This document discusses differentiated instruction for teaching mixed-ability classrooms. It begins by comparing differentiated instruction to teaching in a one-room schoolhouse. It then defines what differentiated instruction is and is not, emphasizing that it is a blend of whole group, small group, and individual instruction that is qualitative and adapts assignments based on student differences in readiness, interests, and learning needs. It also provides examples of classroom setup and management strategies to facilitate differentiated instruction.
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Workshop designed for "Reflective teaching and learning in context course". Universidad de la Sabana. Master in English language teaching for self-directed learning.
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Group presentation created for a graduate course. Presents Carol Tomlinson's book, Fulfilling the Promise of the Differentiated Classroom: Strategies and Tools for Responsive Teaching.
Group presentation created for a graduate course. Presents Carol Tomlinson's book, Fulfilling the Promise of the Differentiated Classroom: Strategies and Tools for Responsive Teaching.
NAFSA Conference 2009, Los Angeles, CA. Session presented by Penny Schouten and Sarah McNitt with contributions made by Wanda Dutton and Ruth Sylte.
Examine the latest forms of social networking and how you can use them to your advantage. Experience first-hand how quickly you or your field staff can become the next YouTube phenomenon.
CHAPTER 7Developing a Philosophy of Teaching and LearningTeacJinElias52
CHAPTER 7
Developing a Philosophy of Teaching and Learning
Teacher Interview: Heather Cyra
Heather Cyra has been a teacher at Guild Gray Elementary School for four years. Approximately 600 students attend kindergarten through fifth grade at Guild Gray. The school is located between an older, well-established neighborhood and low-rent apartment complexes. Student enrollment fluctuates at the school, and teachers may be asked to change grade levels when populations at specific grade levels decrease or increase. Ms. Cyra began teaching first grade but after one year she was moved to fifth grade. For as long as she remembers, she wanted to be a teacher. She knew that there would be challenges and rewards in teaching, but teachers make a difference in the world. She wanted to be creative and use the natural skills she possesses for helping people learn.
What do you see when you see excellence in teaching?
I see someone who is organized and has created an enjoyable, engaging environment—teachers who keep the students engaged in learning and also help everyone learn. I see excellence in teaching when I see teachers who have “fun” with their students; teachers who listen to their students and keep the students from being bored. Excellence in teaching is also surprising the students with unexpected activities, rewards, or information.
How do you know when your students are learning?
There are many ways to know that students are learning. You can often tell just by the looks on their faces that show whether they are confused or enlightened. You can tell by verbal cues from how the students respond to the questions you ask or how they contribute to class discussions. You can tell from a written assessment or merely a show of hands. If they are not responding the way I expect them to then I realize I have to reteach a concept or go back over something that may not have been explained in a way that they can understand. If you are tuned in to your students it is quite easy to tell when students have checked out by the way they look at you or don’t and by the responses they give you.
What brings you joy in teaching?
When I see how far the students I started out with grow in a year. By keeping track of their stages of development, I can see how much they have learned and how their attitudes and behavior have developed. When my students tell me at the end of the year that they don’t want to leave, I know that I have created a warm, nurturing environment. I feel like I am doing something right. It’s not entirely about what the tests say. As long as they’re learning, showing growth, and enjoying themselves in school and have enjoyed their fifth-grade experience I am happy and feel like I have done my job.
How did you develop a personal philosophy of teaching?
I constructed my philosophy one course at a time through integration of the most prominent and influential pieces of knowledge from each professor and textbook. During the course in special education my ...
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A presentation on the topic of differentiating instruction in mixed-ability classrooms.
Resource: How to Differentiate Instruction in Mixed - Ability Classrooms, Carol Ann Tomlinson
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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.
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The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
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Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
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2. Differentiated Instruction can be compared to conducting class in a one-room school house. Graham School, a one room school house in Henderson County, IL. My Aunt Dorothy taught grades 1 to 8 at Graham School from 1934 to 1936.
3. Differentiated Instruction… Is Not Individualized student instruction. Giving the “smart students” more work than the struggling students. Chaos and loss of classroom control. Is A blend of whole class, group and individual Instruction. Qualitative, adjust the nature of the assignment and not the amount. Management & Monitoring of many activities simultaneously.
4. Differentiated Instruction Is Not Ask the “smart students” to answer the hard questions and “struggling students” to answer the easy questions. That is still trying to make one presentation work for a mixed ability classroom with little benefit for the student. Is Organic The learning environment is an ongoing collaboration between student and teacher. Provides multiple approaches to different phases of learning.
5. Below is an excerpt from Carol Ann Tomlinson’s How to Differentiate Instruction in Mixed-Ability Classrooms. Ms. Tomlinson is considered the guru on the topic of differentiated instruction . This excerpt is her closing remarks at the end of her introductory chapter. As you continue reading about how to differentiate instruction in mixed-ability classrooms, keep this new image in mind: “In a differentiated classroom, the teacher proactively plans and carries out varied approaches to content, process, and product in anticipation of and response to student differences in readiness, interest, and learning needs.”
6. My initial reaction: What a mouthful of words!!! The reader “needs to keep in mind” a statement containing 19 words that scored a Flesch Reading Ease of 15.7 and a Flesch Kincaid Grade Level Determination of 19.0. I got lost in all the words and was unable to visualize “a mental image” to keep in mind as I continued reading her book. Therefore, I reread the paragraph and...
7. …skimmed the subsequent chapter titles. I noticed there were entire chapters devoted to the terms highlighted below. I mentally focused on those words. Yet, no mental image readily conjured up in my mind. “In a differentiated classroom, the teacher proactively plans and carries out varied approaches to content, process, and product in anticipation of and response to student differences in readiness, interest, and learningneeds.” Since Ms. Tomlinson thought it necessary to have a visual image in mind as she discussed the topic of differentiated instruction, I did too. The next 3 slides are of different visual images of a differentiated instruction.
8. High Level Overview Differentiated Instruction Process Why was it hard for me to initially visualize the process of differentiated instruction. It’s because differentiated instruction is a MAZE of instructional pathways. The first step is a maze of methods to understand and assess your students in the areas of readiness, learning profile and interests, based on…. Learning style Readiness to learn the concept Interests Then a second responsive maze of teaching activity is put in play as multiple methods of instruction, classroom activities and assessments are offered simultaneously. This maze of activity is organized and purposeful. Differentiated learning strategies are selected to aid in the three phases of learning: Concept presentation Student processing and making sense of presented concept Differentiated means of assessing learning progress. For each of the six topics itemized above, long lists of behavioral descriptions and differentiated instruction strategies are available to the instructor.
9. Expanded Overview of Differentiated Instruction Including Lists of Instructional Strategies .
10. My preferred visual for “keeping an image in mind.” This illustration focuses on the relational aspect between teacher and student. Teachers implementing differentiated instruction create learning opportunities for their students. The relationship is one of circling back and forth between teacher and student in an effort to stretch the student to his highest learning potential. http://www.lincolnparkboe.org/DI_cogs.htm
11.
12. Desk arrangement – variety for group and independent work; Also allow for each student to have a home base for class beginning, ending and “ragged time.”
14. Always keep a schedule and group assignments posted. Kids should be able to figure out where they are supposed to be and who they are working with without having to ask the teacher.
15.
16. What’s a realistic goal for a first year teacher in the area of differentiated instruction?
17. Start differentiated instruction on an easy level. Focus on only one differentiated activity . Differentiated instruction classrooms are built over time and draws on teacher experience. A full fledge differentiated instructional classroom may not be a realistic goal for the new teacher. The key point is to begin doing something toward building a differentiated instructional classroom.
18. Brief notes on the struggling learner Always teach “up”. A struggling learning needs to build the inner confidence of reaching goals once thought unattainable as well as the advance learner. Prioritize the focus of their learning on the big picture. Make school relevant for today and the struggling learner will want to stay in school tomorrow. Build on what “works” for the struggling learner. Learn their strengths.
19. Brief notes on the Advanced Learner Advanced learners can become mentally lazy. Success without effort is not learning and could lead to future failure. Unchallenged, advanced learners may fail to develop study and coping skills. Unchallenged advanced learners may fail to develop a sense of inner confidence from being stretched and obtaining a goal once thought out of reach. Unchallenged advanced learners may play it “safe” to get A’s and not take risks. There may be a need to conference with parents to support mental stretching and coping with challenging assignments.
20. Helpful Web Sites on Differentiated Instruction How to Adjust Your Teaching Style to Students’ Learning Style Teachley'sAmazing Talking Brain (Brain Research) Tapping into Multiple Intelligences
21. Online Power Point Presentation on Differentiated Instruction http://www.lincolnparkboe.org/DI_cogs.htm#diff www.k8accesscenter.org/.../3%20hour%20differentiation%20presentation.ppt www.cgu.edu/MSDocs/ses/Differentiated%20Instructon.ppt www.av.k12.mo.us/main/files/Differentiated%20Instruction.ppt