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Managing Differentiated Classrooms

This document discusses strategies for managing a differentiated classroom. It begins by outlining learning objectives about managing differentiated groups and keeping students on task. It then provides an overview of general classroom management strategies like assigning anchor activities for students to work on independently. Specific strategies are also outlined, such as using home base seats, carrying post-its to observe students, and setting timers. The document emphasizes using anchor activities, self-evaluation, and learning contracts to support differentiation. It closes by reminding readers of the five building blocks of professional learning.

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Sabahath Khan
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30 views

Managing Differentiated Classrooms

This document discusses strategies for managing a differentiated classroom. It begins by outlining learning objectives about managing differentiated groups and keeping students on task. It then provides an overview of general classroom management strategies like assigning anchor activities for students to work on independently. Specific strategies are also outlined, such as using home base seats, carrying post-its to observe students, and setting timers. The document emphasizes using anchor activities, self-evaluation, and learning contracts to support differentiation. It closes by reminding readers of the five building blocks of professional learning.

Uploaded by

Sabahath Khan
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Managing a Differentiated

Classroom
Learning Objectives
By the end of this session you will know:

 How we can manage differentiated groups in our


lessons
 Ways to keep your class on task while you work with
small groups or individuals.
Overview of General Classroom Management Strategies

Log sheet of Anchor Activities -


assignments in See slide shortly
binder or on chart
paper.
Modeling with Getter
whole class; e.g. an Assign students to
anchor activity get materials.
Box or tray for Absent folder or
finished work. binder for handouts
with student’s name.

Classroom Library Feedback cards to


of books including get periodic input
fiction and non- from students.
fiction material
Word Wall with Study Buddy to
cards defining explain missed work
vocabulary related or share data.
to unit
Home Base seats – seats Music Cueing – Play
where students begin and different types of music to
end each class. Students indicate what the next activity
move to other seats for group will be. For example, rock
or anchor activities. music means there’s going to
be an anchor activity.

Carry post-its or a Other Strategy from Group


clipboard around the
classroom with you as you
observe students working.
Place them in your teacher
planner and use for planning
next lesson.
Other Strategies from Group
Anchor Activities

 Anchors are ongoing


assignments that students
can work on
independently.
 They are tasks that tie to
curriculum content and
current instruction.
R.I.C.E.
 Recall what your teacher
said.

 Imagine logically what the


directions would be.
Clip
 Check with a classmate.

 See the “expert” for help.

From The Differentiated Classroom: Responding to the Needs of All Learners by Carol Ann Tomlinson, l999
Self-Evaluation
Students take a piece of paper and (for example) write their Lab
Participation grade using the following criteria: I…
1. Stayed on task and stayed with lab group
2. Finished work on time
3. Followed directions.
4. Cleaned up all materials

Lab Participation Grade


 I believe I earned a _’X’_ out of 10 points because I finished the lab on
time, I stayed at my lab station, did steps 2-3 on the directions and
helped with the cleanup.
 You worked very well with your group. But I did find trash in the sink
at your station after class. 9/10
Ask 3 Before Me

Students consult three other students or


resources (e.g., Word Wall, front board)
before coming to teacher.
Answer Sheets

 Provide answer sheets for


students to self-check
handouts or textbook
questions.
 Choose 1-2 students to be
in charge of distributing
and collecting them.
Centres
 Students go to a centre
after they have finished
their assignments
Mystery Numbers
(example of an anchor
activity).

 Centre may be related to


previous or current unit;
e.g. an extension activity
Learning Contracts

Written agreements between teachers and students that


outline:

 What students will learn


 How they will learn it
 What period of time
 How they will be evaluated
Timer on Overhead

 Helps keep everyone on


task.
 Gives a time limit for
group work or
independent activity.
 Guides students to
prioritize their work.
Reminder: Five Building Blocks of Professional Learning

Theory
• Developing understanding of theory and research-based practice
Demonstration or modeling
• Opportunities for demonstration or modelling of the practice
Time to practice
• Time to practice the new methods/approaches
Feedback and coaching
• Opportunities for feedback and coaching
Reflection

• Collaborative conditions that encourage reflection on the


outcomes of the work

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