The document discusses differentiating instruction to meet the needs of diverse learners. It defines differentiating by content, process, and product. Teachers can differentiate based on students' readiness, interests, and learning profiles. The document provides examples of differentiating content through stations, process by using flexible grouping and choice boards, and product by allowing students to demonstrate their knowledge in various ways. It also includes a sample math lesson plan that differentiates the process and addresses specific learning goals.
Child or Learner-Centered Approach This approach to curriculum design is based on the underlying philosophy that the child is the center of the educational process. ... Problem-Centered Approach This approach is based on a curriculum design that assumes that in the process of living, children experience problems.
Child or Learner-Centered Approach This approach to curriculum design is based on the underlying philosophy that the child is the center of the educational process. ... Problem-Centered Approach This approach is based on a curriculum design that assumes that in the process of living, children experience problems.
Using Graphic Organizers To Differentiate Instructionulamb
Using RAFT (Role, Audience, Format, Topic) to differentiate instruction and provide students with choices to guide learning outcomes. Excellent cross-curricular strategy.
Tools To Assess The Quality Of The Curriculumdbrady3702
How can we assess the quality of the documented curriculum, the enacted curriculum, the assessed curriculum, and the impact of the curriculum on students? From data analysis, to looking at student work, to power standards, to calibration, to professional learning communities, these tools help us to assess the curriculum.
The Teacher as the Knower of the CurriculumQueenie Santos
The Teacher as the Knower of the Curriculum
- Various definitions about curriculum
Note: The font used in this presentation might vary from yours. Lines may seemed to be disorganized.
308. Don't FAL out;Techno IN!
This session will share several formative assessment lessons, activities and strategies that we have used within our classes as well as technology resources we have found very useful. Handouts are available online. You will feel like a kid leaving a candy shop!
Presenter(s): Jo Harris, Olivia Valk, Cody Powell
Location: Biltmore
Math Resources! Problems, tasks, strategies, and pedagogy. An hour of my 90-min session on math task design at Cal Poly Pomona for a group of teachers (mainly elementary school).
Strategy Instruction Resource Project Rubric (150 points)
CRITERIA
UNACCEPTABLE
10 points
ACCEPTABLE
20 points
EXEMPLARLY
25 points
Sections in Notebook
Presentation
Notebook has fewer than 2 sections that are difficult to navigate
Notebook has 3 sections that are adequately organized
Notebook has 3 sections that are well organized and demonstrates various strategies
Number of Instructional Resources/Strategies
One or more sections have less than 8 strategies
All 3 sections have lesson than 8 strategies
All 3 sections have 10 strategies that fit within each type of instruction
Appropriateness of Strategies
Strategies do not necessarily match the skills focus of the section
Strategies match the skill focus of the section
Strategies are well-matched to the skill focus of the section
Research Support for Strategies
Only 1 section includes a research article and summary that supports the use of one or more of the strategies in the section
Two sections include a research article and summary that supports the use of one or more strategies in the section.
All 3 sections include a research article and summary that supports the use of one or more of the strategies in the section.
Quality of Summary
Research summaries do not adequately summarize the research study
Research summaries provide an appropriate summary of the research study
Research summaries provide an excellent summary of the research study
Strategies List
Less than 2 sections have a strategy list which include a targeted skill area and any supporting materials for the activity
All 3 sections have a research strategy list which includes the name, target skill area, and materials for each activity
TOTAL _____/150 points
Notebook Outline:
1. Strategy list for reading comprehension: name of strategy, targeted skill area, materials needed
a. 10 strategies
b. Peer-reviewed research article
c. Research article summary
2. Strategy list for writing and/or spelling: name of strategy, targeted skill area, materials needed
a. 10 strategies
b. Peer-reviewed research article
c. Research article summary
3. Strategy list for math: name of strategy, targeted skill area, materials needed
a. 10 strategies
b. Peer-reviewed research article
c. Research article summary
Math strategies
Math strategy
Math skill/s targeted
Materials needed
APA citation; example
Sussman, S., & York Borough Board of Education, T. (. (Ontario). (1976). A Critical Examination of Disciplinary Theories and Practice.
· summary of the article. No more than 1 page
than add the 10 strategies here (screen shot of the strategy if you take it from internet , or take pictures of the book )
example:
strategy 1
Strategy 2
Reading strategies
Reading strategy
Reading skills/targeted
Materials needed
Mathematics Strategies
for Students wit.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
15. Activity Learning Log Name of Activity (circle one): Tiles activity Equation activity Garden problem Questions or “Stuck” Points Answers or “AHA’s”
24. Students track how they are progressing towards mastery of weak GLE’s identified by the unit pre-test.
25. Use results from unit post-test to track GLE mastery. 10/14 10/14 10/14 10/14
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27. Directions: You will choose activities from this menu worth 2, 5 or 8 points for a total of 20 points to earn a 100%. The 20 points will be comprised of one mandatory 5 point assignment and your choice of THREE other assignments which TOTAL 15 points. Grading Scale: A = 19-20 points B = 18 points C = 16-17 points D = 14-15 points U = Below 13 points Thanks for deriving with us! the cafe
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29. MODEL LESSON Let's try it GLE’s Addressed: #11 Translate real-life situations that can be modeled by linear or exponential relationships to algebraic expressions and equations (A-1-M) (A-4-M) (A-5-M) #13 Switch between functions represented as tables, equations, graphs, and verbal representations. (A-3-M) (P-2-M) (A-4-M) #14 Construct a table of x- and y-values satisfying a linear equation and construct a graph of the line on the coordinate plane (A-3-M) (A-2-M)
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31. RESOURCES “ The Differentiated Classroom,” Carol Tomlinson www.giftedlearningconsultant.com
Tell background story of Terrell and relate to the task that teachers have to meet the needs of diverse learners because of the diverse backgrounds of our students. Not only that….but they are MIDDLE SCHOOLERS with their own set of needs. They have one foot in the world of childhood and one foot in the world of adulthood. Think about the craziness of their development at this time…intellectual, physical, emotional. Many of today’s students come from homes where support and encouragement are in short supply. On the other hand, many other learners come to school with skills that are months or years ahead of where they learned is “expected” to be according to the standard curriculum. Schools must belong to ALL of these students and give an opportunity for them to grow from whatever point of entry they come to us from.
It’s because of the increasingly different needs our students are coming to us with that makes it really easy for us to slip into a teaching mode where all students are doing or learning the same thing at the same time. Think about the practice of medicine 100 years ago—and today. Imagine transportation 100 years ago—and today. Consider the 20 th century’s changes in engineering, clothing, and communication. While most of us often think about the nostalgia of “the good ole days,” few of us would opt for yesterday’s physicians, communication systems, or fashion. The field of education has grown and changed too WE ARE NOT IN KANSAS ANYMORE!
Enables teachers to plan strategically in order to reach the needs of diverse learners in today’s classrooms. Gives a variety of options to successfully reach targeted standards. Meets learners where they are and offers options for learning in order to achieve success!
Differentiation of content refers to a change in the material being learned by a student. For example, if the objective is for all students to solve expressions using order of operations, some of the students may learn to solve using only 3 or 4 operations with whole numbers, while others may learn to solve using exponents, brackets and fractions or in the context of situation problems. THE STUFF WE WANT THEM TO LEARN! Differentiation of process refers to the way in which a student accesses material. One student may explore a learning center, while another student collects information from the web. THOUGHT OF AS THE ACTIVITIES TO LEARN THE CONTENT. MOVES BEYOND “GIVING BACK INFORMATION” TO SEEING HOW THINGS WORK AND WHY THEY WORK AS THEY DO. WHERE THE STUDENT MAKES SENSE OF THE CONCEPT! Differentiation of product refers to the way in which a student shows what he or she has learned. For example, to demonstrate understanding of a geometric concept, one student may solve a problem set, while another builds a model. HOW A STUDENT SHOWS WHAT HE OR SHE HAS COME TO KNOW, UNDERSTAND, AND BE ABLE TO DO.
Readiness reflects what a student knows, understands, and can do today in light of what the teacher is planning to teach today. The goal of readiness differentiation is to take the students where they are and provide the support they need to succeed at a new level of challenge. Using results from diagnostic assessment helps teachers become aware of learning gaps or those having already mastered the concept. Implementation looks different for each student and each assignment based on the assessed needs of your students. Interest refers to topics that the student may want to explore or that will motivate the student. This can include interests relevant to the content area as well as outside interests of the student. Link required content to student interests in order to Hook the learner. The goal of interest differentiation is to help students connect with new information, understanding and skills by revealing connections with things they already find appealing, relevant, and worthwhile. Discuss interest inventory. A student’s learning profile includes learning style (i.e., a visual, auditory, tactile, or kinesthetic learner), grouping preferences (i.e., individual, small group, or large group), and environmental preferences (i.e., lots of space or a quiet area to work). The goal of learning profile differentiation is to help students learn in the ways that are most natural to them. ELA teachers administer a “learning style test” to identify learning styles To sum up: Find out: where they are, what they like, and how they like to do it.
Focus on classroom management that supports DI. Although there is no fail-safe way to master the alternative approaches to teaching and learning that common sense and research tells us would be more effective. I don’t have all the answers but hope to offer guidelines for what has worked in my own classroom for those who seek more promising ways of thinking about, planning for, and being leaders in DI classrooms.
Like students, teachers are ready for differing degrees of challenge. You can successfully start differentiating instruction with small, well-organized changes. 1. Anchor activities—INDEPENDENT. When you ask all students to learn to work quietly on one or more anchor activities, you pave the way for breaking them off in small groups to do other tasks while the remaining students continue with the comfortable, predictable anchor activity. 2. Add an activity where some students work with an anchor activity and others work on a different task—WHICH ALSO REQUIRES NO CONVERSATION OR COLLABORATION. This introduces the idea that students won’t always do the same work! 3. Begin with a whole class discussion, then for 20 minutes, break students off into learning groups where they will practice the content in different settings (which is what our model lesson will be). 4. If you have a class with an inclusion teacher, this is the best scenario! This class can also be used as a “control group” to see if what you are doing is working.
It’s better just to do a few things well. Set goals for yourself, but make sure they are reasonable. Like students, teachers grow best when they are moderately challenged. Waiting until conditions are ideal or until you are sure of yourself yields lethargy, not growth. On the other hand, trying to do too many things before you have a chance to think them through leads to frustration and failure. These are just a few possibilities. The idea is to commit yourself to grow. Then try something new, reflect on what you learned from the experience, and apply those insights to the next new step.
Description of strategy: Students are part of many different skill-based groups and also work alone based on the match of the task to student readiness. Rationale for use: Allows both for quick mastery of information/ideas and need for additional exploration by students needing more time for mastery. Allows both collaborative and independent work. Allows students to work with a wide variety of peers. Keeps students from being “labeled” as advanced or struggling Keeps students from being cast as those in need of help and those who are helpers. Guidelines for use: Ensure that all students have opportunities to work both with students most like themselves in readiness, and with students dissimilar from themselves in readiness. Ensure that all students learn to work cooperatively, collaboratively, and independently. Be sure there are guidelines for group functioning that are taught in advance of group work and consistently reinforced.
Clear and predictable classroom routines are probably the difference between productivity and chaos in a differentiated classroom. Students have to develop a high degree of successful autonomy. After all, the teacher will not be available to all students all the time to restate directions, guide efficient movement around the room, give time reminders, and so on. It is difficult to teach the skills of autonomy when there are 25+ bodies in the classroom. As a result, many of us become more skilled at doing things for our students than at teaching them to do those things for themselves. Routines ensure that students understand how the class will begin and end, how to get and put away materials, how to keep records of their work, and how to get help when the teacher is working directly with others, and so on. Use visual cues—Signs posted around the room can help students remember where to put work, steps to follow at a given work station, how to record completed work. Each group has a folder with assignment directions and to place completed work in. Pre-establish groups—On a flexible grouping day, students look on the board to see which group they are in and signs placed on the desks for students to know where they will sit. Track work completion-- Students are required to complete a learning log to turn in with their work. Keys are provided and students record on the learning log which problem was missed, describe their mistake, and rework the problem correctly. When students complete the activity and check their work, I administer a quick quiz. At this point, the quiz is not for a grade but to see how to assign students to a key activity I am planning for the next day.
Unit pre-test tied to and organized by GLE’s for easy analyzing if no access to software programs that do it for you (i.e. Achievement series).
Computation stations The Teaching Station—direct instruction with the teacher of a topic of number coomputation; student solve problems or practice skills on individual dry erase boards. Independent assignment—teacher checks for accuracy. Students use learning logs to correct inaccurate answers and describe mistake. Proof Place—Students use manipulatives or drawn representations to work with number computation and to explain and defend their work; helps students understand why numbers and computations work as they do. I don’t usually plan the first two stations on the same day since they require so much teacher direction. Practice Plaza—use teacher generated practice sheets, computer programs or a textbook to gain comfort, and accuracy with a particular computation. Can work with a partner, but usually independent. Students check work with answer key and use a learning log to record problems wrong, corrections and mistake made. Project Place—students work alone or in pairs to complete a project that requires application of skill to real world. Chance for students to “show what they know”—differentiated products through menus!
Unit pre-test tied to and organized by GLE’s for easy analyzing if no access to software programs that do it for you (i.e. Achievement series).
Tiered lesson example…process different to get to same summative assessment.
Doesn’t have to be used as a culmination of a unit…but can be! This is the chance for a student to “show what they know” through choices. Do a quick survey with your students and ask THEM how they can show what they know about a particular concept. Organizers that contain a variety of activities, which students can choose from to complete as they learn a skill or develop a product. Choice boards can be organized so that students are required to choose options that focus on several different skills, interests, and learning styles. The choice boards should provide clear instruction in their use and guide students towards challenging and not frustrating activities.
RESIST THE URGE TO “CLICK YOUR HEELS THREE TIMES” AND END UP BACK IN KANSAS! Try differentiating instruction for one short unit or just try it with one class. Make notes and keep them on file to refer to for your next unit. Students may need to adjust to this method of learning If you truly want to succeed, take it in small steps and constantly revise what does not work.
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