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The document discusses differentiation in teaching practice based on studies of four master teachers. It defines differentiation and provides examples of how teachers differentiate in their classrooms to meet varied student needs. Key aspects of differentiation mentioned include flexible grouping, formative assessment, tapping multiple intelligences, and using various instructional strategies. The document also notes that differentiation skills develop over time and becoming an expert differentiator involves making differentiation less systematic and more organic.
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1) Turn to Your Neighbor involves posing a problem and having students discuss answers in pairs for a short time. This allows all students to participate and get comfortable responding.
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1. final differentiated instruction workshop ncss 2010
This document summarizes a presentation on differentiating instruction to advance literacy. It discusses the importance of differentiation given differences between students. Key aspects of differentiation include focusing on essentials, attending to student differences, inseparability of assessment and instruction, and adapting content, process and products. Specific differentiation strategies covered include anchor activities, centers, layered curriculum, tiered lessons, entry points, use of arts, contracts, compacting and strategies for English language learners. The presentation provides examples and tips for implementing these strategies in the classroom.
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1) Using pre-assessments to determine students' starting points and tailoring instruction accordingly.
2) Employing formative assessments during instruction to make adjustments that improve understanding.
3) Administering summative assessments after instruction to evaluate mastery of material.
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The document outlines classroom rules and procedures for students. It discusses expectations for being respectful, prepared, and responsible. Key responsibilities for students include being in class on time with required materials, following directions, participating appropriately, completing assignments, and checking grades with parents. Consequences for misbehavior are also outlined. The most important jobs for teachers are to prepare lessons, grade work, and maintain a learning environment, while the most important jobs for students are to be on time, prepared, and complete all work. Obeying rules helps students have the best learning experience.
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This document provides an overview of teaching gifted students, including definitions of giftedness, characteristics of gifted learners, and strategies for differentiation. It discusses the philosophy and programs for gifted education in Northbrook/Glenview School District 30. The document highlights that gifted students learn quickly and benefit from accelerated and enhanced content. It also notes that underachievement in gifted students can stem from boredom with routine work and a lack of challenge, and teachers should support gifted learners' strengths and interests.
Fs2episode3 121013223231-phpapp01
The document summarizes a student teacher's observation of an English lesson at Holy Cross College. It describes the objectives, subject matter, learning activities, and assessment tools used by the teacher. It discusses how actively engaged the students were in the lesson and the teacher's reasoning for the activities. If the student teacher was the instructor, they would utilize a variety of techniques and activities to accommodate different learning styles and assess comprehension. Overall, the experience reinforced the importance of preparation, positive attitudes, and focusing on the learning process in addition to content.
Fs2episode3
1. The document summarizes a student's observation of an English class taught by Mrs. Dizon. The objectives of the lesson were to prepare students for finals and master parts of speech and figures of speech.
2. Learning activities included discussion, review, recitation, drills, and board work. Assessment tools were quizzes, recitation, and board work. Students participated actively in the lesson.
3. The teacher chose these activities because discussion helps students learn better and the various activities cover different skills like writing, speaking, and evaluation.
Differentiation 2012[1]
This document provides an overview of differentiated instruction for gifted students. It discusses using pre-assessment to understand students' strengths and needs, flexible grouping strategies to provide appropriate instruction, and adjusting content, process, and products to match students' readiness, interests, and learning profiles. The goal of differentiation is to increase student learning, confidence, motivation, and independence through various instructional methods that create an optimal match between students and their learning experiences.
Birmingham Differentiating Learning Optimus For Gt Students
The document discusses effective differentiation strategies for able students. It provides 10 ways to think about differentiation, including task, resource, assessment, pace, support, extension, research, dialogue, grouping, and self-direction. Some key points discussed are using open-ended tasks, conceptual teaching, varied questioning, flexible grouping, and allowing choice and independence. The document cautions against unhelpful approaches like over-scaffolding and not providing enough challenge.
Differentiated Instruction Powerpoint For Pd Workshop
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Differentiated Instruction
A presentation on the topic of differentiating instruction in mixed-ability classrooms.
Resource: How to Differentiate Instruction in Mixed - Ability Classrooms, Carol Ann Tomlinson
1.-Differentiating-Curriculum-for-EFL-Learners_AC_2023.ppt
For EFL teachers who are willing to learn more about differentiation, in order to provide a safe learning environment for all students, by promoting inclusion and embrace diversity.
4_1_22 GW Observation.pdf
This observation form summarizes Emily Bond's 3rd grade reading lesson on short and long vowel sounds. The lesson included sorting words by vowel sound, reviewing spelling patterns, reading nonsense words, and a read aloud. Students were engaged through flexible seating, whole group discussion, and individual participation. Ms. Bond effectively managed behaviors, asked higher-order questions, and gathered assessment data to plan future lessons. She maintains strong communication with students, families, and the school to best support student learning.
The-Teacher-and-the-Learner.pptx
This document discusses teachers and learners. It provides information on the definition of a teacher, elements of good teaching, principles of teaching, qualities of a good teacher, and how to manage teaching and learning. It also discusses the physical, social, cognitive, and emotional characteristics of children in preschool and kindergarten. Specifically, it notes that preschool and kindergarten children are very active, developing social skills like making friends, and their language skills are growing.
Classroom-Management-and-Student-Motivation_ost.pptx
This document discusses effective classroom management and student motivation. It provides guidance on creating lesson plans that consider different learning styles and effective classroom management strategies. Some key points discussed include the importance of clear expectations and consistency, engaging all students, and focusing attention on the entire class. Motivation is identified as a major challenge, and strategies to motivate students include using pair/group work, competition, catering to skills/talents, integrating technology, seating arrangements, role-plays, songs, and realia. The document emphasizes understanding motivation, variety, and focusing on students' goals.
Differentiated Instruction.pptx
This document discusses differentiated instruction, which refers to teaching techniques that allow educators to effectively instruct diverse students with different learning needs. It provides strategies for differentiating content, process, product, and assessment based on students' readiness, interests, and learning profiles. These include modifying lessons, using various teaching materials and methods, and continuous, flexible assessment. The document emphasizes that differentiated instruction is a principle that requires training teachers to understand students' differences and upgrading systems to have the greatest impact on student learning.
Fs2 zebb
This document contains details from a field study student observing classes to identify applications of learning principles and lesson objectives. The student provides their target, which is to deduce lesson objectives after observing teachers and see how guiding principles in formulating objectives are applied. Their performance is rated on tasks like observation, analysis, reflection, portfolio, and submission deadlines. The student outlines their plan to observe two classes, reflect on guide questions, and analyze how teachers develop and apply lesson objectives.
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一比一原版新西兰奥塔哥大学毕业证（otago毕业证）如何办理
一模一样【微信：A575476】【新西兰奥塔哥大学毕业证（otago毕业证）成绩单Offer】【微信：A575476】（留信学历认证永久存档查询）采用学校原版纸张、特殊工艺完全按照原版一比一制作（包括：隐形水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠，文字图案浮雕，激光镭射，紫外荧光，温感，复印防伪）行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备，十五年致力于帮助留学生解决难题，业务范围有加拿大、英国、澳洲、韩国、美国、新加坡，新西兰等学历材料，包您满意。
【业务选择办理准则】
一、工作未确定，回国需先给父母、亲戚朋友看下文凭的情况，办理一份就读学校的毕业证【微信：A575476】文凭即可
二、回国进私企、外企、自己做生意的情况，这些单位是不查询毕业证真伪的，而且国内没有渠道去查询国外文凭的真假，也不需要提供真实教育部认证。鉴于此，办理一份毕业证【微信：A575476】即可
三、进国企，银行，事业单位，考公务员等等，这些单位是必需要提供真实教育部认证的，办理教育部认证所需资料众多且烦琐，所有材料您都必须提供原件，我们凭借丰富的经验，快捷的绿色通道帮您快速整合材料，让您少走弯路。
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
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我们所定的价格是非常合理的，而且我们现在做得单子大多数都是代理和回头客户介绍的所以一般现在有新的单子 我给客户的都是第一手的代理价格，因为我想坦诚对待大家 不想跟大家在价格方面浪费时间
对于老客户或者被老客户介绍过来的朋友，我们都会适当给一些优惠。
选择实体注册公司办理，更放心，更安全！我们的承诺：可来公司面谈，可签订合同，会陪同客户一起到教育部认证窗口递交认证材料，客户在教育部官方认证查询网站查询到认证通过结果后付款，不成功不收费！
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Basich Staff talk
- 1. Differentiation: Theory into Practice Abby Guinn Jennifer Carolan April 4, 2007
- 3. Multiple Intelligences Howard Gardner Lev Vygotsky ZPD Theory Jean Piaget Motivation Theories Robert Sternberg Thinking Styles Wiggins and McTighe Assessment Differentiation An Approach to Teaching
- 5. The reality of differentiation
- 7. Teachers’ Differentiation in Practice is Dynamic and Complex
- 8. Teaching Variables Teacher’s personal style and preferences Curricular Resources Available State Standards Classroom Environment Flexible grouping ELL Advanced Learners Special Need Students Student Interests Student Diversity Scheduling/Time Constraints Classroom Management issues Assessment School Goals Student Choice MI Readiness
- 9. Differentiation skills develop over time Awareness of need for differentiation Assessment is summative Able to identify key features and principles Use of multiple presentation modes & materials Differentiation for one student trait (readiness/lp/interest) Varied approach to student assessment Consistent use of assessment for instructional planning (formative) Differentiating by readiness/lp/interest within a single learning experience or brief sequence of lessons Develops creative and innovative assessment/grading Designing differentiated lessons and units around key concepts/principles/skills Differentiation becomes less systematic and more organic Differentiation Advanced Beginner Expert Novice
- 15. It’s different every year. You know, you can think you’ve got it nailed down, but you had best be prepared to change at a moment’s notice. - Mrs. D
- 16. Keys to Getting Started High Quality Curriculum Clarity of Essential Understanding Know your students Observation Continuous Assessment Instructional Strategies Flexible Grouping Strategies Multiple Instructional Strategies Coaching Community Building Model respect for differences Build connections among students
- 17. Problem-Solving Challenges to Differentiation Differentiating Assessment Differentiating Curriculum Insights after watching video/potential suggestions Challenges
- 18. Lesson Template Consistent for all students Ideal areas for differentiation May be differentiated
- 20. Tic-Tac Toe Board Activity Easy linguistic Activity linguistic Activity Challenging kinesthetic Activity logical Core Concept Required Activity spatial Activity Challenging logical Activity Musical Activity Easy intrapersonal
- 23. Learner Cards Hugo Serrano Math 76% 2 older brothers ELA 83% single parent ERB 5.0 bee sting allergy April 12 L/P Soccer Kinesthetic Spelling Intrapersonal video games
Editor's Notes
- Introduction – 2 Background/graduate school/research Both Agenda: Brief- what it is and why do it Our research – findings What it looks like in practice Tips to getting started: 10 minute video, application, challenges, take away tool