Management Strategies “Kiosk”

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In a well-managed differentiated classroom, students need be

used to the idea that they and their neighbors may be working

on different thing, and/or at different paces.

The following strategies can be used to introduce the idea of differentiation to students in

concrete ways.

All About the Benjamin• The teacher hangs a fake $100 bill from the ceiling and asks a tall

student to reach up and take it.

• Then, the teacher calls on a shorter student and invites him/her toreach up and take the bill--without running, jumping, or any otherassistance.

• When fellow students observe this is “unfair,” the teacher asks,“What would make it fair?” The students will likely suggest a chair orother means.

• The teacher helps students make the connection between havingsimilar goals, but needing to get to the goals in different ways,based on individual characteristics.

Contributed by Brandon Abdon & Rebecca Johnson, Lexington (KY)

Each student “patient” receives a card with an ailment on it (e.g., a headache, a broken leg, a cough, a deep cut).

Students write down ideas for what remedy they think they need.

In the role of the physician, the teacher distributes a Band-Aid to each patient.

The teacher leads the class in a discussion of why the same remedy--a Band-Aid--won’t work for everyone, and helps them make connections between a doctor giving all patients the same remedy and a teacher giving all students the same work all the time.

Doctor Visit

Strategies for Flexible Grouping

Strategies for Fostering Student Independence and

for Monitoring Students’ Progress

Helping Yourself!

• Help Station - Have a “Holding Area” or box in the classroom for questions.

• Self-Help Groups - Students self-select to hear information in another way or to work with a new application.

• Question Chips: Students receive one question chip per day/week that they can use to ask the teacher about procedural direction, check own progress (“Am I doing this right??”)

What What messages messages

does this send does this send about about

classroom classroom

community?community?

How is this a How is this a management management

tool?tool?

From the classroom of Beth Warren, Evanston/Skokie District 65

Green = We’re working fine!

Yellow = We need you over here, but we can continue working!

Red = S.O.S. We need you here right now, and we’ve stopped working!

Upside-down during task

Right-side up when finished

COLORED CUPS FOR MANAGING GROUPS

Post a sign like this in the room to teach students how to use the system.

Place cups on desks prior to the start of the period to “signal” students that they will be doing group work that day.

Hint cards

Setting up a spreadsheet

Using graphs in Excel

Chalkboard

“Self-help” and reminders for group or independent work.

Can change with tasks, or be recycled for similar purposes in

different units.

(File Folders with support materials inside)

Adapted by J. Hockett from Sherri Kulpa, Kirkwood R-7 School District

Anna

Mic

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Ste

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Kelly

Jord

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“Red Cross Emergency” System

Every student has a tongue depressor with his/her name on it in a green can. Beside the green can is a white can with a large red cross on it. When students need “emergency help”, they put their depressor in the “Red Cross Emergency” can. The teacher looks in this can first when he/she is ready to circulate the room to assist students.

Idea in Tomlinson, 2003

Period 1

Kip

Period 1

Student Tech Tips for Laptop Use

“My paper won’t print!”

Step 1: Are you connected to Apple Talk? (If not, and you’re not sure how, go to the “How do I connect Apple Talk?” card.)

Step 2: Go to the Chooser. Are you connected to the Room 216 printer?

Step 3: If Steps 1 and 2 don’t work, ask another student to assist you

Step 4: See me.

“My computer says ‘Unexpected Error -10’”

Step 1: Uh-oh! Go see Ms. Thorne, the technologist, in the library. Bring your laptop with you. Use this card as your pass.

Looseleaf Ring

Great for “workshop” times when the teacher needs to assist individual or small

groups of students while the rest of the class works

independently.

Keep them in the same spot and monitor student use to

establish routine.

More sets = more students can access at once

Rescue cards

Hockett-2006

This teacher uses a string and clothespins for students to share their groupwork.

She prompts them to “hang up their laundry” when they finish.

Each group has a Reporter who explains the group’s work. The Reporter identifies him/herself as being from a local or national T.V. news station of choice.

“This is [Marlena Jones], MSNBC News, New York.”

From the classroom of Lillian O’Sullivan, I.S. 73Q, Maspeth (Queens), New York City

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Class Roster• Jenny A.• Sam E.• Sheila R.• Kristi D.• Evan P.• Mike N.• Will J.• Mason H.• Eric C.• Caroline T.• Holly D.• Phil M.• Sara T.• Paige W.• Jose R.• Farrah L.

- Place class roster next to computers.

- Students check off their names when they have finished with the task/activity.

- After finishing, each student selects another students without a check by his/her name to go to one of the computers.

Using a computer Waiting to use a computer

Mason

Tim

Rosa

TimTim

Kristi

James

LaShawn Rochelle

Lindy

SteveCade

Holly

Ana

1. 2. 3.

4. 5. 6.

7. 8.

Laptop 1

Laptop 2 Laptop 3

Laptop 4

Working on PresentationWorking on Lab

Ben

Erika

Emma

Luke

Mary

Raquel Bryce

Rob

Angelo

Paige

Yasmine

Lin

Chris

Mason

Patti

Jane

John

Working on an Anchor Activity

Kori

Waiting to meet with Teacher

Seminar Format

Small Groups Format

Debate Format Discussion

Format

The teacher posts the arrangement for the day as students enter. Students move the desks into place.

Prewrite Draft

PeerConference

TeacherConference

Request

Edit

RevisePublish

Chris

Mike

Emma Manuel

Cindy

Ginny Jessica

Oliver

Paul

JavierRachel Francine

(1)You may only move your name.(2)Only 2 people here at once.(3)Edit before requesting a conference.(4)If you are waiting for a conference or a computer, work on your

independent reading project.• Bring your name tag to your conference and place it at the right spot

afterward.

Status Board

Adapted from Pat Mahoney, Evanston/Skokie School District 65

Eve Carlson, Evanston/Skokie District 65

FacilitatorFacilitator

JobsJobs::Make sure every voice is Make sure every voice is

heardheardFocus your group on the Focus your group on the

tasks.tasks.

Sound Bites:Sound Bites:““What do you think, _____?”What do you think, _____?”““That’s interesting, but let’s That’s interesting, but let’s

get back to this task.”get back to this task.”

Materials Materials ManagerManager

Jobs:Jobs: Get all the materials for Get all the materials for

your group.your group.Monitor when your group Monitor when your group

needs more materials.needs more materials.

Sound bites: Sound bites: ““Do we have everything we Do we have everything we

need?”need?”““Here are some more Here are some more

[pens].”[pens].”TimekeeperTimekeeper

Jobs:Jobs:Keep track of time.Keep track of time.

Give the group reminders Give the group reminders among how much time is among how much time is

left to work.left to work.

Sound Bites:Sound Bites:““It’s 9:30 now. We have 25 It’s 9:30 now. We have 25

minutes to work, so minutes to work, so that’s 9:55.”that’s 9:55.”

““We have 10 more minutes We have 10 more minutes to finish.”to finish.”

RecorderRecorder

Jobs:Jobs:Listen for the “essence” of Listen for the “essence” of

ideas.ideas.Compile group responses on Compile group responses on

graphic organizer. graphic organizer.

Sound Bites:Sound Bites:““______, I think I heard you ______, I think I heard you

say...”say...”““Listen to what I Listen to what I

wrote...Does that sound wrote...Does that sound like what we’re trying to like what we’re trying to

say?”say?”

Role Cards

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TALKING CHIPSEach student gets a certain number of chips (e.g., 3)

1 chip = 1 turn (to talk, to contribute, to write)

The group leader or teacher monitors the discussion or task and redistributes chips according to predetermined rules or guidelines.

Rules for Group Discussion

1. One person speaks at a time.

2. Surrender a chip at the beginning of your turn. You lose a chip if you speak out of turn.

3. Address other discussion members directly--not in the third person (e.g., “Rob, I respectfully disagree with your point,” not “I don’t agree with what Rob said.”)

4. Tangents are okay, but begin by making a connection to the current focus of the discussion, or to an earlier focus.

This Math teacher posts “Starters” as scaffolds for students to use in explaining and drawing conclusions about problems

they have solved (e.g., proofs).Joanna Distasi, Lindenwold High School (NJ)

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Groupwork Self-Evaluation Sheet

Use this form to evaluate how well you and your group functioned.

Group Cooperation

1. How well did your group members get along? Not well Well Very well

2. List at least one thing you learned from the other members of your group.

3. List at least one thing the other members of your group learned from you.

4. Suggest one way this assignment/task could be improved to help your group members cooperatemore fully.

Personal Contribution

1. List the tasks you completed during this group assignment.

2. Explain how your task was important to the group’s final product.

3. How would you evaluate your performance on this assignment? Excellent Good Could havebeen better

4. Explain/justify your answer to the previous question.

5. What steps could you take to improve your performance in the future?

Holt, Rinehart, & Winston

Sunday Monday Tuesday Wednesday Thursday Friday Saturday

15 16 17 18 19 20 21

22 23 24 25 26 27

Final Day to turn in Project

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Your project is due within the next two weeks. You tell me which day will be your

personal due date. (But no later than the 27th.)

Application for Deadline ExtensionGuidelines: Once per marking period, you may choose apply for a deadline extension on a long-term assignment or project. Your application must be submitted to me no more than four school days prior to the original assignment/project due date. Your proposed due date cannot extend beyond two weeks from the original due date. Your application must also include: (1) an explanation of why you are applying for an extension, (2) a description of what evidence you will show me of you having started and worked on the assignment, and (3) an outline of your plan/timeline for completing the assignment. Applying for an extension does not guarantee you will be granted an extension.

Name: ________________________ Assignment/Project: _____________Original Due Date: ________________

Today’s Date: _____________________ (Must be at least four school days before the original due date.)

Proposed Due Date: ________________ (No more than two weeks after the original due date.)

1. Explain why you are applying for an extension.

2. Describe what evidence of having started and worked on the assignment you will show me.

3. Outline your plan/timeline for completing the assignment by your proposed due date.

___Approved ___Approved with changes ___Denied

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