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Leading and Managing A Differentiated Classroom

Leading and Managing A Differentiated Classroom. Chapter 7 Yes, But…. Common sticking points. I can’t differentiate instruction because: I have to cover the standards for everyone. The standardized test is not differentiated.

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Leading and Managing A Differentiated Classroom

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  1. Leading and Managing A Differentiated Classroom Chapter 7 Yes, But…..

  2. Common sticking points • I can’t differentiate instruction because: • I have to cover the standards for everyone. • The standardized test is not differentiated. • I’m already too busy and have absolutely no extra time for planning • I teach too many students

  3. Common sticking points • I have only one textbook. • My classroom is too small. • It won’t prepare students for college • Parents won’t accept it.

  4. The Reality is: • I can’t differentiate because I have to cover the standards for everyone. • FACT: Differentiation is an instructional approach and does not dictate curriculum. • The primary goal is to help teachers develop and use multiple pathways for students to learn whatever they teach.

  5. I can’t differentiate instruction because the standardized test is not differentiated. • FACT: Research indicates that students do better on standardized test when they have the opportunity to learn in preferred modes , even if the test is not in the preferred mode.

  6. I can’t Differentiate instruction because I’m already too busy and have absolutely no extra time for planning. • FACT: Planning is a new way of thinking. You don’t plan the way you always have and then plan for differentiation. You pace yourself and start planning using differentiation strategies.

  7. I can’t differentiate instruction because I teach too many students. • FACT: Class size does not matter when it comes to differentiation. Teachers with 12 to 15 students still teach the same as if they have 40 students.

  8. I can’t differentiate instruction because I have only one textbook. • FACT: There are countless materials other than the textbooks. The Internet throws open the door in terms of interest, readiness, and even learning profiles.

  9. I can’t differentiate instruction because my classroom is too small. • FACT: The size of the room does not seem to be a catalyst for student-focused Instruction.

  10. I can’t differentiate instruction because it won’t prepare students for college. • FACT: Effective differentiation should absolutely prepare students for higher education by ensuring that they learn the content, habits of mind, academic skills, and self awareness necessary for continuing learning.

  11. I can’t differentiate instruction because parents won’t accept it. • FACT: Few parents recoil at the idea of a teacher who genuinely cares about the growth of their children.

  12. But My Students Are Different • “This would be wonderful, but I don’t think you know the students I teach”. • FACT: A majority of students are ready , willing, and able to be part of a learning community that is safe, welcoming, challenging, and supportive.

  13. Guidelines • Don’t lower your expectations for students. • ALL students need high expectations, acceleration that focuses on content to propel them forward, and support for the journey.

  14. Move slowly but persistently toward helping all students satisfy the same expectations. • Learn from the “warm demanders”; Warm demanders have clear and unequivocal about expectations for behavior and work. • Remember that young people will nearly always succeed if they can

  15. Invest heavily in trying to understand the cause of a student’s misbehavior. • Be proactive. • Pick your battles.

  16. Don’t be afraid to delay handling a tense situation. • Demonstrate empathy and respect to identify solutions to a problem.

  17. But Grading Requirements Don’t Work with Differentiation • Grading is one moment in a long progression of assessment decisions. • The nature of a teacher’s decisions about assessment will affect grading. • Instruction should be differentiated.

  18. Assessments should be differentiated. • Grading should stem from, not dictate, effective assessment practices. • Grades should be based on clear and specific learning goals.

  19. Evidence that contributes to grading should be valid. • Student’s should be graded on clear, not norms. • Grade later in a cycle rather than earlier.

  20. Report key elements of learner development, but report them separately.

  21. Concluding Thoughts • We know that every student that enters every classroom will be enhanced or diminished by the collective attitudes, decisions, and practices of the teacher.

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