The #2PencilChat is a weekly conversation about educational technology. As we enter a more student-centered age, let's talk about using all the tools in our toolboxes to be innovative and dynamic teachers.
Welcome to the #2PencilChat! Tonight, we’re going to be talking about the best ways to reach all of our different students. Let’s get our differentiation on! Introduce yourself, and say hey!
Coming in hot (or cold here in Centeal NC) Mr Abee....5th grade and I have been told by my students to stop trying to be cool and hip. Told them I don’t have to “try”. It comes natural #2PencilChat
Hey everyone!!!! Priscilla here. I'm the one who' been teaching for 18 years; the last 11 of those at the all male juvenile detention center in Maryland. #2PencilChat
Hi Alison! Have I been double L-ing you all this time? I think this is the first time I've realized that you're a 1 L Alison...Or maybe I've just called you Killy because it's fun...
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It's supposed to get down to 35 tonight. My carriage house isn't built for cold, so I'll be cranking the heat and the blankets! Pete is staying at my parents house...cold and greyhounds aren't a good mix. #2PencilChat
A1: Only a small percentage of the class will learn. Those that are hi-cap will be bored, and those that need extra help/intervention will struggle.
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A1: A one-size-fits-all approach does not fit all learners. Some will be left behind, some will be bored, some will not be pushed as far as they can go. #2PencilChat
A1: Worst case scenario is that a very small percentage will be able to absorb the content being taught, while the other students will struggle with the material. #2PencilChat
A1: Only a small percentage of the class will learn. Those that are hi-cap will be bored, and those that need extra help/intervention will struggle.
#2PencilChat
We had that kind of a day too! Although at the end, I was singing "It felt like a tough afternoon, do you agree" song as they were leaving and none of them did. Could've fooled me! #2PencilChat
Sadly I do - direct instruction & reading - but lots of choice in my projects. I’m here to learn more - teaching 8th gr soc studies #2PencilChat want to learn to #differentiate more
A2: I try to promote growth mindset & a sense of community in my classroom. We're all on dif. journeys- everyone finds dif. things easy so let's respect everyone's strengths! #2PencilChat
That's usually when I walk into the office, wipe off my teacher smile, and say, "I hate people."
Then my colleague says, "I'm a people."
and I make things worse by saying, "No. You are a platypus" #2PencilChat
A2: I love using #GoogleClassroom to help differentiate assignments and assist struggling Ss. Some Ss are embarrased to ask questions, but will ask as a private comment. #2pencilchat
A2: For math intervention, I preach the productive struggle. If a student is called on, and they don't have the answer, I give them that opportunity to work through the struggle. Then they get a high five and I tell them how proud I am that they didn't give up.
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A2: We do I-Ready for 45 minutes a week, so I use that time for interventions and I make sure that students know that anyone can get called over for interventions that it is just based on that person's current needs. #2pencilchat
The ice cream stayed happy, yes. I ate some for lunch and told my students when they've been in school for 28 years they too can eat ice cream for lunch #2PencilChat
A2) Be subtle.
Even for the most boring task (like maths skills) we have 3 columns.
Column 1 - struggling students
Column 1 & 2 - most students
Column 2 & 3 - extension students #2PencilChat
A2: Applaud their effort and/or thought process. Get with them later in small group or 1-1 . In my class, effort is the BIGGEST accomplishment for all Ss. Some are afraid to get the wrong answer. #2pencilchat
Yeah. And by the time they reach 8th grade, there are no secrets. Everyone knows each others strengths and weaknesses so you try and turn things around so everyone gets their hour of glory at some point #2PencilChat
A2- We come together often to share our work and celebrate all growth. We have a class 'support' gesture (palms raised at the shoulders- pushing up) that we use when anyone's sharing and it really works. Ss feel safe to take risks and cared for by their peers #2PencilChat
A2 Discover everyone's passions.
Bring in books & artifacts that reflect their loves.
"Look what I found just for YOU!"
Highlight some of their work to teach others.
Let them know that this class could not function without their presence. #2PencilChat
A2. I'm the Career teacher. Vocab can be a struggle sometimes, so I like to play my version of hangman so they can come up with the words I need them to know. I also try to relate concepts to stories they'll remember. #2PencilChat
A2: It is important to have a classroom as a community. In order for a community to work, you have people different skills, and have respect for each of those skills. What is one persons skill, may not be another persons. This goes for the classroom as well. #2PencilChat
A2: First, create a culture of acceptance in the class. Next, organize my class so I can meet with groups and individuals as they need it w/ #blendedlearning#udl#guidedreading#2PencilChat
Evening! Jumping in as I can. A2: I teach Spec Ed, so when I differentiate I like to give choices in their learning. Learning to add 1 digit? Choices: number line, manipulative, ten frame. Finding what works best for THEM and what they feel they can learn with best #2PencilChat
I digital diagnostic platform that helps Ts see where Ss need help in the most. All the way down to a specific standard or skill. Reading and Math #2PencilChat
A2: I meet with small groups, do tutoring outside of school hours, discretely hand out different work to different people, and have LOTS of class conversations about how everyone needs something different #2PencilChat
A2: Highlight the strengths of struggling students to provide internal confidence in their learning to foster interest in tougher concepts to come #2pencilchat
A2.1. I also give all students the opportunity to make edits on their work, so that they can get a better grade. They might be teenagers, but they love seeing that purple 100 put on their paper. I make notes on who needed edits. #2PencilChat
A3 The soaring students are great at helping to scaffold their classmates, but we also need to give them time and space to explore beyond the edges of the curriculum. Tools and appropriate avenues for learning are important! #2PencilChat
A3: I try to have several choices to learn, practice, and prove. Some are more open-ended and require more creativity or critical thinking. I challenge Ss to choose those. Also, I try to look at standards of the grade-level above and push them in that direction. #2pencilchat
A3 - 1 we use @newsela which adjusts reading levels automatically 2 outside reading - Ss pick a biography to read & then share w/ me orally in private conference. #2PencilChat
A3: Genius hour, passion projects, extension activities based on standards being taught. #studentchoice is the most important part of whatever you choose. #2PencilChat
A3. So, I create the work my my students. We discuss responses first. Ss who can go above, will be able to write their own responses. Ss who need more help/structure will copy responses from the board that Ss have given me. #2PencilChat
A3: With Math Intervention, I only have my groups for 30 minutes a day. To help students working about their peer level, I have additional practice they can take home (not homework). We also play low floor high ceiling games on Fridays.
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A3- I often feel like all of the things that are granted to Ss who are working above level would be of huge benefit to all Ss- so I try to keep that in mind: lots of choice, open-ended tasks, opportunities for collaboration and creativity #2PencilChat
A3: I've also put together a website for my students and their parents that have additional math games and math worksheets. That way they can practice at home. I also have their favorite math videos from YouTube on there.
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A3: Give them a chance to be creative. Or at least have more of a independent assignment that is ongoing. We have a class @Flipgrid that they can add to for book talks. It is shared with the school so other grades can check out what we are reading #2pencilchat
A3 All My students have learning differences so in my world it’s more about providing interesting response methods to demonstrate their learning #2PencilChat
I do sometning very similar too. Shared writing together so Ss can share ideas & see how I form letters, use finger spaces, punctuation etc. Then we break into groups: independent writing, copy from board, copy from model, trace modelled writing from teacher etc #2PencilChat
A3. So, I create the work my my students. We discuss responses first. Ss who can go above, will be able to write their own responses. Ss who need more help/structure will copy responses from the board that Ss have given me. #2PencilChat
A3: In any classroom there should be various ways of learning. You should engage students by trying to incorporate each learning style into your lessons. The more you engage the 8 types of learning styles, the easier it will be for various students to learn. #2PencilChat
I was talking w/a mom whose daughter I had a few years ago. She loved Genius Hour. I said, "You know, I don't think M. ever finished a GH project, but she always wrote for me when she switched." She said, that's why I love it, she was learning to find what she likes. #2PencilChat
A3 Ss (high-achieving as well as everyone else) research, create & tch others. During Independent Rdg, I might slide diff choices of bks towards them; but, they're still doing the same work as everyone else.
In math, they tch others, making their skls even stronger.#2PencilChat
Did this writing activity today. Differentiated based on Ss strengths. First we do shared writing together. Then: some write their own independently, some copy the model. #2PencilChat
A3: I have “learning journeys” options with the diff. Challenges to extend learning. Each extension challenge is found within a passport. The further the country the deeper the challenge. Ss love to try to collect them all #2PencilChat
Even if they aren't the best strategy for effective growth, they are still a great jumping off point to help students find and grow their passions within (and outside of) the curriculum. #2PencilChat
A4: I provide a lot of sentence starters for class discussions and when working in pairs. Choice of working on your own or with a partner. Choice of listening to music while writing. Choice of where to sit in classroom. #2pencilchat
A3: Providing low floor-high ceiling problems for Ss to grapple with is good for all kids. We should scaffold in time and not in case, you just never know what a S’s brain will cling to. Our brains only grow when challenged, so we start at the top for all kids. #2pencilchat
A4- In my morning meeting: 1 on the couch, 1 on the rocking chair, 12 on carpet, 1 always beside me, 1 always beside our aide, and 1 listening from the library - all getting what they need and all joining in. #2PencilChat
A4: Conferences this year put this question in perspective. Each student needs to know that they are valued. But each looks for that in a different way. Could be a high five, could be a quick note home to praise them, and some it just may be saying nice job.
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A4 I have a couple of students who don’t have confidence in their spelling and writing ability. They choose to hang out with me at lunch for extra support 👍 #2PencilChat
A4 It’s nutcracker season so lots of late nights for my dancing Ss - extensions given so they don’t stress or implode - I give them power to do what they can but know it’s ok if it’s a little late. #2PencilChat
They developed as time went on and Ss tried different options. For the first while we would discuss how it went and who would try another spot the next day. For last 2 months they've stayed consistent- it's not even talked about anymore. #2PencilChat
A4: Sometimes students need to know that teachers are listening beyond the grades. Recognize a change due to a family problem, language barrier, trouble with another student. Encourage each student to do better for themselves. A smile. A sticker. A thumbs up. #2PencilChat
A4: Ss need to laugh, dance, perform etc.. if that can be incorporated in learning I think that is a great way to do it! I have a Ss who won't turn in work OR participate. ON her Own She wrote a WELL written 2 1/2 pg paper on Dogs and wanted to read to the class. #2pencilchat
A4: Options for where to be at lunch, when/how to take breaks from the classroom, how much they are required to participate, the amount of homework they receive. Bottom line: we need to know our kids. Deeply. Only then can we really understand what they need. #2pencilchat
A4. Mental health professionals, brain breaks, group mediation, Opportunity for physical movement (which my Ss don't get enough of b/c they can't get out of their seats) nap time (joking, but there is some truth here) #2PencilChat
So interesting - definitely something I will consider tomorrow during my morning meeting, especially since i have those options available! #2PencilChat
A4: In my classroom we have: Sit cushions. Wobbly chairs. Body breaks. Sensory bin breaks. Music. Weighted blankets and items. Headphones. Standing desks.
Differentiating the way Ss can self-regulate & choose tools to help them focus and be ready for learning. #2PencilChat
A4: Know your S's, what they love, what stresses them out, what they are scared of, etc. Just be real with them and always be kind with your words & actions. #REALedu#2PencilChat
The parent that got me right in the feelings, was from one of my trouble makers. It turns out that mom is deaf, and he doesn't know sign language. Sisters make fun of him for struggling with math. He just needed to hear someone say that they are proud of him.
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Some of the body break tools we use. Differentiate by using the best tool needed for the S (ex: GoNoodle has both videos to get energy out & to calm/focus our bodies) #2PencilChat
Some body-break & self-regulation tools we use in class to help get energy out, focus & get our minds and bodies ready @GoNoodle#selfregulation#bodybreaks
Whenever I have a student who's half asleep, I give them a quiet place to sleep. They're not going to get much useful done anyway. If it happens more than twice, it's definitely time to investigate...
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Yes! I had a napper today in our back room. I love how when other Ss notice they automatically start whispering and respecting their need for rest #2PencilChat
love that! it makes the biggest difference in some student's lives! I have a "tough love" student so I need to be strict with him. But we also cut up and talk about farming and fishing. He is a great kid! #2PencilChat
A4 Isn't it great that we're all diff?
One, I check in w/ a reassuring hug & listen to a story.
Another, I call on his answer to a ? w/in the 1st 15 minutes.
A 3rd needs help unpacking & a smile that all is ok.
One just needs to unstack chairs, help in our rm. #2PencilChat
That's amazing! Kids are so willing to work when they feel like the work matters. They're more willing to share when they feel like THEY matter. #2pencilchat
Some of mine are quick to tell me. Leave. haha! It took some getting use to, but they work that way and come to me if they need help or want attention. #2PencilChat
A5) Tough one. You need to try and build empathy in the class so they will look out for each other and understand that you might be doing something different with different students #2PencilChat
A5 trust each other enough to share your successes and your fails - talk about the Ss and what works for you. Collaborate! Don't keep it a secret. #phdlife#2PencilChat
A5: Some of our grades are using walk to read this year as a way of differentiating reading. I've been challenged to see if it would be feasible to do a walk to math next year.
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A5: LISTEN TO EACH OTHER!! Go out of our way to make it better Ss. Sometimes it takes time and energy and practice. It is worth it though. Some old ways are good ways but have outlived their effectiveness. Heard that on @smgaillard latest podcast. Have to read our Ss #2PencilChat
A5 once a week we meet with counselor & learning support T to discuss Ss needing extra support or intervention it’s critical to our success #2PencilChat
A5: Even just talking about it is a start. When you're talking about it, you're thinking about it. Your coworkers may have helpful ideas that you haven't thought of yet. The only way to know is to start the conversation #2PencilChat
A5: A trusting system of interdependence where we define “must knows”, give common assessments, break down data by student by student, and rely on one another’s strengths to ensure all kids learn at high-levels. #2pencilchat
If by “grade level team” you mean the educators, then communication! I work with between 3-5 EAs on a daily basis. I share Ss learning goals with them, growth, strengths & needs. Dayplans daily shared. Ideas are shared. Supporting students as a team together 💪🏼 #2PencilChat
Yes - it’s built into our schedules - 45 mins per time. Using a google doc any T can add a child to agenda - it works because the “core” subject teachers share a group of 92 Ss. #2PencilChat
A5 Because my Ts & I are close, we know ea other's hearts. We look out for ea other's kids, observing them out & abt, donating occasionally, offering to have children "visit" from room to rm. We 💜our kids & our colleagues - & look out for all their needs! #2PencilChat
For sure. She was taking Sci notes from the word wall during writing block. My Principal came in &asked what's up with that. I said: That is the most work she has done in the last 2 weeks. haha! Ill take what I can get. She LOVES coming up to work out math problems. #2PencilChat
I love this. I had a little 4-yr-old buddy spend the day in my room last week just to have a reset. It was great for him and for all of my Ss to have him with us. #2PencilChat
