Class 7 di 2
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This document discusses strategies for differentiated instruction including using analogies to deepen understanding of language arts concepts, examining resources on differentiated instruction techniques, using tools to simplify text for struggling readers, and finding engaging videos to teach concepts. It also outlines key features of differentiated instruction and discusses using a workshop model, graphic organizers, and random name pickers to support differentiated lessons.
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This document discusses differentiated instruction and provides resources for teachers. It describes key features of differentiated instruction like flexible learning groups, choice, and respectful tasks. It provides links to videos on workshop models and graphic organizers that can support differentiated instruction. Teachers are asked to choose graphic organizers to analyze character development in a short story. Graphic novels are also mentioned as a way to differentiate. The document ends with questions about addressing the needs of diverse learners in a junior language class.
Ending notes 2
1. The instructor provided feedback and grades for students in the Blackboard Grade Center instead of using the usual inquiry rubric due to changes made to the syllabus and inquiry plan.
2. All students participated well in all face-to-face sessions and turned in all work, which was done well.
3. The instructor lists several things for students to do before their access to the Blackboard site ends, including downloading course materials they want to keep and posting their Curious Classroom URL.
Ending notes
This document provides end of course notes and resources for students. It includes:
1. An update to the grading scale for the course.
2. A reminder to download course materials and complete assignments by the deadline.
3. Information about a grant opportunity and ideas for technology training programs that could be implemented at the students' schools.
4. Links to additional online resources related to the course content, including ebooks, videos and websites.
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This document discusses differentiated instruction and provides resources for teachers. It describes key features of differentiated instruction like flexible learning groups, choice, and respectful tasks. It provides links to videos on workshop models and graphic organizers that can support differentiated instruction. Teachers are asked to choose graphic organizers to analyze character development in a short story. Graphic novels are also mentioned as a way to differentiate. The document ends with questions about addressing the needs of diverse learners in a junior language class.
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1. The instructor provided feedback and grades for students in the Blackboard Grade Center instead of using the usual inquiry rubric due to changes made to the syllabus and inquiry plan.
2. All students participated well in all face-to-face sessions and turned in all work, which was done well.
3. The instructor lists several things for students to do before their access to the Blackboard site ends, including downloading course materials they want to keep and posting their Curious Classroom URL.
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This document provides end of course notes and resources for students. It includes:
1. An update to the grading scale for the course.
2. A reminder to download course materials and complete assignments by the deadline.
3. Information about a grant opportunity and ideas for technology training programs that could be implemented at the students' schools.
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· Your professional goals/philosophy.
· Your “why” or professional career motivation (why you do what you do).
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Please do a PowerPoint
Required Resources
Articles
Brown, L. (2015). A quick guide to writing your elevator pitch (with examples!) (Links to an external site.). Retrieved from https://www.idealist.org/en/careers/a-quick-guide-to-writing-your-elevator-pitch
· This web-based article provides a resource for creating an elevator speech with examples. This resource supports your Elevator Speech: Representing Yourself Professionally to Potential Employers discussion this week.
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Cornelius, K. E. (2014). Formative assessment made easy: Templates for collecting daily data in inclusive classrooms.Teaching Exceptional Children, 47(2), 112-118. doi:10.1177/0040059914553204
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Discussion 2A professional elevator speech is a concise messag
Discussion 2
A professional elevator speech is a concise message that can be presented to potential employers describing your professional qualifications, philosophy, experience, and so forth. It is essentially a personal commercial lasting about the time it takes to complete an elevator ride (approximately 30 seconds), which is how it got its name. You will encounter times throughout your career in which having an elevator speech to present becomes essential, including interviews, presentations, meetings, school functions, professional development conferences, and more.
Initial Post: Post an initial response that addresses the following areas using the discussion board forum:
· After reviewing the required readings this week about creating your own elevator speech, take some time to consider how you want to professionally present yourself. Draft your 30-second elevator speech to include:
· Your introduction.
· Your professional accomplishments.
· Your professional experience.
· Your strengths.
· Your professional goals/philosophy.
· Your “why” or professional career motivation (why you do what you do).
· Within the discussion in the discussion board forum, record or post a link to your 30-second audio elevator speech containing all six components from your draft. Please be creative and incorporate multimedia into your initial post. Employ a web tool, such as Screencast-O-Matic (Links to an external site.) (for video recording), Jing (Links to an external site.) (for screen and video captures), or presentation tools such as PowerPoint (Links to an external site.), YouTube (Links to an external site.), or other software of your choice.
Please do a PowerPoint
Required Resources
Articles
Brown, L. (2015). A quick guide to writing your elevator pitch (with examples!) (Links to an external site.). Retrieved from https://www.idealist.org/en/careers/a-quick-guide-to-writing-your-elevator-pitch
· This web-based article provides a resource for creating an elevator speech with examples. This resource supports your Elevator Speech: Representing Yourself Professionally to Potential Employers discussion this week.
· Accessibility Statement does not exist.
· Privacy Policy does not exist.
Cornelius, K. E. (2014). Formative assessment made easy: Templates for collecting daily data in inclusive classrooms.Teaching Exceptional Children, 47(2), 112-118. doi:10.1177/0040059914553204
· The full-text version of this article is available through the EBSCOhost database in the Ashford University Library. This article explains the importance of efficient formative data collection in the classroom and provides three data collection templates (e.g. anecdotal seating chart, daily scorecard, and objectives grid). This source will support your Analyzing Performance from Data Monitoring Systems discussion and your Creating Assessment-Driven Goals and Objectives assignment this week.
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- Storyboard That for creating digital storyboards
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Similar to Class 7 di 2 (20)
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2. Effective spelling instruction should follow a developmental continuum and incorporate patterns related to sound, structure, and meaning. Examples of spelling patterns are provided.
3. Suggested spelling strategies for unfamiliar words are visual, auditory, tactile, meaning, memory tricks, and dictionary skills. Specific memory tricks and examples are outlined.
Class 7 differentiated instruction 2 2020
This document outlines assignments and activities for a differentiated instruction course. It includes:
1. Group assignments for a social justice picture book project.
2. Information on visual approaches to differentiated instruction including a link to Flickr photos and guided reading cards.
3. An assignment to develop a guided reading lesson plan in small groups using a provided passage, lesson template, and comprehension strategies.
4. A direction to examine differentiated instruction resources posted online and add any to a curation tool.
5. An individual assignment to read a short story and complete a graphic organizer on character development, comparing how each type of organizer could support differentiated instruction.
Class 6 diiferentiated instruction i 2020
This document outlines the schedule and groups for a social justice picture book project. It also discusses differentiated instruction, universal design for learning principles, and guided reading activities. Students will work in pairs to analyze guided reading cards by complexity, develop a guided reading lesson plan using a sample template, and design a unit plan using a provided blank template and sample. Independent work time is allotted for a learning objects project.
Class 5 assessment ii 2020
This document provides resources and instructions for students in a Class 5 education course. It includes:
1. Instructions for an upcoming social justice picture book presentation and independent work time.
2. Links to resources on writing assessment strategies like revising, editing, and peer editing.
3. A quote from an English teacher arguing that rubrics are not effective for teaching writing.
4. Learning objectives and planning for reading instruction and assessment focusing on comprehension, fluency, text forms and features, and metacognition.
5. Instructions to create reading assessment tools and strategies, guided reading lessons, running records, and assessment tools to record guided reading observations.
Class 4 assessment 1 2020 final
This document provides information about language assessment for teachers. It discusses assessing student progress on language content and performance standards. It also addresses how to evaluate student work in categories like knowledge, thinking, communication and application. The document provides examples of language assessment tasks, rubrics and teacher moderation activities. It describes assessing writing through rubrics and comparing student work to achievement levels. Finally, it discusses using resources like exemplars, continuums and webcasts to guide assessment and moderation.
Class 4 assessment 1 2020
This document provides information about language assessment for teachers. It discusses assessing student progress in language in relation to content and performance standards. It emphasizes evaluating student achievement of overall expectations in language rather than every curriculum expectation. The document also addresses assessing student work in a balanced manner across four categories: knowledge and understanding, thinking, communication, and application. It includes examples of assessment tools like exemplars, developmental continua, and teacher moderation. It provides a sample writing assessment task for grade 5 students and describes the process for teacher moderation of student work. Various digital tools for creating learning objects to support writing structures and organization are also listed.
Class 3 integration and assignment support
This document provides an overview of lesson plans and resources for a social justice picture book assignment. It includes curriculum links for a picture book lesson plan, social justice approaches, reading skills like guided reading and expository text, and research skills modules. It outlines a collaborative inquiry project involving group work assessments, personality types, and developing collaboration skills. Time is provided for independent work on the social justice picture book and for group inquiry work, with reminders to upload meeting logs.
Class 2 student inquiry 2020 final
This document provides an agenda for a class on student and collaborative teacher inquiry. It includes discussions on social justice, asking questions about the Mars One project, developing inquiry projects, and the inquiry process. Students will work on developing essential questions and meeting logs for their inquiry groups. Supporting materials are linked on Sakai and include resources on social justice lessons, the Mars One project, and samples of past student monographs. The document outlines the four steps of inquiry-based learning and emphasizes developing student-driven questions and reflection. Students will have in-class time to work on their inquiry projects and are responsible for completing and submitting their group's first meeting log by the end of class.
Class 1 collaborative teacher inquiry 2020
The document welcomes students back to the Collaborative Teacher Inquiry course and provides information about communicating via Remind, an app for course updates. It outlines the evaluation components, including an inquiry project where students will work collaboratively in groups to research an area of literacy and create a report and lesson plans. Finally, it discusses forming collaborative groups to conduct teacher inquiries into issues related to literacy observed during practicums.
Class 1 collaborative teacher inquiry 2020
The document welcomes students back to the Collaborative Teacher Inquiry course and provides information about communicating via Remind, an app for course updates. It outlines the evaluation components, including an inquiry project where students will work collaboratively in groups to research an area of literacy and create a report and lesson plans. Finally, it discusses forming collaborative groups to conduct teacher inquiries into issues related to literacy observed during practicums.
Week 12 f inal session 2018 - poetry
The document discusses poetry and different poetry activities for a week 12 class. It includes summaries of haiku poems, instructions for students to write and illustrate their own haiku poem, and activities where students share and discuss poems in pairs and groups. Examples of slam poetry, spoken word poetry, and youth poets are provided as additional resources. Students are also instructed to fill in the blanks of a poem about being alive with descriptive phrases.
Week 7 writing 1 - 2018 final
This document provides information about the writing process and using graphic organizers and multimedia tools like PicCollage to rewrite tweets as haiku poems. It discusses the stages of writing (prewriting, drafting, revising, editing, publishing), describes haiku form, and gives an example of rewriting a Chris Hadfield tweet from space as a haiku poem collage using images. It prompts analyzing how this activity addresses expectations in the Ontario language and other subject area curriculums. It suggests considerations for replicating this activity in a junior classroom and reflects on writing decisions around audience, form and purpose.
Week 8 writing 2 and lp - 2018
This document provides an overview of topics and resources for a writing and lesson planning class in Week 8. It includes discussions on collaborative writing, lesson planning templates, modeling writing lessons, and the gradual release of responsibility model. It also shares resources on Native American totems and provides guidance for an activity where students will write poems based on different animals. The document discusses the difference between cultural appreciation and appropriation and considers Indigenous knowledge. It outlines an upcoming lesson plan assignment and previews the next week's topic on oral communication resources.
Week 7 writing 1 - 2018 final
This document discusses the writing process and using graphic organizers and multimedia tools like PicCollage to rewrite tweets as haiku poems. It addresses stages of writing like prewriting, drafting, revising, and publishing. Learners are asked to select a Chris Hadfield tweet from space, research it, and rewrite it as a haiku poem in a PicCollage with relevant images. The activity connects to expectations in the Ontario language curriculum around media studies, writing, and reading. Additional supports may be needed for a similar activity in a junior classroom.
Class 11 ell 2018
A large chicken wandered into traffic, causing delays for drivers. Police responded and tweeted about the "turkey or large chicken" that was causing issues. They later tweeted that the chicken had been arrested for "fowl play" and was now in custody, allowing traffic to resume its regular flow.
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- 1. EDBE 8P43 Differentiated Instruction II Class 7 2017-2018
- 2. Differentiated Instruction: • Using Analogies to Deepen Understanding • http://www.middleweb.com/32318/analogies- plus-tech-can-deepen-understanding/ • Think of an analogy you could use to explain one of these Language Arts concepts: – Fake News . Blog post – Writing a report . Television sitcom – Giving an oral presentation . Structure of a short story – Writing a complete sentence
- 3. Differentiated Instruction • Resource Roundup (on Sakai page for Wk. 4, class 2) • https://goo.gl/B6tZz4 • This resource contains many useful blog posts for Differentiated Instruction. Each person at your table selects one category and reports on key information to the group.
- 4. Differentiated Instruction • Go to the website: rewordify.com (on Sakai for Class 6) • Enter a sentence or two from the resource provided. Try to find a passage that less able readers might struggle with • Does the simplified version still convey the original meaning?
- 5. Differentiated Instruction • Go to the website: thekidshouldseethis.com (on Sakai page for class 6) • Find a video that you think teaches an important concept in an engaging way. Share it with your table
- 6. Key Features of Differentiated Instruction 1. Flexible Learning Groups 2. Choice 3. Respectful Tasks 4. Shared Responsibility View to identify key features
- 7. Workshop Model: Grade 9-12 https://www.teachingchannel.org/videos/worksho p-model-customized-learning – Inquiry approach – project based learning • social justice – Instructional Focus: Reading Writing Oral Communication • mini-lesson • small group targeted instruction • individual conferencing
- 8. Graphic Organizers for DI • Read the short story “Mr. Entwhistle,” by Jean Little • Choose one graphic organizer for each person at your table • Complete your graphic organizer related to character development • Compare and share your organizers. How might each support DI in a JI classroom?
- 9. Graphic Novels as DI
- 10. Random Picker (Mon/Thurs) • https://www.classtools.net/random-name- picker/41_LiFDHJ
- 11. Random Picker (Tues/Fri) • https://www.classtools.net/random-name- picker/23_6U33NF
- 12. First teaching block Experiences/stories • ELL • Gifted • Accommodations • Modifications
- 13. Interview Question • How would you address the needs of diverse learners in your JI Language class?
Editor's Notes
- Set up for the clip to follow. Each table group focsses on one feature of DI. Table 5 examines the role of the teacher.
- Collection of graphic novels from IRC. Each TC selects a novel, previews it for 15 min., then is prepared to report on it. Use Random Picker as a fun way to select those who share.
- PW: 8P432016sec2
- PW: 8P432016sec1
- Have TCs work with a partner of in their table to share stories / experiences working with diverse learners in their first teaching block
- Handout from various ministry docs to support TCs as well as all the activities and resources from the past 2 classes.