Di training module buts sheet
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This document contains two parts of a training module on differentiating instruction. [1] The first part lists different strategies for differentiating instruction, such as giving students choice in assignments, varying grouping methods, providing independent study opportunities, and designing tiered activities. [2] The second part lists common reasons teachers give for finding it difficult to differentiate, such as needing to cover the same material for all students, having standardized tests, lack of planning time, large class sizes, limited resources, and perceptions that differentiation won't prepare students or be accepted. [3] The document provides information to help teachers reflect on their instructional methods and challenges to differentiating.
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This document provides an overview of differentiated instruction. It explains that differentiated classrooms treat students as individuals and use various teaching techniques to give students choice. Differentiated instruction involves a blend of whole-class, group, and individual learning tailored to students' needs. It also stresses the importance of ongoing assessment and active engagement. A differentiated classroom ensures all students progress in key areas by varying starting points and lesson plans according to students' knowledge, interests, and learning styles through close monitoring. The document emphasizes maintaining connections between teachers and parents to support each child's success.
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This document contains observation sheets from a field study student monitoring two teachers and how they apply the principles of learning in their classrooms. It notes that both teachers actively engaged students in hands-on activities and encouraged collaboration. While most principles were followed, the third principle of learning being a consequence of experience was not observed since it was the student's first visit. The student concluded that adhering to the principles leads to effective teaching and learning.
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1. The document provides details of an activity for a student named John Rick D. Lucero to observe partnership and dialogue at Juan Amparo Elementary School. It includes instructions to visit the school, observe interactions, write observations, discuss with classmates and teacher, and reflect.
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The document discusses principles of effective teaching and learning. It describes a teacher's lesson on the reproductive system, where she reviewed the previous lesson, taught the new material, answered student questions, gave a quiz, and provided feedback. Ten principles of effective teaching are listed, such as motivating students, providing feedback, and enabling students to construct new knowledge. Several teaching situations are presented and matched with the appropriate learning principles, such as connecting new content to prior knowledge and engaging students in varied tasks. The conclusion emphasizes that learning is gradual, self-driven, involves thinking and feeling, and is needed throughout life.
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The document discusses the issue of overcrowded classrooms in Moroccan high schools. It defines a large class as having too many students for the available resources and teacher attention. The author notes that their classes regularly exceed 40 students, with some over 50. Large class sizes lead to undesirable effects like noise, lack of concentration, cheating and not enough time for students to speak. Solutions proposed include creating new schools to reduce overcrowding and hiring more teachers so class sizes can be smaller, with an ideal size of 20-25 students. The quality of education suffers when classes are overcrowded and it is difficult for teachers to properly cover the material and meet student needs.
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Philosophy about Individual Needs
The document discusses the philosophy of an elementary school teacher regarding individual student needs. The teacher believes students should be the primary workers and thinkers in the classroom, not just completing tasks. Students learn at different paces and in different ways, so instruction should be differentiated. The teacher aims to systematically develop student independence and give them responsibility for their learning. Providing choices engages students more in what and how they learn. Meaning-based learning creates richer, more permanent knowledge compared to rote learning.
Differentiation presentation for usher
1. The document discusses differentiation in the classroom, including definitions, brain research support, and examples of how it can be implemented through instructional strategies and lesson planning.
2. Differentiation is adapting instruction to meet varying student needs in readiness, interests, and learning preferences. It involves assessing students and designing lessons that engage them in understanding key concepts through different levels of complexity.
3. Examples of differentiation strategies discussed include choice boards, flexible grouping, and lessons that incorporate multiple activities for students to demonstrate their understanding at different levels of challenge. Maintaining a focus on the key ideas and skills being taught is important.
Differentiated Instruction intro.pptx
The document discusses differentiated instruction, which is a teaching philosophy that involves adapting instruction to meet the varying needs of students. Key principles of differentiated instruction include adjusting the content, process, and product of instruction based on student readiness, interests, and learning profiles. Effective differentiation involves flexible grouping of students, ongoing assessment to inform instruction, and creating a classroom environment that respects all students. The document provides examples of strategies teachers can use to differentiate instruction, such as varying instructional approaches based on student learning preferences and allowing students choice in how they learn and demonstrate their understanding.
Field study 1 episode 5
The document outlines a learning episode for observing how differences in abilities affect classroom interaction and learning strategies used by teachers. The goals are to identify student needs of different ability levels and effective strategies to address diversity. Performance will be rated on observation quality, analysis depth, reflection clarity, and portfolio organization. Relevant concepts include varying development rates, challenging students at their level, and differentiated instruction matching content and tasks to student characteristics.
Assignment
This document discusses strategies for dealing with heterogeneous student groups in the classroom. It begins by defining heterogeneous groups as those with students of varying instructional levels. Some advantages are improved reading levels through teamwork and skill-building. Key strategies discussed include cooperative learning, adapting materials to different ability levels, ensuring all students have chances to participate, and maintaining interest and discipline. The conclusion states that heterogeneous classrooms can help ensure no student is left behind, though students may not perform better academically but likely will not perform worse either.
Coteaching model1 nolan_eng
Без кордонів: розвиток та підтримка інклюзивної освітньої спільноти
Without borders: sustaining and supporting inclusive education learning community
Цифровий продукт вироблено за підтримки Відділу преси, освіти та культури Посольства США в Україні. Відображена точка зору може не співпадати з офіційною позицією уряду США
(с) Sergiy Sydoriv, 2020
(с) pysa4ka, 2020
(c) inclusion without borders, 2020
(с) Без кордонів: Розвиток та підтримка інклюзивної освітньої спільноти, 2020
INTEGRATIVE DIFFERENTIATION IN THE 21ST CENTURY CLASSROOM
The topic addresses the importance and challenges of differentiated instruction from the point of view of a 21st Century teacher. It prescribes techniques that can be employed to integrate differentiated instruction, not as a failed concept, but a tool to enhance student learning, improve content delivery, meet learners needs and promote great teaching and learning experience .
CHAPTER-5-multigrade-teaching.pptx
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Flipped classroom
Flipped learning allows teachers to implement various methodologies in their classrooms by having students do "school work at home and home work at school." It is a learner-centered approach where class time is dedicated to exploring topics in greater depth through active learning opportunities. Teachers record video lessons and curate online content for students to learn foundational material outside of class, then provide feedback and assessments during class meetings to help students develop a deeper understanding of concepts.
Differentiated Instruction Action Research Proposal
An action research proposal on how to train teachers on Differentiated Instruction for implementation. It has detailed calendar events, surveys, documents for observations, coding of observations, goals, expected outcomes, and research of other's action research projects. This was completed for EDD 581 at the University of Phoenix.
Differentiation
Presentation given during one of the mentor-mentee meetings at Carolina International School 2015-2016
Instructional decision making
- The document summarizes a student teacher's reflections on two English lessons taught during their teaching practicum.
- For the first lesson, most students understood the content but some struggled with instructions or complexity. The teacher aims to improve time management and include a variety of activities for the second lesson.
- Assessment showed whole class improved in speaking, though there was no written evidence. Two focus students showed different levels of progress, with one improving grammatical errors.
- The teacher believes interactive speaking activities helped learning most. They aim to improve lesson variety and how instructions are explained going forward.
Di bedford hs 2010
This document provides an overview of differentiated instruction strategies presented by educational consultants. It defines differentiated instruction as a set of teaching decisions that bring learning within reach of each student by providing varied learning options tailored to student needs. The document discusses how differentiated instruction is not one-size-fits-all and involves ongoing assessment to make learning meaningful through flexible content, processes, and products. Examples of differentiated instruction strategies are provided, such as graphic organizers, think-pair-share, and response cards to actively engage students.
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DIFFERENTIATED-INSTRUCTION-PPT.pptx
This document provides information on differentiated instruction strategies for teachers. It begins by outlining learner objectives related to differentiated instruction. It then discusses the principles of differentiating content, process, and product for academically diverse classrooms. A variety of differentiated instruction strategies are presented for different subject areas like math, science, reading, and writing. Examples of differentiated strategies include learning stations, task cards, targeted questioning, flexible grouping, and appeals to different learning styles and senses. The document emphasizes that differentiated instruction is important for meeting the diverse needs of all students.
What is teaching
This document discusses different instructional methods and techniques for teaching, including centers, community circles, debates, and dramatic activities. It emphasizes that students learn differently and teachers should use various methods beyond textbooks and worksheets. Specifically, it provides details on using centers and learning stations, community circles to build classroom community, debates to improve critical thinking, and dramatic activities to help students learn by taking on roles. The document stresses giving students opportunities to learn in different ways.
Similar to Di training module buts sheet (20)
Etr pathworks- la tarea escolar como estrategia educativa - meetings 1, 2 a...
Etr pathworks- la tarea escolar como estrategia educativa - meetings 1, 2 a...
INTEGRATIVE DIFFERENTIATION IN THE 21ST CENTURY CLASSROOM
INTEGRATIVE DIFFERENTIATION IN THE 21ST CENTURY CLASSROOM
Differentiated Instruction Action Research Proposal
Differentiated Instruction Action Research Proposal
Di training module buts sheet
- 1. Differentiating Instructions Training Module Buts Sheet -Part 1 Reflect back on your teaching methods. Tick the statement that suggests a strategy you use with your students: I give my students a choice of product in assignments. I always change the grouping of my students: homogeneous, heterogeneous, interest groups. I give the students the choice to work alone or in groups. I provide my students with anchor activities to work on that are related to the lesson. I provide the students with independent study opportunities where they can prepare a topic and present it to the class. I design tiered group activities I provide additional support for students who need it I provide advanced students with questions that extend their thinking skills I design differentiated worksheets
- 2. Differentiating Instructions Training Module Buts Sheet-Part 2 Teachers frequently complain that differentiating instructions is a hard task. From your experience, tick the main reasons that you see as hinders to differentiating instructions in your classroom: I would like to differentiate instructions in my classroom, BUT… “I can't differentiate instruction because I have to cover the same material for everyone.” “I can't differentiate instruction because my tests and quizzes are not differentiated." "I can't differentiate instruction because I'm already too busy and have absolutely no extra time for planning." "I can't differentiate instruction because I teach too many students." "I can't differentiate instruction because I only have one textbook." "I can't differentiate instruction because my classroom is too small." "I can't differentiate instruction because it won't prepare students for college." "I can't differentiate instruction because parents won't accept it." "I could differentiate if my students were older more responsible, but they are only kids”