Classroom Management for Differentiated Instruction
Watch the video below. You may be thinking that you are interested in bringing differentiated instruction into your classroom, but may be too overwhelmed by it. This "management" section is about learning ways to be able to manage a differentiated classroom. This video is humorous and this woman acts out what it is like to have a differentiated classroom that is not managed well!
Video follow-up: Try to come up with some strategies on your own that could have been used to prevent the situation in the video.
So...How DO we manage a classroom while practicing DI?
The following ideas come from a combination of my professor Dr. Goldberg's power point on DI management as well as Chapter 6 in Carol Tomlinson's book "How to Differentiate Instruction in Mixed Ability Classrooms"(2001)
The most important thing in DI management is for students to have the ability to work independently, either in groups or by themselves. While students are working independently, the teacher has the ability to work with an individual student or a group of students without interruption. This is extremely important!!
"Process Training"
The teacher needs to work on the process of group work and independent work. There needs to be clear directions and clear expectations. The students need to be taught how cooperative learning works, so that when they are put into groups it is clear how to work and behave. The teacher needs to educate the students how to effectively get into groups or separate for independent
work, and then to get out of groups efficiently.
"Student Surveys on DI Question:
What’s your least favorite part about working in groups? Student answers included:
• Arguments with peers
• Disagreements with peers
• Unequal distribution of labor among peers
• Not feeling heard or validated among peers"
(Taken from Dr. Goldberg's PowerPoint presentation on DI Management)
How can we help improve group work? Watch the video below!
work, and then to get out of groups efficiently.
"Student Surveys on DI Question:
What’s your least favorite part about working in groups? Student answers included:
• Arguments with peers
• Disagreements with peers
• Unequal distribution of labor among peers
• Not feeling heard or validated among peers"
(Taken from Dr. Goldberg's PowerPoint presentation on DI Management)
How can we help improve group work? Watch the video below!
Video follow-up: how did the teacher in the video make group work more efficient? an you see yourself dividing up students into those same positions? Why/Why not?
As you saw in the video, the teacher assigned a different job for each group member so that each would have a separate responsibility. In addition to assigning responsibility within the group, there should be group rules that should be reviewed beforehand.
The following sample of a list of group rules is taken from a PowerPoint presentation by Dr. Goldberg, my professor at the Azrieli Graduate School for Jewish Education and Administration.
Group Expectations/Rules
•Read the directions for your group activity.
•You have the right to ask the other group members for help.
•You have the duty to assist the other group members when one asks for help.
•Help the group without doing the work of other people.
•You are responsible for your own work and behavior.
•You may only ask a teacher for help when you and everyone else in your group have the same question.
This site offers advice on "how to facilitate group work" which may be helpful:
http://www.melbournechildpsychology.com.au/blog/facilitate-group-work-classroom/
As you saw in the video, the teacher assigned a different job for each group member so that each would have a separate responsibility. In addition to assigning responsibility within the group, there should be group rules that should be reviewed beforehand.
The following sample of a list of group rules is taken from a PowerPoint presentation by Dr. Goldberg, my professor at the Azrieli Graduate School for Jewish Education and Administration.
Group Expectations/Rules
•Read the directions for your group activity.
•You have the right to ask the other group members for help.
•You have the duty to assist the other group members when one asks for help.
•Help the group without doing the work of other people.
•You are responsible for your own work and behavior.
•You may only ask a teacher for help when you and everyone else in your group have the same question.
This site offers advice on "how to facilitate group work" which may be helpful:
http://www.melbournechildpsychology.com.au/blog/facilitate-group-work-classroom/
How can you prevent what is going on in the picture above!?
Other important factors when managing a differentiated classroom:
1)Make sure that the work given is at an appropriate level for the students, and that it is work that is possible to work on independently, but still challenging.
2)Use the classroom space effectively. Teach students to move around the desks in different formations needed and back again, so the transitions are smooth.
3)Make sure there are guidelines about noise. How loud to talk in different situations. This way, the noise level won't get out of control and your classroom can be an effective learning environment.
4)Give appropriate time for each activity. Also, make sure that students are using their own time efficiently.
5)Make sure to have an anchor activity for students who are waiting, or who have finished the activity.
6)Be very clear when giving instructions before an activity so the activity can run smoothly. Don't give too many instructions at once.
7)Have a plan on how and when students will submit their work. Having a plan like this will make less students come up to the teacher when it is unnecessary.
8)Set up a system where students are able to ask their peers first if they need help. This way, the teacher becomes more free to do other things in the classroom.
9)Make sure students have responsibility for their learning!
If you would like to read through chapter 6 in Carol Tomlinson's book to learn more about DI management, please click on this link. Enjoy!
2)Use the classroom space effectively. Teach students to move around the desks in different formations needed and back again, so the transitions are smooth.
3)Make sure there are guidelines about noise. How loud to talk in different situations. This way, the noise level won't get out of control and your classroom can be an effective learning environment.
4)Give appropriate time for each activity. Also, make sure that students are using their own time efficiently.
5)Make sure to have an anchor activity for students who are waiting, or who have finished the activity.
6)Be very clear when giving instructions before an activity so the activity can run smoothly. Don't give too many instructions at once.
7)Have a plan on how and when students will submit their work. Having a plan like this will make less students come up to the teacher when it is unnecessary.
8)Set up a system where students are able to ask their peers first if they need help. This way, the teacher becomes more free to do other things in the classroom.
9)Make sure students have responsibility for their learning!
If you would like to read through chapter 6 in Carol Tomlinson's book to learn more about DI management, please click on this link. Enjoy!