Classroom management : Classroom management In a Differentiated Classroom
A Webinar sponsored by a 2009-2010 Wisconsin Department of Public Instruction
Gifted and Talented Grant Instructor: Sarah Kasprowicz
President, Wisconsin Association for the Talented and Gifted
email@example.com Topics : Topics Roadblocks to differentiation
Training students to operate efficiently in a differentiated classroom
Working with colleagues and district staff
Communicating with parents Road Blocks : Road Blocks Fear of chaos
Time to work with multiple groups
Teacher Training Teacher Training : Teacher Training Classes about meeting the needs of gifted students are not required to earn a teaching license.
The vast majority of classroom teachers were not taught how to differentiate for gifted students in their university education courses.
Chapter 35: Special Ed class Benefit of the Doubt : Benefit of the Doubt Teachers want to help the children in their classroom.
Teachers were taught in college how to meet the needs of students with learning disabilities and why it is important.
Given the benefit of the doubt…teachers will do the same for gifted students when they are informed about gifted education. Training My Students : Training My Students I include differentiation as a classroom expectation on the first day of school in fifth grade. Class Discussion about classroom norms and expectations.
Read Hooray for Diffendoofer Day by Dr.Seuss and Jack Prelutsky
Discuss the differences between Diffendoofer School and Flobbertown Points for Discussion : Points for Discussion Differentiation is:
Up to the students to “handle” it and do their job
More interesting than Flobbertown
“Class, everyone turn to page 14 number 3…”
Everyone on the same page, all of the time
No choice Points for Discussion : Points for Discussion Differentiation looks like:
At any one time there could be students working in any of the following situations:
Alone at a desk
In the library with a partner or small group
At a classroom computer ALL COMBINATIONS ARE RESPECTFUL TO EACH OTHER AND THE CLASSROOM CULTURE OF DIFFERENTIATION Management Strategies : Management Strategies Expectation of Differentiated Curriculum
If a student abuses the situation or can not adjust to working in an alternate setting they can be returned to the regular class and make up what they missed. Management Strategies : Management Strategies Teach students to recognize signals and transitions
Work / Project logs
Alternate project documents and work logs are stapled to the wall or posted on my website for easy viewing and management
Students need to be respectful and not disrupt the teacher or other students Handle It!(Ultimate Strategy) : Handle It!(Ultimate Strategy) Each student knows that the class needs to be able to handle the differentiation in order for us to continue with multiple activities at once.
Students help each other and police each other to make sure no one is disruptive or causing a breakdown in the system.
If a student can’t handle it, then they return to the regular class for the current project and are given another chance to work on an alternate project next time. Reasons for “System Breakdown” : Reasons for “System Breakdown” The project was not a good match for the student.
The student needs more background knowledge on study skills and self-monitoring.
The partner or small group dynamics of the alternate project could not work independently. Next time the students are either placed with other partners, or the group is given more instruction on group dynamics and responsibility before proceeding with a new topic. My Classroom : My Classroom Merton Community School District (Waukesha County)
5th and 6th Grade ~ Looping
11 students on our district’s Strengths List
1 student with an IEP for a language-based learning disability
I teach all subjects except social studies ~ I switch with another teacher for science and social studies. Example : Example Fifth Grade Reading / Language Arts
Taylor: Working on her R-Word website and pledge campaign
Henry: Working on his video blog about skateboarding
Gabby and Jorja are working on their blogs and news articles for our district website.
17 students having literature circle meetings with Mrs. K circulating and listening
1 student working with our LD teacher on language arts Flexible Grouping : Flexible Grouping Interest (Taylor and Henry)
Past performance on reading assessments (Jorja and Gabby)
Students are allowed to sometimes “pass” on alternate projects Grading Issues : Grading Issues Release Yourself!
Teachers don’t need to:
Fill in each space in our grade book
Assign practice that some
students don’t need
Manage every detail
Create every project
Write every rubric
Collaborate with your students, another teacher or find a rubric online to use or modify to fit your purpose. Recording Grades : Recording Grades GT students will have fewer grades.
GT students are excused from daily work grades.
GT students will have scores for:
Alternate projects Grade Book Tips : Grade Book Tips Leave the excused boxes BLANK.
Use different colors of ink to code tiered assignments and projects.
Use Webgrader features to assign students to assignments and excuse students from daily work.
Keep a separate class list in your grade book to keep track of alternate project grades Colleagues and District Staff : Colleagues and District Staff Communicate classroom needs to:
Librarian and library staff
Gifted and Talented Coordinator
Team members: There are possible partners for your students in other homerooms
Parents Communicating With Parents : Communicating With Parents Parent / Teacher Conferences
Feedback from parents on possible interests and strengths of their child
Ask parents to sign proposed alternate project descriptions, calendar, rubrics before students participate
Ask parent volunteers to work with small groups in the library or computer lab Thank You! : Thank You! Questions?
Please feel free to contact me.