Leading And Managing A Differentiated Classroom

Front 1

When students are engaged with what's going on in the classroom, discipline problems are dramatically reduced.
(1)

Back 1

To what degree do you agree or disagree with this conclusion? What evidence can you use to support your view?

Front 2

When students believe the teacher cares about them and is genuinely 'in their corner' they are willing to give the teacher a chance. (2)

Back 2

How do teachers most effectively communicate caring to their students? What stands in the way of genuine trust between teachers and students in today's classrooms?

Front 3

The classroom can't work well for anyone until it works for everyone.
(3)

Back 3

What do you take this comment to mean? In what ways does it reflect the author's belief that classrooms are systems with interdependent elements and that the robustness of each element impacts the well-being of every other element?

Front 4

Difference: The idea of 'managing' students, or leading people and managing details. (4)

Back 4

What difference might this perspective make in our approach to classroom management?

Front 5

Discuss several common misunderstandings about differentiation. (5)

Back 5

Why do you think such misunderstandings arise? Do you encounter any of these in your own thinking or as you interact with colleagues?

Front 6

Define the word 'content'. (6)

Back 6

The knowledge, understanding, and skills we want students to learn.

Front 7

Define the word 'process'. (7)

Back 7

How students come to understand or make sense of the content.

Front 8

Define the word 'product'. (8)

Back 8

How students demonstrate what they have come to know, understand and are able to do after an extended period of learning.

Front 9

In what ways does classroom environment impact instruction? Instruction impact environment? Assessment implact environment, curriculum, and instruction? (9)

Back 9

Think about the experiences of specific students as you talk about the interrelatedness of these factors.