The Role of the Teacher in a Differentiated Classroom

1. The Role of the Teacher in a Differentiated Classroom Presentation by: One member of the History Wolf pack Mr. Gregory

2. Opening • Tell me what you think of when you see the following pictures?

5. The Teacher’s Role in a Differentiated Classroom • When teachers differentiate instruction, they move away from seeing themselves as keepers and dispensers of knowledge and move toward seeing themselves as organizers of learning opportunities. • Focus less on knowing all the answers, and focus more on reading their students. • Teachers who differentiate instruction focus on their role as a coach or mentor, give students as much responsibility for learning as they can handle, and teach them to handle a little bit more.

6. The Teacher’s Role con’t • Teachers grow in their ability to • 1) assess student readiness through a variety of means • 2) “read” and interpret student clues about interests and learning preferences • 3)create a variety of ways student can gather information and ideas • 4) develop varied ways students can explore and “own” ideas • 5) present varied channels through which students can express and expand understanding.

7. Best Practice Accounts for Varied Learners • Recall daily that no practice is truly best practice unless it works for the individual learner. • Most of us who teach know that a lesson that “hooks” students has many merits. • Differentiation affirms that principle but reminds us that what may “hook” one student might well puzzle, bore, or irritate others.

8. Learning to Lead a Differentiated Classroom • This is a learned skill, since all of us are still learners. • Teachers who become comfortable and competent with differentiation almost inevitably develop skills of: PLEASE LOOK ON PAGE 17 FOR A LIST OF SKILLS

9. Three Metaphors • Let’s look back at the opening exercise, we looked at three pictures. Those three pictures show the three metaphors of the role of a teacher in a differentiated classroom. • 1) The director of an orchestra • 2) The Coach • 3) The Jazz Musician

10. The Director of an Orchestra • The metaphor generates the image of a leader who know the music intimately, can interpret it elegantly, can pull together a group of people who may not know each other well to achieve a common end, even though they all play different instruments. There’s a time in rehearsals for individual practice, a time for sectional practice, and a time for the whole group to work together. • In the end, the director of the orchestra helps musicians make music, but does not make the music themselves.

11. The Coach • A good coach has goals for the team, but also every individual on the team. Practice will likely involve common activities, but will also likely call on each player to improve areas of weakness and polish areas of strength. The coach is generally part psychologist, having to understand what motivates each player and use the understanding to get the player to sweat and even risk pain in order to develop their skill. Also, however, the coach must build a team spirit that transcends individual concerns. The coach is active during both practice and the game-but, however the coach does not play the game.

12. The Jazz Musician • Improvisation combines with a high level of musical competence to enable a jazz musician to think both inside and outside the box. The jazz musician has the whole picture, but can add new notes, change tempo, step back for a soloist to assume the spotlight, or become the soloist in the spotlight. A piece becomes longer or shorter, more plaintive, or more playful as the mood of the group dicates. • A good differentiated classroom is jazz!

13. Rules of Thumb for Differentiating Instruction • 1) Be clear on the key concepts and generalizations or principles that give meaning and structure to the topic, chapter, unit, or less you are planning. • 2) Think of assessment as a road map for you thinking and planning • 3) Lessons for all students should emphasize critical and creative thinking • 4) Lessons for all students should be engaging(even though you may not always achieve this goal, but something you strive for) • 5) In a differentiated classroom, there should be a balance between student-selected and teacher-assigned tasks and working arrangements.

14. Closing • Looking at the three metaphors we have discussed today, which type of teacher are you, the director of the orchestra, the coach, or the jazz musician? Why?