Differentiated+Instruction+-+Bring+&+Share

=Differentiated Instruction Bring & Share=

The following are notes typed from the "bring and share" sessions. since the typist did not attend any of the sessions, some of the notes may be a bit cryptic. Please clarify if you recognize what the notes are talking about. For example, what is 4p,p,p,ps?
 * music video using language: auditory, visual, kinesthetic 4p,p,p,ps
 * powerpoint presentations, post to the web; group work, pairs or 4-5; presentation and practice
 * learn who they are as readers, pairs based on reading likes and levels; they select a book out of 3, journal switch, one writes a "letter" to the other
 * assessment: act out, write a book review
 * presentation: girls read with each other, are allowed to choose their own books
 * practice: physics worksheets and activities
 * product: video of student made song in spanish; group presentation by girls about books they have read
 * assessment: poetry packet in English
 * practice: students describing cases to each other in history classes
 * product: students prepare notes/outlines for each other
 * assessment: poetry packets with letter describing the creative process
 * music videos in 8th grade; after text completed, using music, add lyrics, create video fun, long term effect
 * as opposed to traditional quizzes, a practical event; students did prep with arbitrary items, boundaries established, students discovered and celebrated their strengths
 * library: situational solutions based on individual needs, analyze the need and help
 * art: difference between periods and subjects; brought out discussion and got results by the students having a guided epiphany; fly against screen; quantum leap
 * math - begin with a problem that everyone can do something with - active exploration, hands-on materials, take everyone's ideas - further questions for some. (letter to Swarthmorean)
 * 3rd grade: spelling patterns, give pre-test, sort out students by readiness; partner quizzes, not personal spelling lists, but groups 2-3 flexible;
 * math: scaffolding how many quadrangles in shape? find all for top group, number of squares but not sizes for middle, number of sizes for weak
 * social studies: each student has a city, but can choose from a list, read story, create game, draw skyline, write song, but include particular facts
 * PE across divisions PK spatial awareness, break skills down jump rope hearning the click manking the "smile" standing in doorway, writing with magic markers, "click - jump" backwards
 * reading partnerships: assess reading, survey and reading level; tubs of books, two people have to figrue out which book they want to read, keep a reading journal, write letter to each other, exchange journals to give response, uses their interests, also, the are responsible to each other; assessment of journal by rubric, class participation, product at the end.
 * elders service - language learning, origami - fairy tale; literary ATT, star quilt; fairy tale - guitar
 * reading activity - everyone has a job, connector, artist, question asker, passage picker, word wizard; kiddie version of adult book club
 * geometry, construct basic first with compass; hands on, visual, creativity
 * art: guidance with ideas for design - providing various starting points for students to get design ideas
 * English: act out scene from MacBeth - watch an actor perform scene then analyze clothing, language, character; compare speech of characters, after do a brief write up to a prompt
 * hands on learning, kiemann sums, compare and contrast methods, practice different methods; with guidance, student comes up with correct conclusion and gets the lesson concept
 * learning what learning is all about
 * history project: elders, groups with 10 question independent and individual leading to a larger piece
 * foreign language: vocabulary: touching, listening, acting out, comprehension pronunciation in Spanish, trouble spelling
 * Group I: **
 * Tap into INTEREST of the student
 * “Motivate thru interest”
 * Cross-curricular involvement—enhances, reinforces, and improves learning
 * Emotions and feelings—teach to both sides of the brain
 * You must have sensitivity and acuity to teach to each individual student—“you must understand who you are teaching”
 * “Allow someone who knows to help those who don’t”
 * Teach by example—show, demonstrate
 * Integration
 * Integration
 * Group II: **
 * Language example: saying out loud for repetition, followed by writing it out both on their own and with the class. In activities involving grammar, build on previous knowledge by using already known vocabulary when explaining a new thing. Ultimately the goal is independence on the part of the student.
 * History example: students represent an event leading to the Revolution then explicate that event. They wrap up the larger picture in context via a written report.
 * MS History: students read about culture, then list facts about the cultures, then relate these to cultural existence. Following, they create an advertisement based on the info presented in their readings. This can be written or verbal and can involve group work.
 * MS Science: begin learning about electricity with lecture and talk—prep with a lecture, then build systems, then draw on the board. So theory leads to drawing and physical manipulation of tools. Students overcome anxieties and this introduces repetition but in variation.
 * MS Art: lecture leads to demo which leads to assignment. Lecture introduces abstract ideas like looking and perceiving while using examples that are pertinent, and asking students to overcome preconceived notions. This takes the student from the abstract to the concrete back to the abstract. (Ex. given was drawing negative space).
 * US Science: using student choice as to working individually, with a partner or in a small group based on comfort with the material and what works best for her. Setting up many stations that reinforce the same idea in a number of ways that include visual—short movie clips, pictures, microscope slides; physical—manipulation of things on the Smartboard, magnets on the chalkboard, playdough; and technological—using websites that allow students to manipulate and play with information.
 * US Art: using art to help students understand what things are “like” rather than just the facts. Allowing students to figure things out for themselves.


 * Group III: **
 * Math and Science in VII (IMAST): math hat and science hat à vocabulary. Chemical Equations (ex, photosynthesis)—spiral across time. Abstract à specific and concrete ideas. Boxing of “like” (molecular) terms and using a visual cue. Using visual organizers to understand. Using physical models to help with concrete.
 * Music: already intertwines visual and kinesthetic. Ex. rhythm—multiple modes, clap and play.
 * In English: iambic pentameter—how to read to punctuation. Meter and syllable.
 * Readiness: in chemistry, using whiteboards to hold up and show. Gets quick assessment and feedback for student. Also gets their attention.
 * Language—Colby College…Barbara K Nelson…download files and printed worksheets. Gross motor languages.

As I was typing these, I realized that really only the notes from my own group made sense to me. Hopefully the notes from each person’s groups will trigger ideas for you! Thanks everybody.