CURRICULUM AND PEDAGOGY Drake University Mary Schmidt MAE

CURRICULUM AND PEDAGOGY Drake University Mary Schmidt, MAE, NBCT Gifted Education Consultant Heartland AEA 11 mschmidt@aea 11. k 12. ia. us 270 -0405 ext. 14375

AEAs in Iowa AEAs Heartland AEA • Total number of students, PK-12 (about 25% of the state) - 136, 306 • Number of public school districts – 54 (332 school buildings) • Number of accredited non-public schools – 30 • Total number of administrators and teachers 9, 997

Differentiation KUD Know what differentiation is and isn’t how differentiation is defined Understand Differentiation is a way of thinking about teaching and learning. Do derive a definition of differentiation participate in a differentiated activity summarize learning

SAVE THE LAST WORD FOR ME • • Read the statements on the page. Star 2 or 3 that really “speak” to you. Move into groups of four. Start with the person whose birthday is closest to today. He/she will read one statement. Moving clockwise, each person in the group shares what that statement means to him/her. The person who read the statement comments last. The next person picks a different statement to read, and the process repeats. Pick one big idea from your discussion to share.

IMPORTANT QUESTIONS • • What is differentiation? Why is it important? How is it accomplished? Where does collaboration fit in?

COMMON LANGUAGE… …the basis for common understanding.

TEXT CODING • As you read chapter 1, “What Differentiation Is and Isn’t, ” mark points in the text. ? I have a question about or need clarification ! Important new learning ü I agree with this • Be prepared to discuss

SENSE MAKING • Form groups – Pictures – Outline – Graphic organizer – Written summary • Discuss text coding • Represent key ideas from reading

PROCESSING… • How was this sensemaking opportunity differentiated? • What worked for you? • How else could you differentiate it?

WHAT’S THE POINT Readiness Interest Learning Profile Growth Motivation Efficiency

GUIDING ASSUMPTIONS • A “teach to the middle” or “one size fits all” classroom is less responsive and less effective. • A differentiated classroom offers different approaches to • what students learn, • how they learn it, and • how they demonstrate what they’ve learned.

GUIDING ASSUMPTIONS • Flexible grouping enables teachers to match student with learning experience. • Developing a differentiated classroom takes time, support, and commitment.

WHAT IS DIFFERENTIATION?

Winnie the Witch • Listen to the story and discuss how it relates to our session today. • Write your own definition of differentiation. Winnie the Witch Winnie on the Web She’s even on Facebook!

DIFFERENTIATION ala. . . WEBSTER “…to make unlike; to develop specialized differences in…” TOMLINSON “…shaking up what goes on in the classroom so that the curriculum is a better fit for all. ”

DIFFERENTIATION ala. . . MAKER “…Quality changes rather than quantity, and they must build upon and extend the characteristics (both present and future) that make the children different from other students. ”

DIFFERENTIATION ala. . . WORMELI …we match the challenge to the student, finding varied ways to help each child stretch intellectually.

DIFFERENTIATION INVOLVES. . . • creating specialized differences in curricular experiences • creating multiple options for knowledge acquisition, sense-making, and product creation • providing different work, not more of the same • building on the characteristics which create differences • providing what is educationally right for learners

MAGNET SUMMARY • Fold a piece of paper into four sections. • Write the word differentiation in the center and add four key words or phrases. • Compose a summary statement.