The document outlines strategies for differentiated instruction including identifying desired learning outcomes and assessments, planning engaging learning experiences, and ensuring understanding for all students. It discusses differentiating instruction by content, process, and product to meet varying student needs and abilities. Examples are provided for differentiating assessments and activities in subjects like humanities, science, and math.
A sample flow of instruction. What part of our curriculum can we differentiate? Three principles of universal design. Converging strategies in differentiated instruction with universal design learning. Challenges of implementing differentiated instruction. Steps to implementing differentiated instruction and UDL. Success and engagement. Differentiated instructional strategies.
A sample flow of instruction. What part of our curriculum can we differentiate? Three principles of universal design. Converging strategies in differentiated instruction with universal design learning. Challenges of implementing differentiated instruction. Steps to implementing differentiated instruction and UDL. Success and engagement. Differentiated instructional strategies.
Here, we pulled apart a WebQuest of our choice, and analyzed it from each of our respected roles during the project, for example, I was the Instructional Designer.
Reflective thinking/teaching
An approach that a teacher can employ towards his/her lessons. This approach is not multi-disciplinary thus it is to be carefully analyzed prior to employing this approach in any activity.
My keynote presentation at the 2017 British Columbia Institute of Technology (BCIT) School of Transportation Development Day on October 31, 2017.
Peter Newbury
UBC Okanagan
CC-BY
What are the learning styles in differentiated instruction?.PPTAine42
The overall aim of Module 2 is to provide you with insight into the theory behind the various learning styles and multiple intelligences and how you may practically implement these theories when planning more learner-centred lessons. Module 2 aims to provide concrete reasoning as to why learner centred lessons are particularly relevant today.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
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!
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
2. Backward Design Model – Stage 3
1. Identify desired results
2. Determine acceptable
evidence
3. Plan learning experiences
and instruction
3. Backward Design Model – Stage 3
BIG IDEA: Differentiated Instruction
ENDURING UNDERSTANDING:
Every student should attain deep
understanding of the core
(big) ideas of learning.
4. Curricular Priorities and Assessment Methods
Worth being Worth Being Familiar With
• Different conditions requiring dietary
familiar with restrictions, such as high blood
pressure, diabetes, and stomach ulcers
Important to
know and do Important to know and do
• Canada’s Food Guide recommendations
• Nutritional information on food labels
and how to interpret them
Big Ideas and
Core Tasks
Big Ideas
• Balanced diet
Understandings
• “You are what you eat.” Your diet affects
your health, appearance, and
performance.
5. Enduring Understandings are for
ALL Students
All students work to the same high
standards on the same essential outcomes.
Differentiation is in how students learn, not
in what they learn.
Hume, Start Where They Are, 2000
6. Backward Design Model – Stage 2
ESSENTIAL QUESTIONS:
1. What does a learning plan for understanding
look like? (UbD)
2. How do we ensure that our instructional
activities are both engaging and effective?
3. What are the characteristics of ‘best design’?
4. How do we make it more likely that everyone
might achieve understanding? (DI)
7. Learning Intentions for Today
1. Review the attributes of learning designs that are
engaging and effective
2. Develop an understanding of the WHERETO
elements in instructional planning
3. Review the key principles of Differentiated
Instruction
4. Learn practical ideas for differentiating learning
in terms of content, process and product
8. The Best Learning Designs are Engaging
By engaging, we mean a design that the
(diverse) learners find truly thought provoking,
fascinating…
The Best Learning Designs are Effective
By effective, we mean that the learning design
helps learners become more competent and
productive at worthy work.
(Understanding by Design, Wiggins & McTighe)
9. The Best Learning Designs are
Engaging
Group A Questions
1. When are students most fully engaged in
and out of school?
2. What makes them so engaged, and
keeps them so engaged?
3. What are the transferable elements from
these exemplary learning situations?
10. The Best Learning Designs are
Effective
Group B Questions
1. When is student learning most effective?
2. Under what conditions are learners most
productive?
3. Under what conditions is the highest-quality
work produced?
4. What makes for the most effective learning, and
what are the transferable elements from these
exemplary cases?
11. When is Learning
Highly Engaging and Effective?
• Mixed Groups (A and B)
• What’s in the centre?
Engaging Effective
12. A cornerstone of differentiated
instruction is that you have to be
effective first and differentiated
second.
Hume, Start Where They Are, 2000
13. The Characteristics of the
Best Designs
• Clear performance goals
• Hands-on approach
• Focus on interesting and important ideas,
questions, issues, problems
• Real-world application
• Powerful feedback
• Personalized approach
14. The Characteristics of the
Best Designs
• Clear models and modeling
• Focused reflection time
• Variety in methods, groupings, tasks
• Safe environment for risk-taking
• Teacher as facilitator/coach
• “Immersion” experience
• Focus on ‘big picture’
15. WHERETO Elements in
Instructional Planning
W- WHERE, WHY and WHAT
H - HOOK
E - EQUIP and ENABLE
R - RETHINK, REFLECT, REVISE
E - EVALUATE
T - TAILOR (content, process, product)
O - ORGANIZE
16. Unit and Lesson Design in a
Differentiated Classroom
• Individual Quiz
• Group Discussion
(Hume, Start Where They Are 2010)
17. Where to Differentiate?
Tomlinson & McTighe (2006) Integrating Differentiated Instruction and Understanding by Design. p. 36 Fig 3.3
18. Differentiated Instruction (DI) –
4 Key Principles:
1. Activities need to be linked to
common learning outcomes!
2. Activities should take roughly the
same amount of time
3. Activities need to be equally engaging
4. Activities need to be equally respectful
19. Differentiated Instruction
Dos and Don’ts…
• Don’t offer more than two options to begin DI -
you can add more choices when you know your
students better
• Do think in terms of clusters of students
• Do use Multiple Entry Points
Remember: DI is NOT individualized instruction!
21. Differentiated Assessment in the
Humanities
Europe’s High Middle Ages
- Life on the Manor -
Old vs. Differentiated
22. Differentiated Assessment in the
Humanities
Level 1: Recall Information/Basic Information
Level 2: Basic Examination of Events and Their
Relationships
Level 3: Analysis of Events and Their Significance
as Explored in Class
Level 4: Making Higher-Level Connections to
Events Outside the Class
Please visit:
https://prezi.com/secure/?lock=1de6d053aeb956181e8d4712bc1fc6f4bf2bdd00
23. Marzano’s Simplified Scoring Scale
Student Pattern of Responses
some 0
Type 1
+ + + understanding
Items with help
with help
some 0
Type 2
+ + 0 understanding
Items with help
with help
Type 3 0 0
+ 0 0
Items with help with help
Score on
Simplified
4.0 3.0 2.0 1.0 0.0
(5 point
Scale)
Note: + indicates a correct response, 0 indicates incorrect or no response
25. Differentiating Note Taking (Science)
Organelle Function Structure
Cell
Membrane
Controls all _________________
Nucleus in the cell.
Contains the _______________.
Produces energy for the cell.
Changes food into energy.
Mitochondrion
This process is called cellular
respiration .
26. Differentiating Progress (Science)
• Especially useful for material that includes
separate steps that build on each other.
• Teach
• Quiz
• Split students into an independent work
group or re-teach group depending on
result
28. Differentiated Instruction in Math
BIG IDEA:
Is 3/10 For Student A the same as
3/10 for Student B?
BIG IDEA 2:
Is a 6, a six, a , or (2 + 4)?
29.
30.
31.
32.
33.
34. School Team Task
• In your groups, choose one example of a
learning activity from the Six Facets
brainstorming activity or your own
individual or group project
• How could you differentiate this learning
activity for different students?
• Discuss and record ideas
35. Designs 2010 ~ Session 5
• Monday April 12th
• Westview Elementary School
• Elementary and Secondary together
• Debrief/Conclusion of Series
• Sharing of UbD projects