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Engaging all students for the 21st Century: Differentiation Strategies for Effective Teaching & Learning
Susan Baum, Ph.D.
Susan Baum, Ph.D.
Susan Baum is a celebrated and renowned author of many books including the very popular and useful Multiple Intelligences in the Elementary Classroom: A teacher’s toolkit with Howard Gardner. She is an expert on twice exceptional children and is a Professor Emeritus for the College of New Rochelle, New York and presently works as an international educational and business consultant serving international communities around the world.
Susan Baum – subeebaum@yahoo.com
Henry J. Nicols, M.S. (Hank)
Hank Nicols is a teacher, adventurer, and an international consultant in both education and business. He is co director of the International Center for Talent Development and an adjunct professor for the Buffalo State College of the State University of New York and for the College of New Rochelle where he teaches graduate courses in emotional intelligence, adventure based learning, conflict management and violence intervention. Hank has presented extensively all over the world on topics as diverse as stress management, time management, communications, and innovative training, teaching and learning.
Hank Nicols – hjnicols@yahoo.com
Module 1: What is differentiation? Developing a philosophy for Differentiation. Examining the relationship of IB Program and the learner profiles to 21st Century skills
• Strength based simulation with novice and expert grouping strategies
• Aligning differentiation with student profiles of interests, strengths, and talents
Henry J. Nicols, M.S. (Hank)
Hank Nicols is a teacher, adventurer, and an international consultant in both education and business. He is co director of the International Center for Talent Development and an adjunct professor for the Buffalo State College of the State University of New York and for the College of New Rochelle where he teaches graduate courses in emotional intelligence, adventure based learning, conflict management and violence intervention. Hank has presented extensively all over the world on topics as diverse as stress management, time management, communications, and innovative training, teaching and learning.
Hank Nicols – hjnicols@yahoo.com
Module 1: What is differentiation? Developing a philosophy for Differentiation. Examining the relationship of IB Program and the learner profiles to 21st Century skills
• Strength based simulation with novice and expert grouping strategies
• Aligning differentiation with student profiles of interests, strengths, and talents
Module 2: What is unit differentiation?
• Creating differentiated points within an IB unit template by responding to interests, strengths,
• Resources, web quests, product choices & interest grouping
• Curriculum compacting
• Interest centers
Using moral dilemmas in any classroom.
The Why & the How!
• Creating differentiated points within an IB unit template by responding to interests, strengths,
• Resources, web quests, product choices & interest grouping
• Curriculum compacting
• Interest centers
Using moral dilemmas in any classroom.
The Why & the How!
Conclusions on using Moral Dilemmas
Using differentiation in the Unit Plans Elementary Teachers
Using differentiation in the Unit Plans
Differentiation by readiness
Meeting the needs of the high ability learner:
Tiered instruction and assignments and readiness grouping
Twenty first Century Skills, Emotional Intelligence, communication & the IB profile “Creativity 1,2,3: Integrating creative thinking into the classroom.”
Talent Development: The Best Hope For a Troubled World! : Teachers as Treasure Hunters !
Using differentiation in the Unit Plans Elementary Teachers
Using differentiation in the Unit Plans
Differentiation by readiness
Meeting the needs of the high ability learner:
Tiered instruction and assignments and readiness grouping
Twenty first Century Skills, Emotional Intelligence, communication & the IB profile “Creativity 1,2,3: Integrating creative thinking into the classroom.”
Talent Development: The Best Hope For a Troubled World! : Teachers as Treasure Hunters !
The sessions by Susan and Hank were held on 8 and 9 January for all the academic staff members from morning 8:30 am to 4:30 pm.
The teachers’ workshops covered all the various types of differentiation strategies and also covered multiple & emotional intelligence theories. The participants were given workshop material to take home and were actively engaged in all the sessions of the workshop. Moreover the closing plenary session: Teachers as Treasure Hunters “was highly inspirational, positive and also something to ponder about. Susan’s remark, “We teach the students not the curriculum”, resonated in our minds even after the intensive sessions of this workshop was over. This workshop was well received by one and all and it was the first time we opened a new semester with professional development workshop being conducted by eminent facilitators in pedagogy. It was a great learning experience for all of us.
It would be worth commenting that KIS is striving to effectively put in place differentiation strategies in our classrooms, which we have targeted as a priority in our MSA Strategic Plan. This endeavor is a worthy one because it facilitates learning for all in a classroom.
B. Workshop for the Dorm parents
Philosophy & Strategies for Discipline in School Dormitories
The teachers’ workshops covered all the various types of differentiation strategies and also covered multiple & emotional intelligence theories. The participants were given workshop material to take home and were actively engaged in all the sessions of the workshop. Moreover the closing plenary session: Teachers as Treasure Hunters “was highly inspirational, positive and also something to ponder about. Susan’s remark, “We teach the students not the curriculum”, resonated in our minds even after the intensive sessions of this workshop was over. This workshop was well received by one and all and it was the first time we opened a new semester with professional development workshop being conducted by eminent facilitators in pedagogy. It was a great learning experience for all of us.
It would be worth commenting that KIS is striving to effectively put in place differentiation strategies in our classrooms, which we have targeted as a priority in our MSA Strategic Plan. This endeavor is a worthy one because it facilitates learning for all in a classroom.
B. Workshop for the Dorm parents
Philosophy & Strategies for Discipline in School Dormitories
Susan and Hank also conducted a workshop on discipline which was mainly aimed at the Dorm parents from 4:30 onwards on both the days.
Workshop material was also given to all the participants and the following topics were covered:
Part 1: Understanding behavior and social and emotional development
Part 2: We are all in this together
• Setting up community
• Rights and Responsibilities
• Causes of Misbehavior
Part 3: Strategies
• Teaching routines and procedures Bullying
• Positive discipline,
• Natural consequences and contracts (booklet)
• Community meetings (family or classroom)
• I statements
• Team building activities: Sample games
• Talking table
Like the teachers’ workshop this too fruitfully engaged all the participants and provided time for reflection. If at all there was any complaint, it was about wanting more time allocated for the dorm parents workshop. It is hoped that in future workshop we will be able to make this provision possible. Again this has been the first time a workshop has been designed to meet the specific needs of the dorm parents.
All in all it was great to have Susan and Hank with us at KIS and we have planned to have them again next January. All participants were given certificate of participation at the end of the workshop. The idea of developing an ongoing professional learning community is gathering momentum.
Workshop material was also given to all the participants and the following topics were covered:
Part 1: Understanding behavior and social and emotional development
Part 2: We are all in this together
• Setting up community
• Rights and Responsibilities
• Causes of Misbehavior
Part 3: Strategies
• Teaching routines and procedures Bullying
• Positive discipline,
• Natural consequences and contracts (booklet)
• Community meetings (family or classroom)
• I statements
• Team building activities: Sample games
• Talking table
Like the teachers’ workshop this too fruitfully engaged all the participants and provided time for reflection. If at all there was any complaint, it was about wanting more time allocated for the dorm parents workshop. It is hoped that in future workshop we will be able to make this provision possible. Again this has been the first time a workshop has been designed to meet the specific needs of the dorm parents.
All in all it was great to have Susan and Hank with us at KIS and we have planned to have them again next January. All participants were given certificate of participation at the end of the workshop. The idea of developing an ongoing professional learning community is gathering momentum.
Kaisar Dopaishi
Vice Principal
