected to work during the contract time • Timeline for completing work • Instructions on how to get work approved when finished • Where to turn it in • Criteria for grading

48. CentersSmall group activities that are collaborative and task-based where students play an active role • The teacher is a mediator that plans structure of centers, roles, expectations and procedures, and assessment • Students are responsible for following procedures and completing all assignments

49. Center activities are • Writing assignments • Tasks • Textbook assignments • Computer projects • Research assignments • Internet lessons • Create effective grouping • Heterogeneous Groups • 3-6 Students per center • 4-6 Centers per classroom • Each Center should have a valid purpose – TEKS/TAKS driven • Each Center should take 10-15 minutes

50. Vocabulary • What kind of differentiated strategies or activities could you create your classroom to teach these vocabulary words? • TAKS Objective 1 – The student will demonstrate an understanding of issues and events in U.S. history.