Differentiated instruction provides multiple approaches to learning content, making sense of ideas, and effective learning. It is student-centered and uses assessment to tailor instruction qualitatively rather than quantitatively. Key strategies include flexible grouping, scaffolding using graphic organizers and choice boards, and adjusting content complexity through concepts on different levels from foundational to abstract. Lessons should engage students through challenging tasks slightly beyond their comfort zone.
This document discusses the use of ePortfolios and digital storytelling to support reflection and deep learning. It begins by defining ePortfolios and their purpose in developing lifelong learners through reflection, goal-setting, self-assessment, and understanding how to learn. Digital storytelling is presented as a tool to add voice and humanize ePortfolios by allowing students to reflect on their experiences and growth over time. The document then reviews specific digital tools and processes for creating digital stories and engaging in reflective practices through blogging, journals, and multimedia portfolios.
This document discusses differentiating instruction using instructional technology. It defines differentiated instruction as creating multiple paths for students of varying abilities and interests. This allows all students to effectively learn concepts in ways that are appropriate for their readiness levels. The document then discusses why instruction should be differentiated and why instructional technology can help engage today's students by meeting them at their level of learning and communication preferences. A variety of instructional strategies and technologies are suggested for differentiating instruction, such as tiering lessons, determining student readiness, and creating student-centered projects.
Curriculum Overview - full faculty (opening 11-12)eastsideprep
The document provides an overview of a workshop on curriculum preparation and integration. It discusses developing a shared vocabulary, doing integration through big ideas across disciplines, using inquiry components in different subject contexts, and thinking like an assessor in addition to a designer. Sample activities are described to illustrate integration, inquiry, and assessment, including grouping to discuss essential ideas across courses and assessing a student's putting performance using assessment criteria.
This capstone defense summarizes Wendy Athens' study of self-directed mastery learning in her honors physics classroom. Only 7 out of 24 students achieved mastery within the timeframe of the study, despite successful students spending 25% more time in learning activities and triple the time retesting. Successful students also showed greater self-directed learning readiness, problem-solving ability aligned with expert thinking, and positive perceptions of the learning environment compared to unsuccessful students. The conclusions were that time on task is important for mastery but not all students were ready for full self-direction, and modeling of metacognitive skills could help the transition to this style of learning.
This document discusses electronic portfolios and their use for lifelong learning. It defines e-portfolios and outlines their key purposes, which include celebrating learning, personal and career planning, and assessment. E-portfolios allow students to collect work over time, reflect on their learning and growth, and develop skills like self-awareness, goal-setting, and self-evaluation, which are important for lifelong learning. When used for reflection, feedback, and presenting accomplishments, e-portfolios can boost students' engagement, motivation, and self-confidence as learners.
Phystec Conference: The Gentle Art of Questioning. Writing Great Clicker Qu...Stephanie Chasteen
How does a teacher use questioning effectively? This workshop will focus on writing those questions that engage students, spark their curiosity, help recap material, give you insight into their thinking, or help them learn critical ideas in physics. We will focus on "peer instruction" -- a research-tested method of requiring students to discuss challenging questions with one another. We will investigate the surprising power of multiple-choice questions to achieve critical thinking skills. Finally, we will look at writing questions that align with our goals for students, discuss the elements of effective questions, and practice writing questions and work on improving them.
This document provides an overview of teaching information literacy to school-aged children. It discusses the challenges of the modern information environment, including information overload, the shrinking half-life of knowledge, and the varying information styles and needs of students. The document advocates for teaching information literacy to help students effectively handle information, evaluate sources, and stay up-to-date. It also outlines the history of information literacy instruction and how a balanced program incorporates computer skills, information competence, and knowledge of the library.
This document summarizes a workshop on teaching in higher education that discussed the benefits and challenges of large and small group teaching. The workshop covered three main theories of teaching, principles of effective teaching, scenarios to critique different teaching approaches, and techniques like problem-based learning and the flipped classroom. Participants were encouraged to reflect on their practice and consider new approaches to trigger thinking and improve student learning.
This document discusses the use of ePortfolios and digital storytelling to support reflection and deep learning. It begins by defining ePortfolios and their purpose in developing lifelong learners through reflection, goal-setting, self-assessment, and understanding how to learn. Digital storytelling is presented as a tool to add voice and humanize ePortfolios by allowing students to reflect on their experiences and growth over time. The document then reviews specific digital tools and processes for creating digital stories and engaging in reflective practices through blogging, journals, and multimedia portfolios.
This document discusses differentiating instruction using instructional technology. It defines differentiated instruction as creating multiple paths for students of varying abilities and interests. This allows all students to effectively learn concepts in ways that are appropriate for their readiness levels. The document then discusses why instruction should be differentiated and why instructional technology can help engage today's students by meeting them at their level of learning and communication preferences. A variety of instructional strategies and technologies are suggested for differentiating instruction, such as tiering lessons, determining student readiness, and creating student-centered projects.
Curriculum Overview - full faculty (opening 11-12)eastsideprep
The document provides an overview of a workshop on curriculum preparation and integration. It discusses developing a shared vocabulary, doing integration through big ideas across disciplines, using inquiry components in different subject contexts, and thinking like an assessor in addition to a designer. Sample activities are described to illustrate integration, inquiry, and assessment, including grouping to discuss essential ideas across courses and assessing a student's putting performance using assessment criteria.
This capstone defense summarizes Wendy Athens' study of self-directed mastery learning in her honors physics classroom. Only 7 out of 24 students achieved mastery within the timeframe of the study, despite successful students spending 25% more time in learning activities and triple the time retesting. Successful students also showed greater self-directed learning readiness, problem-solving ability aligned with expert thinking, and positive perceptions of the learning environment compared to unsuccessful students. The conclusions were that time on task is important for mastery but not all students were ready for full self-direction, and modeling of metacognitive skills could help the transition to this style of learning.
This document discusses electronic portfolios and their use for lifelong learning. It defines e-portfolios and outlines their key purposes, which include celebrating learning, personal and career planning, and assessment. E-portfolios allow students to collect work over time, reflect on their learning and growth, and develop skills like self-awareness, goal-setting, and self-evaluation, which are important for lifelong learning. When used for reflection, feedback, and presenting accomplishments, e-portfolios can boost students' engagement, motivation, and self-confidence as learners.
Phystec Conference: The Gentle Art of Questioning. Writing Great Clicker Qu...Stephanie Chasteen
How does a teacher use questioning effectively? This workshop will focus on writing those questions that engage students, spark their curiosity, help recap material, give you insight into their thinking, or help them learn critical ideas in physics. We will focus on "peer instruction" -- a research-tested method of requiring students to discuss challenging questions with one another. We will investigate the surprising power of multiple-choice questions to achieve critical thinking skills. Finally, we will look at writing questions that align with our goals for students, discuss the elements of effective questions, and practice writing questions and work on improving them.
This document provides an overview of teaching information literacy to school-aged children. It discusses the challenges of the modern information environment, including information overload, the shrinking half-life of knowledge, and the varying information styles and needs of students. The document advocates for teaching information literacy to help students effectively handle information, evaluate sources, and stay up-to-date. It also outlines the history of information literacy instruction and how a balanced program incorporates computer skills, information competence, and knowledge of the library.
This document summarizes a workshop on teaching in higher education that discussed the benefits and challenges of large and small group teaching. The workshop covered three main theories of teaching, principles of effective teaching, scenarios to critique different teaching approaches, and techniques like problem-based learning and the flipped classroom. Participants were encouraged to reflect on their practice and consider new approaches to trigger thinking and improve student learning.
Differentiation is a proactive decision-making process that considers critical student learning differences and the curriculum. Teachers use formative assessment data, research-based strategies, and a positive learning environment to make differentiation decisions. This may involve modifying aspects of the curriculum like content, process, product, or the learning environment. Common differentiation strategies include tiering instruction, choice/alternatives, and flexible grouping.
This document discusses six core principles for creating memorable presentations: 1) have students dig deep into the material by linking it to things they care about, 2) introduce emotion to make people care about the topic, 3) show enthusiasm for the subject, 4) link the material to things students already value, 5) ask students what they value to understand how to engage them, and 6) make emotion the intended outcome of the presentation. It emphasizes using stories and storytelling techniques to help explain concepts and inspire students in a way that fosters emotional involvement.
This document discusses the concept of pedagogy of hope and learning as a relational journey of authentic inquiry. It presents learning as having three components: identity, knowledge, and competence. Learning is depicted as a journey from the personal to the public. The document advocates for the school being a learning community where leadership and learning are interconnected, with a focus on student, teacher, and community learning. Images are included of Australian wildlife and landscapes to represent concepts like critical curiosity, creativity, and resilience. Comments from an Indigenous leader praise an exhibition for bringing culture into the classroom in a way that meets educational standards. The document promotes finding a unifying story that engages young people.
This session explores effective teacher’s rigorous teaching and testing practices. The presenter discusses the importance of professional learning communities, differentiation, multiple intelligences, revised Bloom’s taxonomy, data driven instruction, performance based assessment, and formative assessment. The presenter provides practical solutions to educational leaders who want to improve the achievement level of all students.
Shared Understandings to Create the FutureCheryl Doig
The document discusses creating shared understandings to empower learning and transform leadership. It provides examples of integrating new technologies, flipped classrooms, whole brain processing models, consistency in learning practices, and collaboration. The key ideas are developing future-focused education through co-creation, congruence between beliefs and practices, and challenging assumptions to improve student outcomes.
The document provides information about the Peer Assisted Learning and Supplemental Instruction (PALSI) student orientation program. PALSI aims to enhance students' understanding of course materials and improve overall learning and reasoning skills through regularly scheduled out-of-class peer-led review sessions. The orientation introduces students to PALSI leaders and intended learning outcomes, which include identifying learning needs, applying effective learning strategies, collaborating with peers, and explaining program expectations. Students are also introduced to concepts like learning styles, time management, and motivation.
This document discusses Howard Gardner's theory of multiple intelligences and how understanding students' different learning styles can help teachers facilitate learning. It explains the nine types of intelligence - linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, naturalist, and existential - and provides characteristics of learners with each intelligence. The document also discusses how to help students identify their own learning styles to engage them emotionally in learning. Overall, it advocates designing lessons incorporating multiple intelligences to accommodate different learners.
Make clickers work for you: Faciltiation and question writingStephanie Chasteen
Clickers can make teaching more effective and fun, but how does a teacher best use clickers in the class? In this interactive workshop, we’ll explore research-based ideas for questioning to achieve student engagement and deep learning. We will focus on the use of “peer instruction” in which students discuss challenging questions. We’ll compare example questions, practice writing questions, discuss common challenges, and share tips on getting students to productively reason through them. No software needed.
The document discusses differentiating instruction based on student learning profiles. Teachers collect data on student preferences like learning styles and intelligence preferences. When differentiating for learning profile, teachers vary topics, activities, and products. The goal is for students to have choice in how they demonstrate their understanding as long as they meet the learning goals. Teachers should balance opportunities for students to work in preferred and non-preferred ways.
The document discusses how ePortfolios can support deep learning through reflection and multimedia. It explains that ePortfolios have two main purposes: reflection and presentation. Reflection is key as it involves thinking about one's experiences and learning, which is important for self-regulated learning. The document also discusses how digital tools like blogs and stories can support reflection and deep learning.
Theory Of Experiential Learning Fields[1]Vida Williams
The document discusses experiential learning theory. It defines experiential learning as learning through hands-on experience rather than passive learning. David Kolb's model of experiential learning involves four stages: concrete experience, reflective observation, abstract conceptualization, and active experimentation. Kolb also identified four learning styles: diverging, assimilating, converging, and accommodating. Experiential learning has benefits like increased motivation and the ability to acquire durable knowledge through self-initiated learning.
Differentiation is adapting teaching methods and content to meet the needs of individual students. It is based on the idea that students learn in different ways and at different paces. The document discusses the theoretical origins of differentiation in the work of Vygotsky and Gardner. It explains that differentiation is important because all students can learn more when taught appropriately. However, some critics argue that differentiation is just good teaching and that the focus on learning styles is misguided. The document provides examples of differentiation strategies and homework options for teachers.
UNESCO toolkit 5: Managing Learning-Friendly ClassroomsSaloni Singhal
This document provides guidance for teachers on managing inclusive and learning-friendly classrooms. It discusses establishing classroom routines to help children work efficiently, assigning responsibilities to all students to teach them responsibility, and using a curriculum triangle framework to plan well-structured lessons considering content, teaching processes, and learning environments. Tips are offered on routines, maximizing limited resources, managing group work, and assessing student progress. The overall aim is to provide teachers with tools to effectively teach diverse students.
The document discusses the need to differentiate instruction to meet the varied needs of students in modern classrooms. It notes that students learn at different rates, in different ways, and have different interests. Effective differentiation requires teachers to thoughtfully examine curriculum, instruction, and assessment and provide flexibility and options that engage all learners.
The document discusses principles of adult learning for designing effective training programs. It defines key concepts like pedagogy, andragogy, and characteristics of adult learners. The document also outlines nine principles of adult learning, including recency, appropriateness, motivation, and active learning. It emphasizes that training should incorporate elements that recognize the special needs of adult learners and their different roles in the learning process.
The document discusses the use of ePortfolios and reflective storytelling to support deep learning. It describes how ePortfolios can help students develop an understanding of themselves as lifelong learners by supporting metacognition, reflection on experiences, and goal setting. Reflective storytelling through digital storytelling and writing is presented as a key component of ePortfolios, as it allows students to construct meaning from their learning experiences and showcase their growth over time. Implementing ePortfolios requires considering their purpose, appropriate tools, and ensuring the process supports reflection and identity development.
This document provides an overview of learning theories and models related to adult learning. It discusses several key concepts:
- Constructivism theory holds that individuals construct new knowledge from their experiences through processes of accommodation and assimilation. Learning is an active process.
- Background, culture, motivation, and responsibility of the learner impact how adults learn. Adult learners need direct, concrete experiences and relevance to their work and lives.
- Models like Kolb's learning styles and Felder-Silverman learning styles break down learning preferences into dichotomies like active/reflective, sensing/intuitive, visual/verbal, and sequential/global. These provide guidance on teaching methods that align with different learner preferences.
The document discusses five principles of student motivation and engagement:
1. Meaning is motivating - students are more engaged when learning has meaning and purpose rather than being motivated by extrinsic rewards.
2. Learning is social - collaboration and social interaction increase student motivation more than independent work.
3. Self-efficacy - students are more motivated when they believe in their own ability to succeed and their confidence is supported through goal-setting and feedback.
4. Interest/relevance - making the content relevant to students' lives and interests enhances their motivation to learn.
5. Control and choice - providing students autonomy and choice in their learning increases their engagement compared to teacher-centered approaches.
ntended Outcomes:
- Identify the PALSI scheme’s intended learning outcomes
- Describe the expectation of a PALSI Leader
- Develop a systematic approach to manage each PALSI session
- Identify the logistics and related requirements
Activities:
- Lecture
- Q&A
Differentiation is a proactive decision-making process that considers critical student learning differences and the curriculum. Teachers use formative assessment data, research-based strategies, and a positive learning environment to make differentiation decisions. This may involve modifying aspects of the curriculum like content, process, product, or the learning environment. Common differentiation strategies include tiering instruction, choice/alternatives, and flexible grouping.
This document discusses six core principles for creating memorable presentations: 1) have students dig deep into the material by linking it to things they care about, 2) introduce emotion to make people care about the topic, 3) show enthusiasm for the subject, 4) link the material to things students already value, 5) ask students what they value to understand how to engage them, and 6) make emotion the intended outcome of the presentation. It emphasizes using stories and storytelling techniques to help explain concepts and inspire students in a way that fosters emotional involvement.
This document discusses the concept of pedagogy of hope and learning as a relational journey of authentic inquiry. It presents learning as having three components: identity, knowledge, and competence. Learning is depicted as a journey from the personal to the public. The document advocates for the school being a learning community where leadership and learning are interconnected, with a focus on student, teacher, and community learning. Images are included of Australian wildlife and landscapes to represent concepts like critical curiosity, creativity, and resilience. Comments from an Indigenous leader praise an exhibition for bringing culture into the classroom in a way that meets educational standards. The document promotes finding a unifying story that engages young people.
This session explores effective teacher’s rigorous teaching and testing practices. The presenter discusses the importance of professional learning communities, differentiation, multiple intelligences, revised Bloom’s taxonomy, data driven instruction, performance based assessment, and formative assessment. The presenter provides practical solutions to educational leaders who want to improve the achievement level of all students.
Shared Understandings to Create the FutureCheryl Doig
The document discusses creating shared understandings to empower learning and transform leadership. It provides examples of integrating new technologies, flipped classrooms, whole brain processing models, consistency in learning practices, and collaboration. The key ideas are developing future-focused education through co-creation, congruence between beliefs and practices, and challenging assumptions to improve student outcomes.
The document provides information about the Peer Assisted Learning and Supplemental Instruction (PALSI) student orientation program. PALSI aims to enhance students' understanding of course materials and improve overall learning and reasoning skills through regularly scheduled out-of-class peer-led review sessions. The orientation introduces students to PALSI leaders and intended learning outcomes, which include identifying learning needs, applying effective learning strategies, collaborating with peers, and explaining program expectations. Students are also introduced to concepts like learning styles, time management, and motivation.
This document discusses Howard Gardner's theory of multiple intelligences and how understanding students' different learning styles can help teachers facilitate learning. It explains the nine types of intelligence - linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, naturalist, and existential - and provides characteristics of learners with each intelligence. The document also discusses how to help students identify their own learning styles to engage them emotionally in learning. Overall, it advocates designing lessons incorporating multiple intelligences to accommodate different learners.
Make clickers work for you: Faciltiation and question writingStephanie Chasteen
Clickers can make teaching more effective and fun, but how does a teacher best use clickers in the class? In this interactive workshop, we’ll explore research-based ideas for questioning to achieve student engagement and deep learning. We will focus on the use of “peer instruction” in which students discuss challenging questions. We’ll compare example questions, practice writing questions, discuss common challenges, and share tips on getting students to productively reason through them. No software needed.
The document discusses differentiating instruction based on student learning profiles. Teachers collect data on student preferences like learning styles and intelligence preferences. When differentiating for learning profile, teachers vary topics, activities, and products. The goal is for students to have choice in how they demonstrate their understanding as long as they meet the learning goals. Teachers should balance opportunities for students to work in preferred and non-preferred ways.
The document discusses how ePortfolios can support deep learning through reflection and multimedia. It explains that ePortfolios have two main purposes: reflection and presentation. Reflection is key as it involves thinking about one's experiences and learning, which is important for self-regulated learning. The document also discusses how digital tools like blogs and stories can support reflection and deep learning.
Theory Of Experiential Learning Fields[1]Vida Williams
The document discusses experiential learning theory. It defines experiential learning as learning through hands-on experience rather than passive learning. David Kolb's model of experiential learning involves four stages: concrete experience, reflective observation, abstract conceptualization, and active experimentation. Kolb also identified four learning styles: diverging, assimilating, converging, and accommodating. Experiential learning has benefits like increased motivation and the ability to acquire durable knowledge through self-initiated learning.
Differentiation is adapting teaching methods and content to meet the needs of individual students. It is based on the idea that students learn in different ways and at different paces. The document discusses the theoretical origins of differentiation in the work of Vygotsky and Gardner. It explains that differentiation is important because all students can learn more when taught appropriately. However, some critics argue that differentiation is just good teaching and that the focus on learning styles is misguided. The document provides examples of differentiation strategies and homework options for teachers.
UNESCO toolkit 5: Managing Learning-Friendly ClassroomsSaloni Singhal
This document provides guidance for teachers on managing inclusive and learning-friendly classrooms. It discusses establishing classroom routines to help children work efficiently, assigning responsibilities to all students to teach them responsibility, and using a curriculum triangle framework to plan well-structured lessons considering content, teaching processes, and learning environments. Tips are offered on routines, maximizing limited resources, managing group work, and assessing student progress. The overall aim is to provide teachers with tools to effectively teach diverse students.
The document discusses the need to differentiate instruction to meet the varied needs of students in modern classrooms. It notes that students learn at different rates, in different ways, and have different interests. Effective differentiation requires teachers to thoughtfully examine curriculum, instruction, and assessment and provide flexibility and options that engage all learners.
The document discusses principles of adult learning for designing effective training programs. It defines key concepts like pedagogy, andragogy, and characteristics of adult learners. The document also outlines nine principles of adult learning, including recency, appropriateness, motivation, and active learning. It emphasizes that training should incorporate elements that recognize the special needs of adult learners and their different roles in the learning process.
The document discusses the use of ePortfolios and reflective storytelling to support deep learning. It describes how ePortfolios can help students develop an understanding of themselves as lifelong learners by supporting metacognition, reflection on experiences, and goal setting. Reflective storytelling through digital storytelling and writing is presented as a key component of ePortfolios, as it allows students to construct meaning from their learning experiences and showcase their growth over time. Implementing ePortfolios requires considering their purpose, appropriate tools, and ensuring the process supports reflection and identity development.
This document provides an overview of learning theories and models related to adult learning. It discusses several key concepts:
- Constructivism theory holds that individuals construct new knowledge from their experiences through processes of accommodation and assimilation. Learning is an active process.
- Background, culture, motivation, and responsibility of the learner impact how adults learn. Adult learners need direct, concrete experiences and relevance to their work and lives.
- Models like Kolb's learning styles and Felder-Silverman learning styles break down learning preferences into dichotomies like active/reflective, sensing/intuitive, visual/verbal, and sequential/global. These provide guidance on teaching methods that align with different learner preferences.
The document discusses five principles of student motivation and engagement:
1. Meaning is motivating - students are more engaged when learning has meaning and purpose rather than being motivated by extrinsic rewards.
2. Learning is social - collaboration and social interaction increase student motivation more than independent work.
3. Self-efficacy - students are more motivated when they believe in their own ability to succeed and their confidence is supported through goal-setting and feedback.
4. Interest/relevance - making the content relevant to students' lives and interests enhances their motivation to learn.
5. Control and choice - providing students autonomy and choice in their learning increases their engagement compared to teacher-centered approaches.
ntended Outcomes:
- Identify the PALSI scheme’s intended learning outcomes
- Describe the expectation of a PALSI Leader
- Develop a systematic approach to manage each PALSI session
- Identify the logistics and related requirements
Activities:
- Lecture
- Q&A
This document provides an overview of several educational theories. It introduces theories related to adult learning like andragogy, which focuses on adults being self-directed learners. Social cognitive theory emphasizes learning through observation and modeling behaviors. Deep, surface, and strategic learning styles are covered as well as experiential and situated learning. Reflective practice and transformative learning are also discussed as ways to connect theory to real-world application. The document aims to explain how educational theories can provide frameworks for understanding learning and inform teaching practices.
Intended Outcomes:
identify the PALSI scheme's intended outcomes and adjust their expectation
identify the demand and expectation of university learning
explain the importance of active and reflective learning
describe how learning skills, will and self regulation interplay with each other and affect learning outcomes
develop appropriate expectation and attitude for peer assisted learning
Activities:
Lecture
Past PALSI Students & Leaders experience sharing
This document provides guidance for teachers on facilitating discussions of controversial issues. It discusses establishing ground rules, benefits of discussing multiple viewpoints, and suggestions for enhancing student participation. The key roles of teachers are to emphasize considering different perspectives without promoting their own views, structure activities to help students understand issues and viewpoints, and teach skills like evaluating evidence and reasoning. Teachers should also avoid unintentionally influencing students by presenting all information openly and establishing a respectful classroom climate.
6 scaffolding strategies to use with your studentsNoor Eleman
1. The document discusses six scaffolding strategies that teachers can use in the classroom: show and tell, tap into prior knowledge, give time to talk, pre-teach vocabulary, use visual aids, and pause, ask questions, pause, review.
2. Scaffolding involves breaking learning into chunks and providing support tools with each chunk, such as modeling, connecting to prior experience, think-pair-shares, pre-teaching vocabulary, and checking for understanding through questioning.
3. These strategies help students develop skills they cannot yet master independently by providing appropriate levels of support within their zone of proximal development.
This document provides an overview of differentiated instruction techniques and strategies for creating an effective differentiated classroom. It discusses:
1. Common questions about differentiated instruction, such as what it involves and doesn't involve, and the roles of teachers, students, and curriculum.
2. Examples of differentiated instruction techniques like flexible grouping, tiered lessons, choice boards, and learning contracts.
3. Strategies for creating an environment conducive to differentiated instruction, such as respecting students, fostering relationships, ensuring safety and responsibility, and making learning fun.
4. Homework assignments that have teachers analyzing their own classrooms and reading about differentiated instruction methods.
The document discusses accelerated learning techniques for teaching English as a foreign language. It emphasizes creating real-life language learning situations, using multi-sensory and engaging activities, and providing a structured yet low-anxiety environment where learners feel comfortable taking risks. Effective teaching incorporates connection, activity, demonstration, and consolidation stages to make learning memorable and fun.
This lesson plan focuses on teaching students to participate and contribute in group discussions. It involves putting students into heterogeneous groups and giving them a topic to discuss, in this case what they know about water. The teacher will model effective participation skills, have the groups discuss the topic while being video recorded, and then reflect on how well the groups demonstrated participating and contributing based on previously established criteria. The goal is to practice these discussion skills that students can apply in other contexts.
This document outlines the process and stages of teacher inquiry (jugyou kenkyuu) where groups of teachers work together to plan, execute, and evaluate lessons. The stages include:
1. Planning - Teachers define a problem or theme, make a comprehensive lesson plan that incorporates curriculum priorities, and discuss potential issues or changes.
2. Implementation - One teacher implements the experimental lesson while others observe and collect data on different aspects like classroom management, student-teacher interaction, and the overall learning process.
3. Reflection - After the lesson, teachers meet to share observations, reflect on and evaluate the lesson plan and its implementation, examining elements like the theme, materials, instructional methods, and teacher
Similar to Differentiated Instruction: Including All Students in the Learning Process (20)
This document provides an overview of Positive Behavioral Interventions and Supports (PBIS) and the role of para-professionals in implementing PBIS. It discusses PBIS as a multi-tiered system of support, establishing and teaching expectations to students, using acknowledgment systems to recognize positive behaviors, responding to minor problem behaviors through re-teaching expectations, and the importance of active supervision through constant movement and scanning of areas. The document also provides examples of environmental supports and small changes schools can make to improve behavior, such as adding structure to areas and increasing adult-to-student ratios.
This document provides an overview of effective vocabulary instruction strategies for teachers. It discusses the importance of vocabulary and recommends using both direct instruction methods like the six-steps of vocabulary instruction as well as teaching vocabulary in context. The document emphasizes that building vocabulary takes time and should start in early grades. It also dispels common misconceptions and provides research-based best practices for vocabulary instruction, such as using multiple instructional methods, sequencing related texts, and promoting word consciousness.
This document summarizes a presentation on preventing challenging behavior given at the NRCP 34th Annual Conference in Seattle, Washington in April 2018. It discusses why addressing challenging behavior is important, foundational considerations like determining the function of behavior, and 10 evidence-based practices for preventing challenging behavior, including using reinforcement, behavior specific praise, high probability request sequences, choice, predictability, scheduled attention, pre-correction, and opportunities to respond. The document provides an overview and brief descriptions of each strategy to help practitioners prevent challenging behavior in students.
This document discusses assistive technology (AT) and its role in bridging quality education. It defines AT as any item or system that improves functional capabilities for those with disabilities. AT can be low-tech like pencil grips or high-tech like specialized computers. Laws like the ADA and IDEA support students' access to AT. The IEP process is used to determine individual student needs and select appropriate AT solutions. Commonly used AT in schools includes word prediction, speech-to-text, augmentative communication devices, switches, and high-tech devices. Future directions for AT include advances in mobility, biomechanics, robotics, and funding sources are described.
The document discusses key aspects of effective teamwork between teachers and paraprofessionals. It states that for a team to be successful, the teacher and paraprofessional must view themselves as partners and solicit input from all members. Clear communication and mutual respect are important. Role clarification is also important for the team to function effectively and reach their goals.
The document provides information about autism spectrum disorder (ASD), including prevalence rates, characteristics, challenges, and perspectives. Some key points:
- 1 in 59 children have ASD with higher rates in boys. Common characteristics include difficulties with social communication and interaction, repetitive behaviors, and sensory processing.
- Individuals with ASD may struggle with social reciprocity, nonverbal communication, relationships, and restricted/repetitive behaviors or interests.
- Perspectives from those with ASD emphasize sensory challenges, difficulties with change and transitions, and the importance of communication supports.
This document discusses trauma-informed approaches for paraeducators working with students. It notes that trauma is very common among school-aged children and often results in behavioral issues. A trauma-informed approach focuses on predictability, safe relationships, and providing opportunities for students to regulate their emotions and behaviors. Key aspects of this approach include understanding how trauma impacts brain development and the stress response, building student resilience through supportive relationships and teaching coping skills, and creating a calm, predictable classroom environment where students feel safe and are able to manage their emotions with the help of educators.
This document provides strategies for preventing challenging behaviors in students. It discusses understanding the function of behaviors, building positive relationships with students, using environmental strategies like visual supports and schedules, employing language strategies, and reinforcing positive behaviors. Specific reinforcement techniques are outlined such as using material, natural, sensory, and social reinforcers. Additional strategies mentioned include social stories, problem solving charts, transition objects, and frequent breaks.
This document discusses strategies for promoting independence for students with 1:1 paraeducators. It begins by noting some detrimental effects that can occur when independence is not fostered, such as students being unable to complete basic tasks without assistance. The document then outlines how shifting mindsets among teachers, paraeducators, students, and parents can support independence. Specific strategies are provided, including using prompts from most to least assistance and fading assistance over time. The importance of teaching students to work independently for short periods is also discussed. Overall, the document advocates for an approach where paraeducators focus on connecting students to the classroom rather than doing everything for them.
This document discusses lessons learned from managing career ladder programs that provide financial support to paraprofessionals seeking to become teachers. It outlines various models for funding tuition reimbursement, exams, books, and recommends allocating stipends directly to vendors. Professional development funds are best spent on targeted training, mentoring, and forums to develop teaching skills. Operational funds support activities like leaves for student teaching and data tracking to promote commitment. Overall, career ladders can effectively address teacher shortages by retaining experienced paraprofessionals already invested in their communities.
This document outlines an agenda and materials for a workshop on developing statewide initiatives to support paraeducator career growth. The workshop will explore five strategic steps: defining the need, developing partnerships, preparing a plan, securing support, and maintaining collaboration. A panel will then discuss lessons from Washington state's paraeducator legislation process. The panel will take questions from attendees.
The document provides an overview of autism spectrum disorder including common signs, causes, prevalence statistics, strengths and challenges associated with ASD. It discusses social, emotional, cognitive, communication, sensory and motor difficulties individuals with ASD may experience. The document also outlines teaching strategies like visual supports, social stories, role playing and video modeling to help students with autism develop social skills.
This document discusses autism spectrum disorder (ASD) and meltdowns experienced by students with ASD. It defines ASD as a genetic predisposition activated by the environment that affects social and cognitive functioning. Common characteristics include repetitive behaviors, poor eye contact, difficulty socializing, and resistance to change in routines. The document distinguishes meltdowns, which are internal processes to cope with upsets, from acting out behaviors which are outward attempts to manipulate others. Effective strategies for meltdowns include identifying feelings, finding ways to cope, using passionate distractions, and establishing routines and visual cues.
This document discusses learning styles and provides strategies to help students learn based on their dominant learning style. It contains a learning styles assessment quiz to determine if a student is a visual, auditory, or kinesthetic learner. Their scores are tallied to identify their primary learning style. The document then provides general classroom strategies and individual study strategies tailored for each learning style to help visual, auditory, and kinesthetic learners implement approaches aligned with how they learn best.
Hand out from Defining Roles and the Necessary Skills for the 21st Century Paraeducator Given by Mindy Speichler and Cecilia Laughlin at NRCP conference April 1-3, 2016
Teacher X X X
Teacher X
Teacher X X
Teacher X X
Shared X X
Teacher X X
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This handout provides a role perception activity that asks the participant to identify whether certain classroom tasks are the responsibility of the teacher, teacher assistant, or are shared responsibilities. The participant is asked to place an X in
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Making of a Nation.
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Social Laboratory, New Zealand,
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Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
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Chapter 5
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Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
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2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
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تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
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3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
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Differentiated Instruction: Including All Students in the Learning Process
1. 5/13/2011
Differentiated Instruction
Kit Giddings
Utah Personnel Development Center
Objectives
Definition
Creating a Differentiated Classroom
Differentiating Lesson Content
1
2. 5/13/2011
Definition
What is It?
Differentiated classrooms provide a variety
of approaches to:
Learning content
Making sense of ideas
Effective learning
2
3. 5/13/2011
How is it Different?
Traditional teaching is more unitary in its
approach, uses the same content, and processing
activities. For example:
1st graders listening to a story then drawing a
picture
5th graders listening to general instruction about
fractions then completing the same homework
assignment
Secondary students sitting through a history or
science lecture then watching a video
Is That Wrong?
No! Traditional teaching covers about 80-85%
of the students in our classrooms.
It’s the remaining 15% of struggling students
who need more instruction, guidance, and
feedback.
These 15% learn because of us, not in spite of
us.
3
4. 5/13/2011
What “DI” is not
Differentiated Instruction is NOT:
The “individualized instruction” of the 1970’s
(assuming a separate level for each student)
Chaotic (teachers don’t lose control)
Homogeneous grouping (blue group never
works with red group)
What Is “DI”?
Differentiated Instruction is:
Proactive (preparing lesson ahead)
More qualitative than quantitative (adjusting
the nature of an assignment rather than
more of the same thing)
Rooted in assessment (research-based)
Uses multiple approaches
Student centered
A blend of whole-class, group, & individual
instruction
4
5. 5/13/2011
Keep in Mind...
Differentiation doesn’t suggest that a teacher
can
be all things to all students all of the time. It
does, however, mandate that a teacher create a
reasonable range of approaches to learning
much of the time so that most students find
learning a fit much of the time.
(Tomlinson,
2001)
Psychological Needs
Student psychological needs must be met
before learning can occur
Physical
Safety
Acceptance
Self-esteem
Self -actualization
5
6. 5/13/2011
Maslow’s Hierarchy of Needs
Self-
Actualization
Needs
To develop our talents and be true
to our goals; to realize our potential;
to have “peak experiences”
Self-esteem and Competence
Needs
To achieve; to gain approval and
recognition from others for our
achievements; to trust in our abilities
Belonging and Love Needs
To love and be loved; to have relationships and be
accepted; to know that we are a valued member of a
group
Safety Needs
To feel safe, secure, and out of danger; to feel confident that we will not be harmed
either physically or psychologically
Physiological Needs
To have the food, water, clothing, shelter, sleep, exercise, and comfort we need to survive
Creating a Differentiated
Classroom
6
7. 5/13/2011
Rules of Thumb
Be clear on key concepts as you plan your
lessons (background knowledge)
Think of assessment as a road map for your
planning (progress monitoring data)
Lessons should emphasize critical & creative
thinking (Inferential over literal questions)
Make your lessons engaging (present
problems, issues, dilemmas, & unknowns)
Is your classroom...
A welcome, safe place that invites learning?
A center for mutual respect?
Where students know they will be challenged?
Part of a team where students can confidently
contribute?
Supportive towards struggling students?
7
8. 5/13/2011
Key Strategies
Begin at a pace that is Have a procedure for
comfortable for you. turning in work
Time activities to support Minimize “stray” movement
student success.
Have a plan for the “quick
Use an “anchor activity” to finishers”
free you up to focus your
attention on your students. Give your students as
much responsibility for
Create & deliver their learning as possible
instructions carefully
Make transitions smooth &
quick
Begin Slowly
Choices of books Homework options
Reading buddies Journals
Work alone or together Flexible seating
Whole-to-part Part-to-whole
Computer programs Stations
Think-Pair-Share Jigsaw activities
Multiple level of questions Choice boards
Multiple textbooks Alternative assessments
8
9. 5/13/2011
Graphic Organizer
The Curriculum Diamond is a graphic
organizer for teachers.
Helps us visualize and organize what we area
going to teach and in what order
Curriculum Diamond
Hitler/Nazis
Invasion of Poland
Isolationism Hitler/Nazis
Berlin Pearl Harbor
Rationing War
Reconstruction Poland
of Japan Dates Freedom
Axis/Allied Pearl Harbor
Battles
Powers
Key Individuals
9
10. 5/13/2011
Curriculum Diamond, cont.
Team up with someone who teaches similar
content as you
Decide on a concept you teach
Create a Curriculum Diamond for your classes
Differentiating
Lesson Content
10
11. 5/13/2011
Designing Concepts
Foundational: Basic information presented in
ways that help build a solid foundation of
understanding (ex.: cutting fruit and placing it to show
fractions)
Transformational: Detailed information when
something is already clear to students (ex.: writing
measures of music that represent certain fractions)
Concepts, cont.
Concrete: Understanding the literal aspect of a
concept (grasping the plot)
Abstract: Gleaning meanings and implications
(Investigations of a theme)
11
12. 5/13/2011
Concepts, cont.
Simple: Developing a clear framework with
resources, research, issues, problems, skills, & goals
(Black Holes for Dummies)
Complex: Adding to their framework with abstract
ideas and questions (Stephen Hawking’s research)
What is Scaffolding?
Scaffolding is a term taken from the construction industry
where a student receives academic support from the
teacher. Since the student isn’t able to understand the
entire concept or complete the steps by him or herself, he
or she is guided through the necessary steps until he or
she can think or perform independently. Scaffolding helps
students successfully move from one level of knowledge
to a higher level.
12
13. 5/13/2011
Scaffolding Examples
1. Directions that give more structure
2. Tape record lectures or readings
3. Re-teaching a concept different ways
4. Modeling
5. Clear and concise directions
6. Reading buddies
7. Teaching through multiple modalities
8. Manipulatives
9. Matching reading materials to student reading level
10. Study guides
11. Graphic organizers
Lesson Checklist
What do I want the students to know or do?
How will I monitor progress with this task or concept?
Does the task I assign match what I’m teaching?
What do the students already know?
Are the students are comfortable asking questions?
Do I give the students enough opportunities to respond?
Do the students understand the concept enough to work independently?
How will I give the students feedback?
Is the task slightly beyond the student’s comfort zone but not so demanding that
it is frustrating?
13
14. 5/13/2011
Focus Activity
Pick any number from 1-9
Multiply it by 9
Add the two digits
Take away 5
Locate the corresponding number in the alphabet
Pick a country that begins with that letter
Pick an animal that begins with the last letter of the country
Pick a color that begins with the last letter of your animal
Did You Come Up with:
An Orange Kangaroo in
Denmark?
14
15. 5/13/2011
Other Strategies
From the chapter that you read last night,
choose one of the following tasks & work alone
or with a partner:
Draw a comic strip to show the events in the chapter
In your journal, chronicle the events in the chapter
Describe the setting & how it relates to the events in the chapter
Rewrite a passage of the chapter in your own words.
Jigsaw
Perfect for articles or long reading
assignments
Divide article into sections
Assign one group for each section
Ask each group to read a designated section from the article and discuss it
Gather the groups back to share what they read
15
16. 5/13/2011
Think-Pair-Share
Students think about a concept by themselves
Pair with other students & share ideas
Bloom’s Taxonomy
1. Knowledge-Recall: What is the story about?
2. Comprehension-Understanding: Why did this happen?
3. Application-Transfer: Use the information to predict...
4. Analysis-Examining: How many elements are present?
5. Synthesis-Combining: Change the story to a new setting
6. Evaluation-Rating: Rank all the solutions in priority order
16
17. 5/13/2011
Cubing
Cubing with its many sides, allows students to
look at an issue or topic from a variety of
angles (outside the box!)
Side 1: Describe it
Side 2: Compare it
Side 3: Associate it
Side 4: Analyze it
Side 5: Apply it
Side 6: Argue for or against it
Cubing, cont.
Levels of Thinking
Tell
Review Discuss
Describe
Prepare Diagram
Recall Name
Cartoon
Locate List
Compare Explain Propose Suggest
Contrast Define Finish Prescribe
Example Write Devise
Debate
Connect Make
Formulate
Design Produce
Choose Support
Develop
In your opinion...
17
18. 5/13/2011
Remember...
All students need lessons that are coherent,
relevant, powerful, transferable,
authentic, and meaningful.
We shouldn’t consign the struggling students to
“drill & practice” and save the rich and engaging
lessons for the higher achievers
A curriculum that is good for students pushes them
a bit beyond what they find easy or comfortable.
Design your lessons to stretch all students
beyond their comfort zones in knowledge,
insight, thinking, basic skills, production,
presentation skills, and affective awareness.
18
19. 5/13/2011
Plan to encourage your students to “work up”, or
to be ready to match students to tasks that will
stretch them.
A task is challenging for a given student when it
causes the student to reach beyond the
information given in a text or from reading class
notes.
Questions?
kitg@updc.org
19