How to Set Up Your Classroom for Differentiating Instruction and Collaborative Practice

one welcome to this mcgraw-hill education webinar classroom management for differentiating instruction and collaborative practice I'm Colleen Schumacher with McGraw Hill education and I will be the webinar moderator for today's session before we get started I'd like to go over a few quick housekeeping items this webinar is being presented in listen-only mode which means that you'll be able to hear the presenter but they won't be able to hear you however we want you to know that this doesn't mean that you cannot participate we of course want to hear any questions that you have so please just type those questions into the panel on your toolbar the question panel and what we will do is we will revisit those questions at the end of the session joining us today is national consultant author speaker and trainer dr. Vicki Gibson dr. Gibson has extensive classroom experience working at the kindergarten teacher and learning disabilities specialists and then moved on to open her own schools for students ages 2 to 12 dr. Gibson holds three degrees including her doctorate from Texas A&M University where she also served as a lecturer and action professor for ten years she is the author of numerous classroom resources and educational texts including one from differentiated instruction so without further ado I will pass this over to dr. Vicki Gibson who will be talking us with us today about classroom management for differentiated instruction and collaborative practice dr. Gibson thank you thank you for the nice introduction and thank you for those of you that are working with us today I want to begin with this and this is some of the newest research is just basically a finding that learning takes place in the absence of disruption and I think that the challenge for teachers especially implementing standards-based instruction is managing the flexible grouping so that they are experiencing less problems with behavior and can focus more time and attention on their instruction the research on classroom management really reports nothing new recently if we already know that organized environment significantly enhances and impacts student achievement so my job today is basically I want to talk to you about ways to structure that environment that are affordable and practical they work they're evidence based so that you can implement standards-based differentiated instructions and collaborative practice and we'll talk a little bit about standards-based instructions but what do we want classroom environments to do for us when we are teaching we want to encourage self-regulation so that means we need routines and procedures that students can follow and develop as daily habits for when they enter a classroom so that we are focused more on instructional management delivering content providing collaborative practice and feedback and less on environmental management we want our environment to support our instruction so assisting students with achieving the outcomes in the standards is going to require some changes in classroom practices in other words we're going to have to depart from some of our traditional habits if we are using mostly whole class lecture format for our delivery of this more rigorous content and some of these changes in classroom practices in terms of teacher behavior and the way students practice if are being called instructional shift that's just a fancy new name for differentiating instruction which both of those indicate there's change in the way that we provide instruction in classrooms whether it's a shift in your instruction or a different way that you produce teaching and practice methods that's what differentiating instruction is so let's look at these instructional shifts for standards-based instruction and that may be a new term because a lot of people are using common core standards instruction whatever but honestly we catch standards for as long as I can remember in education we have always had state standards so whether you are in a state that is opted common core or a state that has their own standards or guidelines for outcomes at the end of the year it's still standards-based instruction and based on the evidence and the research that instruction needs to shift so that we have an opportunity for students to receive explicit instruction and feedback in small groups so looking at this diagram beginning at the bottom one of the instructional shift is the way that the teacher will provide an overview not a full lesson but an overview of the big ideas and most important concepts or vocabulary words and whole class you're not losing whole class we're just going to make it very specific and identify what we will be talking about that particular day not necessarily all week I would introduce the big ideas and the important vocabulary words for that day for that lesson whether it is in English language arts math or science whatever the content area we just want you to frame the puzzle basically create an outline of the big ideas and what you will be focusing on that day and then break from whole group and use small group instruction for the teacher to be working with a group and that small group isn't three to five students like we talked about in the reading initiative that's for special ed targeted to your three intervention where your groups are smaller but your groups may have eight to ten students in them are more if they're a group that is working on or beyond grade level so one group or two groups will be working in collaborative practice while you are teaching a small group and that will be on grade level text complexity explicit instruction with explicit feedback and that collaborative practice is where students will be applying and developing skills to speaking and listening standards if you will but collaborative conversations and the collaborative discussions and that purpose for collaborative practice is just to enhance their comprehension and organize their word knowledge so that they can speak what they have been reading and thinking about using that in complete sentences with good grammar before they would participate in a lot of written activities your grades will come out of that independent practice so the big shift here to provide standards-based instruction is this opportunity for differentiating instruction in small groups in teacher led explicit instruction and feedback and that opportunity for students to have sufficient collaborative practice before they are expected to work independently and have their work graded so what is differentiated instruction a lot of people get this confused differentiating instruction is all about the teaching not the content not using a level tweeter or adjusting the activity that is differentiating materials or content not about activities that students may participate in that's differentiating practice but we're going to be talking about differentiating instruction and what makes it different if this instruction will be specific the students need and the feedback you provide will also be explicit to me and so that can only be provided in a smaller group that the students are grouped homogenious lis or similar skill so that that teacher can target the purpose of that instruction and the point of that lesson and the outcome of that lesson and closely monitor the students response to instruction that really is the first RTI response to instruction the second RTI is response to intervention but every teacher regardless of grade level or content level are that whatever you're teaching all of us will provide Tier one instruction and closely monitor student's response to instruction and then we will differentiate or change our teaching at the point of need based on what we see students doing in our small group in other words if I'm teaching something and I can see in the eyes in the behavior of the students in the group that they are comprehending that I'm monitoring a response to instruction then I would adjust or differentiate at the point of need right then and provide more feedback or remodel something or explain something or engage in a conversation to enhance comprehension so that's what differentiating instruction is is changing the teaching behavior at the point of need when you see your students are not understanding your communications and your instruction so it's typically done in small groups and then collaborative practice is mixed skill or heterogeneous lis group where the students are working where they can practice to enhance their comprehension and because of that you would need to create variant in the collaborative practice groups I try to have a good reader a good talker a good writer or student that can draw so that they could complete graphic organizers drawing icons or labeling them and then mama or daddy that'll tell me what's going on on that group so I have a variant skill assigned to my small groups for collaborative practice because I want them to help each other without disrupting or interrupting my teaching in small group or I'm working with a student so initially the assignment may be more project-based or they may be more structured with text like a graphic organizer so that students have a lot of guidance on what to do and what to talk about what I typically see in classrooms as teachers assigned collaborative practice but every student has an individual written assignment and because we have told students get your work done get your work done then they are more focused on completing the written component than they are engaging in the collaborative conversations that are purposed to help them get the language in their oral language expressions before they try to write it so you'll have to think about using the same materials possibly that you are currently using but perhaps you encourage and teach and model how to participate in a collaborative activity you could do that with either assigning one or two problems per student then they all work their own sets of problems and then collaborate copy and share their information or you could assign a project so have our teachers been prepared for this instructional shifts are this differentiating instruction using flexible grouping in small groups and what the research is saying is no they have not been prepared there is a report you see it on the screen that came out in 2013 from the National Council for teacher quality and they looked at all of over 1200 syllabi of our colleges and what we were seeing from that as we are not providing the kind of professional development that teachers need to manage differentiating instruction and especially help them teach students how to participate collaboratively so we do need professional development that will help us establish common classroom routines and procedures for school participation and preferably we would like to introduce and use these routines and procedures that would work in pre-k kindergarten and basically be the school behaviors for the remainder of their experience in classrooms so let's talk about what some of those routines and procedures will be the good news is is that we do know what works we have sufficient research and evidence for managing classrooms and student behaviors and that's what I want to do today is give you some of these key ideas that are evidence-based so number one our target objective would be to establish routine that all students could follow once they enter a classroom doorway regardless of grade level regardless of age so I'm going to walk you through some of these routines how we would teach them on the younger end for students in pre-k kindergarten first grade and also explain how that could look all the way up through elementary and secondary so once a student comes into a classroom doorway here's what we want them to all do put away their personal belongings and check a business center and I'm going to explain what that is and show you some visuals of that we want them to check their mail just like you check your mail every day we want to develop the habit of put your things away check a bulletin board called a business center that's going to give you information about the day and check your mailbox and I'll explain what that is in just a moment then we'll help them organize a personal work folder with their assignments that day or that week return to an area whether it's a desk table where it is wherever it is you have assigned for them to sit and begin to work in that folder so now if we establish this as a habit or routine this would work whether you are in pre-k or in high school so storing belongings that's wherever you tell them to put their personal belongings for some school the backpacks are by the deck other school use cubbies it's wherever you have designated a place for students to put up their belongings but that's the first thing we want them to do put away your things get your materials out of your backpack ready to work and then check the business center the business center is just a bulletin board and many of us already have some of these components in our classrooms but we want to organize all of the information about management on one bulletin board that way any student parent administrator other teacher anyone coming into that classroom would know to look at that business center and it would be the outline of how activities will occur in that classroom that day that week now how this helps students they come in they put away their things they check the business center and they find their name on this chart which I'll explain more in just a moment how it works and by the signing their name and seeing what group they are assigned to whatever color have this one happens to be a second-grade chart out of California then looking at the bottom there are activities a student can predict exactly what will happen to them that day then we have a daily schedule most teachers have a daily schedule but our schedules are very explicit for how we use instructional time so that the students can look at that data schedule look at this rotation chart and they immediately know how their day will go anytime during the day morning or afternoon a lot of teachers use a job chart so that we assigned duties to students anything I don't want to do that doesn't pertain to instruction I make up a funny title for it and I assign a job chart and my students usually work at that assigned job for one week at a time we're going to talk more about each one of these in just a moment but the business center is for management only nothing about instruction nothing about content vocabulary words but you're going to see some examples in a moment where the teachers have mixed a focus board on curriculum with their management information on a business center and I'll talk to you through that also I often put a class roster or my attendance sheet for checking yourself in and out maybe there I may have directives for safety procedures on my business center bulletin boards I also put a list of assigned work partners or small groups for collaborative practice and I often for the older students I often include a list of any critical due date whether it is a rough draft or finished product or a homework assignment is due so one look at this business center I should be able to see who's in my group they still met grouping in this chart the order of the activities whether I'm going to be at the teaching table with a teacher or out in a workstation or collaborative practice I can see what time those activities are going to occur in my daily schedule if I have a job assignment that week I would be able to see that I would see everything I needed to know in terms of management this helps tremendously especially if you have a special education support person also trying to look at your schedule and schedule opportunities to work with students so this is a copy of one business center and what you see is they got the grouping chart that's good they've got the job chart over on the right they've got their groups down on the bottom right but what's missing on this one is the daily schedule and that's critical because that helps the student what time to expect changes in activities they can anticipate what time they work with the teacher using the daily schedule and these rotation charts and they can see what time they get to work with their peers from collaborative practice so it's a good idea but the problem with this one it also needs a daily schedule so here's another business center you're going to see that the business centers vary in design but they all operate the same so what you're seeing here is a rotation chart that's a little bit different they have a behavior matrix at the top that is not something I typically use because once we get a rotation system going the first thing teachers tell us is a significant decrease immediately in behavioral problem I believe that's because they get their questions answered as a teaching table when they're in that teacher-led small group experience and they get the sufficient instruction they need because the student are performing right in front of the teacher who's closely monitoring their progress and giving feedback at the point of need so they get their questions answered they get that help they need and they get to use those skills and collaborative practice before they work independently so you see that behavior problem go down you see the disruptions for the teacher go down and the system works now what I would have done on this when it also doesn't have a daily schedule a daily schedule needs to be posted besides the rotation chart so here's some more now you see the daily schedule on the bottom photo to the right but what you see is hourly blocks and so what I would prefer to see on a daily schedule is I would like to see every 20 minutes what are you doing in that classroom in the morning and in the afternoon if you're a full day of classroom responsibilities because the the block of 8 o'clock is math doesn't allow or encourage the students to be self-directed in what they do during that hour so in the top left you see the rotation chart you see the jog chart what you're not seeing again is the daily schedule if you want students to develop self-regulation behaviors they need to know what to do and what time to do it that's why it's important to have that daily schedule nearby this is again another business center these are older students and the reason that I know that is the teachers have assigned identification numbers instead of using their names and you see this a lot in middle school in high school again they're using the same rotation chart they're using a jog chart but what's missing offers this business center again is the daily schedule so that they can see what kind of performs again this is another business center again numbers are being used if for identification of students name they've got the rotation system even a senda calendar they got the daily schedule but they don't have the rotation system so really you need to have all of those components side by side these visual guides will help students develop self-regulation and responsible decision making behaviors if you provide sufficient information so now you're looking at one that has the rotation system the students names are up there individually with Velcro to the left of that square rotation chart you see the job chart and to the right of the rotation chart you see a daily schedule that's broken down into what the activity time periods will be that day so the business center clearly communicates how activities are going to occur and the daily schedule helps you know when the activities are going to occur so the reason that the behavior problems significantly decrease is they know exactly when whole class group lessons are going to be occur they know exactly what time small group activities will occur the rotation chart shows them when the teacher will be working with a particular group when groups are assigned to collaborative practice and what when groups are assigned to independent practice so these routines must be established to manage this flexible grouping so using a rotation system has a lot of benefits not only does it teach the students assuming the responsibility for their own regulation of participation but it ensures that every student meets with the teacher in small group every day if you're an elementary in middle school in high school they meet differently they meet Monday and Wednesday Tuesday and Thursday and students that require more help come back on Friday so even middle school and high school they are in the face of a teacher in small group with explicit instruction and differentiated feedback and instruction at the point of need at least two to three times a week a day a week so looking at this rotation chart let me explain how it works the top of the chart this is just a piece of poster board everything's on it with Velcro at the top of a chart the colored Aires just represent group names and in a moment you're going to see that there's some variation how different teachers use that but basically the group's if you could imagine that group one which that that would not be on the red square in my classroom but I needed to explain to you how this relates to flexible grouping if Group one was my be on grade level class and then group two might be my on grade level small group and group three might be my approaching small group and group four would be my bullet working below grade level group and so I have them grouped homogeneous lis are similar skilled the bottom of the chart you can see teaching table and that is small group teacher-led explicit differentiated instruction with feedback every grade level calls it teaching table so that we have a label that everyone can communicate clearly as if explained to the students just by announcing this activity will be used as the teaching table students immediately know it will be likely new it will be challenging they are not to come to that table expected to know something they are expected to come to that table ready to learn ask questions for clarification and receive immediate feedback to clarify their comprehension when they're learning something new then you see that there are two squares at the bottom for collaborative practice and the third squares independent practice grouping doesn't matter on independent practice grouping matters for teaching table you want it homogeneous so you can target that lesson and then in collaborative practice you want it to be mixed skill so here's what how it works you would take students from group 2 which is assigned a collaborative practice right now and you would assign them working partners from group four so that you can mix the skills in collaborative practice and they can help each other then the way that you rotate this chart is you start on the right where it says group four you remove that yellow square at the bottom of the chart on the right then you move each of them over in a clockwise position so group three would go to collaborative practice group to go to independent practice group one would go to collaborative practice and group four then would be coming to the teaching table and as you progress through the morning you would continue rotating those the bottom of the chart to indicate where each group would go and our small group times are usually around fifteen to twenty minutes that sounds like a short amount of time that that's really support what the cognitive research says for targeted explicit instruction for an adult is about twenty minutes or you're student driven younger than that so this rotation chart is just poster board and velcro but it becomes the essential key that guides students through the activities they see at the top who they will work with they see at the bottom the order of their activities so here are some rotation charts the one on the left is obviously young pre-k and kinder when they can't recognize their name we use pictures chart operates the same notice we do not call it collaborative practice because they can't say that we call it centers but it's the same thing it's opportunity for them to be grouped with their peers to self-regulate and practice what they have already been taught either in whole group and it has come through the teaching table so nothing in a center nothing in collaborative practice would not be already introduced and familiar to the students work table and that chart means independent practice because kids that young can't work independently so they typically do puzzles or sometimes project-based activity the one on the right you see that they're called work table that this teacher has rearranged their labels to be work table workstation workstation teaching table but it's just a miss positioning it's the same operation a group will be with a teaching table another two groups will be at workstations or collaborative practice or they're sometimes called centers and work table is called independent practice a lot here again the same thing different ones I like having the names up there individually with Velcro just put a strip of velcro back there and because then you can do flexible grouping as you look at your data again there's another one on the right they're showing their groupings and where they're going just a different rotations looks different but they operate this thing this would be a rotation chart at a high school where they're using the college campuses and icons to mark their groups but they still operate the same so a rotation chart needs to be placed next to a data schedule and the data schedule needs to be broken down into 20 and 30 minute increments so that the students can look at the rotation chart and look at the day schedule and they work together one tell from the time the other one identifies the activity that the student will be participating in even our youngest children can follow this in fact we use this model with three-year-olds all the way up through high school so it's schedule on the Left they can't read time they don't know time so we use icons or pictures so that they can look at the daily schedule we're trying to encourage even the youngest learner to assume the responsibility or regulating their own behavior and directing themselves through the day so those are two daily schedules our middle school and high school schedules like I mentioned are slightly different we group the kids the same we use the same rotation chart but you only meet at the teachings table Monday and Wednesday with two groups Tuesday and Thursday two groups now you've seen all the students in your class two times that week and then on Friday we call back students that have questions or need more assistance so job chart you can select any amount of jobs that you want or however many students you want to complete a job jobs are only completed during transitions in between activities before something start after something starts I usually assign about half of my class jobs the first week and then half of my class the other half the second week one of the rest of the kids doing when if they don't have a job they are working on their seat work so helper charts can look however you want them to be they look different in every classroom we also want to establish routines and procedures for managing paper where we turn something in where we go to look for something and you see in the middle of this picture the word mailboxes those are hanging file folders and every student has a mailbox with their name on it or their number that's been assigned or it may be the picture of their face if they can't understand it we usually don't start the mailboxes until end of four-year-old pre-k and kindergarten but everything is returned to this area the nice thing about that is at the end of the day the teacher comes to this area and everything that you want to look at to monitor how your students are doing it's located in one place so mailboxes are different sometimes they're in the hanging file folder sometimes they're in boxes like this that they operate the same so students come in they put their things away they check the business center they check their mail anything that is to be turned in they deliver his mail it's any paper assignment any note from home anything that's coming into school is deliberative mail into the mailbox and anything that you may have put in their mailbox for seat work or a graphic organizer or whatever is put into the mailbox then they retrieve that mail so mailboxes look different but they operate the same usually this is what we see hanging file folders and we assign students as mailbox monitors and so one mailbox monitor may have six students that mailbox monitor get the mailbox or the hanging file folder for the student so the student would not go directly to the mailbox because we don't want a bunch of students going through them they are assigned a monitor who will help them now the reason I did that is to teach them to come under the authority of a peer because when are they're working in small groups I will have one of those students assigned as the team leader of that group and I want all students to develop the habit of being honoring and respectful of the authority that I have assigned to another peer so the mailbox monitor gives them practice in that and they have to use those speaking and listening skills to ask for their mailbox and learn to wait and get their mailbox or their marker when they get their mail they put it into what we call a dude done folder to work folders it's always kept in the mailbox when it's not in use it never goes home work it goes home is transferred to a homework folder all students have a du done folder it's in their mailbox when they check their mail they load up the papers in their du dun folder if it pertains to something they need to do it goes on the deuce side of the folder as they complete their work it is moved they move it to the done side so now we're teaching students to monitor their own progress in getting their work done so they have a they come in put away their things check the business center to see the order of the day check their mail and put their mail are their assigned papers or whatever in a du done folder now they're ready to work older students i put sometimes all of their paperwork for the week because i would have already taught it it if it was going to be out in practice I often complete my lesson plans two weeks at a time so that what I'm teaching one week if students are in collaborative practice and independent practice working on previously taught instruction from the former week and so I don't need to give any more directions this system allows me to teach and then don't practice either in collaborative practice or independent practice because they've already had instruction on everything that's put into a mailbox so these are mailbox and udang folders again one of the things that you can use in your new done folder that will hell is this form of a graphic organizer I developed this on a large chart in my classroom notice that it says Monday Tuesday Wednesday Thursday and then this particular one there's an assignment due on Friday what I do is when I'm making out my lesson plan I create this graphic organizer and I lift any of the big ideas concepts or key vocabulary words as I build this for Monday now this helps me focus on what I will be teaching and reviewing every day so that I continually build on this information across the week engage the students in collaborative conversations and discussions using these big ideas and it also supports spelling when I ask them to write in response to text read or discussions in class and so Monday I would have my whole group lesson at the beginning if you will that introduction framing of the puzzle and then I would quickly complete this Monday the bubble of Monday on this graphic organizer and have them quickly talk with a partner and lightly review just two or three minutes what the Big Ideas worth based on my graphic organizer then on Tuesday I would review Monday and then I would do the same thing have my whole class lesson I would complete the graphic organizer for Tuesday's same thing would happen on Wednesday I was slightly review Monday more review on Tuesday so now what I'm doing is provided that repeated practice and that opportunity for students to engage in collaborative discussions using a structure or a text or print concept being the graphic organizer on the chart at the end of the week I would reproduce this chart just take a picture of it with your phone and then print it and every one of my students would have this graphic organizer or the following Monday in their mailbox and I would assign a lot of activities where this would support instruction thinking and discussions this is another type of the student contract all of these are available on a website that I'll provide for you at the end of this webinar this is another strict form of a student contract honestly the student contracts are just like we fill out a to-do list only they're Monday through Friday older students I put week one on the front of the paper week two on the back because I will have already provided all of the instructions before the week would have the assignment would appear on a student contract because I'm teaching explicit instruction and guided practice before I would have signed anything is written to eat work especially homework so we also teach the students to monitor their completion they put checkmarks when they finish something on their contract they circle it I can differentiate with my groups I can circle and move things exit off the contract but all students get the same contract this is a homework contract using the same concept and though what I'm doing is I've already taught this content it's not new and now it's going to be assigned as homework and so by providing a contract now students who are involved in activities athletics that family is things that need to be done they can work ahead and be flexible and get their work on time and this is parents really enjoy that is a lot of times for my homework contract it is them reading and applying the skills that I've been teaching in class so they are reading a selection a novel something other than what I'm teaching but applying this skill at home and writing in response to that text so we designate that area for them to turn in work I assigned student monitors for different things that I want turned in and that's what you're seeing on those clipboards that monitor is been assigned six to eight students and they make sure that that student has turned in that assignment or they're simply asking you you need help and if that monitor determines from that student they need help the monitor writes me a note this helps me because at the end of the day now everything I want is in on a shelf - happens to be right by my business center where my mailboxes are and inside my mailboxes at the end of the day or the dude done folders and the students contracts so I can quickly monitor my students work I can add a post-it note with a comment if necessary that routines and procedures are set for everything including how we send work home so across the week work is in this mailbox on Friday students work with an assigned partner they go through their work and organize it for kindergarten students we just hope they can stack it the older students starting in fourth and fifth grade they organize that work on illogically and by subject area and they review and discuss what they've learned with their partners and they return that work packet organized back to either their mailbox or some teachers have a take-home file notice at the bottom that kindergarten through second grade takes home a work packet only on Tuesday grades three through five take home a work packet on Thursday and middle school and high school follow a similar pattern so now our parents know exactly when to expect a packet of work and we usually took the students contract on top of that packet and they can look through that packet see where we're differentiating instruction see our comments because often I'll make a comment when I'm reviewing that packet remember the students are going to organize the packet on Friday but they don't go home until the earliest is the following Tuesday so I have several days to look at that packet and make a comment so that I am communicating with home and to the students about work that's happened at school so different in your teaching impact practice has be simultaneously occurring activity there's that teaching table that small group teacher-led instruction and that's where you're going to introduce new content you've introduced it as an overview and whole class but now it's in small group so what you introduce a whole class that morning exactly what you're going to teach explicitly in that small group and that's where we're going to use that on grade level rigorous text and help students access meaning and then other groups of students will be in assign small groups and collaborative practice it is previously taught content it's already gone through the teaching table of address the major questions and I don't grade that work because it's strictly purposed to enhance comprehension and I want dot dialogue so they are developing their oral language about the topic under discussion and then some students are working an independent practice and those activities would have already comes as a teaching table and already some physics collaborative practice group and then it goes to independent practice and that's where I get my grades so these orderly routines and procedures are going to help you manage differentiating instruction because you have that opportunity to meet with students in small groups closely monitor their progress and give feedback as a specific time that they need it and it allows you to monitor collaborative practice so being crap can't encourage you enough to establish a classroom routine that works across all grade levels from the moment they enter that door they put away their things they check that business center to determine how things are going to occur and what time that those activities will happen in a classroom they check their mailbox which is a hanging file folder they deliver their mail or they receive their mail they organize their do done folder then they go instruct their work that way you're not passing out materials during the day you're not passing out or using dead time when a student comes in they immediately start their work and they keep that dude done folder wisdom all day in every activity so if they finish any activity that you've assigned and in collaborative practice or you get called away from your teaching table and emergency they can immediately open their do gun folder they have something to do and then at the end of the day they turn that dude done folder back into the mailbox they transfer things to a homework folder they bring that homework folder back the next day and the whole process starts again so the whole purpose is to establish predictable order so that the environment takes care of the behavior and the teacher focuses only on differentiating instruction and this can be done so easily with these common classroom routines so Colleen that's all I have for today I would suggest if your interests you can go to that website ghh tv.com there are a lot of resources on that website that will help you including rotation charts and there's also a list called getting started and that's not up to do list that is a suggestion of tips as if you were you to meet with your colleagues and discuss what things would we start with what we think we're already doing what's working and what do we need to change so Colleen I'll give it back to you thank you so much so now I want to turn it over to all of our attendees and as I said in the beginning of the call we're going to be addressing any questions that you have so if you have any questions for dr. Gibson feel free to type them into the chat the questions section in the right-hand panel the best one that came in dr. Gibson is do students do the students work on the same tasks both times that they are in collaborative practice or should it be two separate tasks if that depends on what you're working on this skill or whatever I would encourage teachers to assign fewer tasks but more richer deeper activities so you're not going expect them to finish that task in 15 minutes or 20 minutes that they're in that small group so they do have that opportunity but I will tell you I strongly suggest also having students start their homework at school and they will stay on task because here's their choices work collaboratively with your peers are do it by yourself at home and so if I'm not grading it it's also in the mailbox and it's part of that folder but they have all week depending on what date you have assigned on that student contract to finish and activity the students need to learn to begin to balance their use of time and so starting at third fourth and fifth we allow more flexibility for the students to begin to plan how they use time and we built we will give them new activities that with a due date on a contract okay and are there any other questions and I've only seen the one comes through I think calling one of the biggest questions is that this is an instructional ship it's very hard for us to mate because we are used to teaching something that morning and the students reading and writing about it that day and I think one of the instructional shifts if you want to see behavior problems go down and student work improve is delay the number of the time between when you introduced it and you're teaching it a couple of days and not assign the written follow-up activity until the students have had more opportunity work with you in small group and then in collaborative practice they can write in collaborative practice but it's a joint project type of writing it's not independent responses it will be graded that will be independent practice so that shifts in allowing students more time to receive teacher-led instruction and participate in collaborative practice is very different from what we've done in the past great um I have a couple other questions that have just come in how much a plan should there how much time should there be to introduce a concept that again depends on the grade level and the difficulty of the content of the concept because I'm at the research on attention so I'll say that younger kids basically can lock in to learn about one minute for chronological year plus or minus two minutes so that means if you're working with an 8 year old you've got a window of opportunity from about 6 to 10 minutes and we often violate that because we think we have to teach through a lesson cycle really short intense presentations of information are best and then even an adult can only tolerate about 20 minutes of that kind of explicit instruction so you may have to pace out if it's very very difficult you're going to put it in steps over a subsequent you know three days or something great is it the independent practice where a teacher gets grades when do we allow time for the assessment I do a lot of my assessments at the teaching table because I can see clearly where a student's skill set breaks down and I can't see that when I give it as a whole class assessment because I can I can closely monitor and determine where that struggle hit because that's where I've got to do the repair work for the instruction and so I tend to set aside the teaching table time and I actually give the assessment now if it's mandatory that you have to buy your district give it as a whole class well then you're going to still have whole class opportunities in between these rotations even if you had four activities for rotation and they were only 20 minutes on that's just 80 minutes of your morning so you still can on your daily schedule put in 15 minutes here 30 minutes there you can adjust that daily schedule easily it's just the rotation chart demonstrates when certain groups are going to a certain activity like the teaching table of collaborative practice there's a lot of information on our website that would help explain this in an hour it's hard to explain the whole system that they can look on the website there's a lot of downloadable resources to help or they can email me or you and I can explain it further great so I'm the last question that came in I will say that we will be sending an email follow-up with the session from this session that will include a link to this recording so that you can listen to it again I know it's a lot of information so as Vicki said there's a lot of additional information on her website as well so we'll be sending this out so you can review it and share it with your colleague to look for that that email from us and we thank you all for attending the webinar today as you exit the webinar there will be a survey that will open and we would love your feedback to help us improve and plan for future webinars if you didn't get if we do not get to your question today or if you have another follow-up question afterwards feel free to email webinars and MH education comm again that webinars at MH education comm and thank you again for attending Thank You Colleen bye-bye

Channel: McGraw Hill PreK-12

Views: 35,993

Rating: 4.817143 out of 5

Keywords: resources, behavior management, Dr. Viki Gibson, mcgraw hill education, education, technology, The McGraw-Hill Companies (Publisher), mcgraw hill videos, Differentiated Instruction, Gibson Hasbrouck, collaborative practice, learning, pedagogy, classroom setup, classroom management, differentiating instruction, standards based instruction, small group teaching, organized environment enhances student success, classroom environment and its impact on learning

Id: ngQrkXolmhw

Length: 56min 17sec (3377 seconds)

Published: Wed Feb 18 2015