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The document discusses differentiating instruction for students based on their readiness, interests, and learning profiles. It describes differentiating the content, process, product, and learning environment. Teachers can pre-assess students to determine their entry point, interests, and learning preferences. Then instruction can be differentiated in terms of what students need to learn, how they will learn, and how they will demonstrate mastery through culminating projects.
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4 20 10 di whhs
Once educators become experts in their content area they are free to make that content accessible at all levels to all students . . . technology can help.
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This course teaches students how to use virtual learning tools to support best practices in online education. Over 10 hours, students will explore and create individual, collaborative, and teacher-student interaction tools to utilize in virtual schools or blended learning environments. The goals are for students to learn how to teach with technology tools and gain knowledge, skills, and experience in delivering virtual lessons, assessing student work, evaluating tools, and providing feedback within an online community.
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4 20 10 di whhs
Once educators become experts in their content area they are free to make that content accessible at all levels to all students . . . technology can help.
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The document discusses best practices for online pedagogy and instruction. It emphasizes fostering student collaboration, participation, and reflection through interactive approaches. Some strategies proposed include encouraging student-faculty contact through virtual office hours and discussions, encouraging cooperation among students by organizing them into groups, and giving prompt feedback on assignments and discussions. The goal is to respect diverse learning styles while also communicating high expectations for students.
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This document provides information on professional learning conversations, blended learning, and an assignment on collaborative inquiry. It discusses teaching challenges and how to handle them. It also addresses features of blended learning such as connecting online and offline work, student collaboration and control, and using learning management systems. Finally, it introduces an assignment to find a literacy learning challenge to pursue in groups.
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This course teaches students how to use virtual learning tools to support best practices in online education. Over 10 hours, students will explore and create individual, collaborative, and teacher-student interaction tools to utilize in virtual schools or blended learning environments. The goals are for students to learn how to teach with technology tools and gain knowledge, skills, and experience in delivering virtual lessons, assessing student work, evaluating tools, and providing feedback within an online community.
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4 20 10 di whhs
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1) The document discusses differentiation and how technology can aid in the process. It defines differentiation as tailoring instruction to meet individual student needs through content, process, products, or learning environment.
2) Several impacts of technology on learning are described, including that technology is most effective when integrated with curriculum content, provides opportunities for collaboration and feedback, and is used regularly in the classroom.
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1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
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4 20 10 di whhs
- 1. Content Process Product According to Students’ Readiness Interest Learning Profile Teachers Can Differentiate Adapted from The Differentiated Classroom: Responding to the Needs of All Learners (Tomlinson, 1999).
- 2. Content Process Product According to Students’ Readiness Interest Learning Profile Teachers Can Differentiate Adapted from The Differentiated Classroom: Responding to the Needs of All Learners (Tomlinson, 1999).
- 3. Pre-Assessment Adapted from The Differentiated Classroom: Responding to the Needs of All Learners (Tomlinson, 1999). What should I pre-assess? Readiness Interest Learning Profile “ A student’s entry point to a particular understanding or skill.” “ Refers to a child’s affinity, curiosity, or passion for a particular topic or skill.” “ It is shaped by intelligence preferences, gender, culture, or learning style.”
- 4. Online Pre-Assessment Where should I pre-assess? Learning Styles: http://tinyurl.com/nhpv3 http://tinyurl.com/2uxem http://tinyurl.com/yfzf8e5 http://tinyurl.com/4fshx9 Multiple Intelligences: http://tinyurl.com/32nx7v http://tinyurl.com/whhsmi Shortened URLs random & custom by TinyURL.com
- 9. How can I find Reading Level?
- 12. Wallwisher.com
- 13. Wallwisher.com: 19 Interesting ways to use Wallwisher and Try My Wallwisher
- 14. Collaborate . .
- 15. Collaborate . . Create Together
- 17. TeacherPages - Podcasting
- 18. TeacherPages - Podcasting
- 19. Questia - Assign or Choice
Editor's Notes
- ePortfolios, ultimate in DI as each HAS to be independently created, maintained.
- LEARNING STYLES: http://www.berghuis.co.nz/abiator/lsi/lsiframe.html http://www.engr.ncsu.edu/learningstyles/ilsweb.html usd.ed/trio/tut/ts/stylest.htmlu personal.psu.edu/bxb11/LSI/LSI.htm MI: http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks3/ict/multiple_int/index.htm http://literacyworks.org/mi/assessment/findyourstrengths.html
- http://www.timetabler.com/reading.html
- Graffiti wall Wiki Google Docs
- http://nlvm.usu.edu/en/nav/vlibrary.html Internet Searches – this needs to be tempered with your content area expertise.
- This is a WAY to learn/teach that is new, this is the area of Technology’s expertise – and let’s face it – the STUDENTS!
- <iframe src=&quot;http://www.wallwisher.com/embed/PenChr&quot; frameborder=&quot;0&quot; width=&quot;100%&quot; height=&quot;400px&quot; style=&quot;border: 1px solid #999999&quot;></iframe>
- http://prezi.com/ , glogster , podcasting It is done by using menu unit sheets, choice boards or open-ended lists of final product options. It is meant to allow students to show what they learned based on their learning preferences, interests and strengths.
- Podcasting is a new feature that has been recently turned on within Teacher Pages.
- Add notes on how to turn this one . . .
- Once the Planner is complete it becomes your active Project. You can give the password to students, allow them to choose OR assign certain students to certain groups. UN: hdunnwhhs PW: north
- http://www.learningstyles.net/ http://www.slideshare.net/lpanton/leveraging-technology-to-differentiate-instruction-518807 http://www.slideshare.net/lpanton/leveraging-technology-to-differentiate-instruction-518807 http://www.accelerated-learning.net/multiple.htm http://www.keirsey.com/sorter/instruments2.aspx?partid=0 http://www.personality-project.org/perproj/others/heineman/diagn.htm