Differentiated instruction is a framework that involves providing different learning approaches to students in the same classroom based on their individual needs, abilities, and interests. This allows all students to effectively learn content regardless of their differences. A differentiated classroom uses various instructional strategies, flexible time, and individual and group goals tailored to each student. The teacher understands students' backgrounds and designs personalized instruction to ensure all children can learn.
This is useful for students whose topic is concerned about the new curriculum of the Philippine Education. This is presented in a brief yet understandable way for students' usage in their course subject.
This is a slide presentation version of the Philippine ICT Roadmap draft as of June 2005 by the Commission on Information and Communications Technology. This is intended for the course Technology for Teaching and Learning 1.
The presentation was created to introduce the concepts of diversity and inclusive education to teachers of a secondary school located in a far-flung area. The whole activity was part of the extension project of the college.
An overview icluding basic principles and references. It was presented during a workshop on Differentiation for EFL teachers of the Alpha Athens School district. (There are problems with the content in the slides, which is not properly viewed. I don't have a clue why this is happening. Should I upload the file in a different format?). My sincerest apologies, anyway..
This is useful for students whose topic is concerned about the new curriculum of the Philippine Education. This is presented in a brief yet understandable way for students' usage in their course subject.
This is a slide presentation version of the Philippine ICT Roadmap draft as of June 2005 by the Commission on Information and Communications Technology. This is intended for the course Technology for Teaching and Learning 1.
The presentation was created to introduce the concepts of diversity and inclusive education to teachers of a secondary school located in a far-flung area. The whole activity was part of the extension project of the college.
An overview icluding basic principles and references. It was presented during a workshop on Differentiation for EFL teachers of the Alpha Athens School district. (There are problems with the content in the slides, which is not properly viewed. I don't have a clue why this is happening. Should I upload the file in a different format?). My sincerest apologies, anyway..
Presentation from an invited speaker in a Webinar arranged by Institution of Informatization of Education - Moscow State Humanitarian University:
Theme:
"Features of the interaction of the teacher and student in distance learning"
(PRESENTATION FILE)
Topic:
"Distance Learning Experience: Teaching the Thais and Beyond"
By: Asst. Prof. Dr. Anuchai Theeraroungchaisri
More info: http://ininfo.mggu-sh.ru/news/221-features-of-the-interaction-of-the-teacher-and-student-in-distance-learning-2013
Diversity in Teacher Education Programs in Literacy and Reading: A Nationwide...suesharma
The world is becoming increasingly more diverse in our nation’s classrooms. One critical aspect of respecting diversity as well as using it as a means to strengthen students’ educational experiences and academic outcomes is how the issue of diversity plays out in American teacher education programs in literacy and reading. International Reading Association’s (IRA) Committee on Learning Diversity has undertaken a national study to examine this issue.
Diversity in united states teacher education programs in literacy and reading...sa3sharm
The world is becoming increasingly more diverse in our nation’s classrooms. One critical aspect of respecting diversity as well as using it as a means to strengthen students’ educational experiences and academic outcomes is how the issue of diversity plays out in American teacher education programs in literacy and reading. International Reading Association’s (IRA) Committee on Learning Diversity has undertaken a national study to examine this issue.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
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!
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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. Differentiated instruction and assessment (also known as
differentiated learning or simply, differentiation) is a
framework or philosophy for effective teaching that involves
providing different students with different avenues to learning
(often in the same classroom) in terms of: acquiring content;
processing, constructing, or making sense of ideas; and
developing teaching materials and assessment measures so
that all students within a classroom can learn effectively,
regardless of differences in ability.
--Carol Ann Tomlinson, (2001). How to Differentiate
Instruction in Mixed-Ability Differentiated
Instructions provides access for all students to the
general education curriculum. Classrooms (2 ed.).
Alexandria, VA: Association for Supervision and
Curriculum Development. ISBN 0871205122.
Cited 27 times since 2001 (Google Scholar).
5. Differentiated instruction will not
reduce the work of the teacher.
The fact that students differ may be inconvenient,
but it is inescapable. Adapting to that diversity is
the inevitable price of productivity, high standards,
and fairness to kids.
--Theodore Sizer, Brown University
6. Differentiated classrooms are responsive to student
variety in readiness levels, interests and learning
profiles. It is a classroom where all students are included
and can be successful. To do this a teacher sets different
expectations for task completion for students based
upon their individual needs.
--Diana Lawrence-Brown (2004).
“Differentiated Instruction: Inclusive Strategies
For Standards- Based Learning That Benefit
The Whole Class”. American Secondary
Education 32 (3): 34–62.
Cited 125 times since 2004 (Google Scholar).
8. “For a fair selection
everybody has to take the same exam:
Please climb that tree!”
http://blog.4teachers.de/dm4di/files/2010/04/heterogenitaet_tierekletternaufdenbaum1-300x188.gif
9. Thomas Jefferson
on Fairness & Equality:
http://www.goodreads.com/quotes/178043-there-is-nothing-more-unequal-than-the-equal-treatment-of
11. Students vary in culture, socioeconomic status,
language, gender, motivation, abilities/disabilities,
personal interests and more, and teachers need to be
aware of these varieties as they are planning their
curriculum. By considering varied learning needs,
teachers can develop personalized instruction so that all
children in the classroom can learn effectively.
--Carol Ann Tomlinson, (1999). “Mapping a Route
Toward a Differentiated Instruction”. Educational
Leadership 57 (1): 12.
Cited 141 times (Google Scholar).
12. A caveat:
Differentiated Learning is closely related to
other new ideas in education.
http://bitstrips.com/r/2P6
15. 15
Comparison of Classrooms
Traditional
• Student differences are masked or acted
upon when problematic
• Assessment is at the end of learning to
see “who got it”
• A single definition of excellence exists
• Whole-class instruction
• Time inflexible
• The teacher solves problems
• Teacher provides whole-class standards
for grading
Differentiated
• Student differences are studied as a basis
for planning
• Ongoing and diagnostic assessments
• Excellence is defined by individual growth
from the starting point
• Many various instructional strategies are
used
• Flexible time according to student needs
• Students help one another to solve
problems
• Whole-class and individual goals
Source: Tomlinson C. (1999) The Differentiated
Classroom; p. 16
16. How do teachers differentiate?
• Through: content, process, product
• According to student’s: readiness, interest, learning profile, etc.
17. How should we differentiate in CSB?
• Start slow, two to three new ideas at a time
• Make use of student files, diagnostic test results
• Be familiar with students abilities and interest
• Know your resources, including social networking
sites and various apps
• Organize your classroom
• Make student prepare their portfolios
• Have clear written directions for all activities
• Post agendas for students every meeting
• Provide for student interactions
18. Strategies used by teachers for
Differentiated Instruction
• Varying organizers
• Literature Circles
• Tiered Lessons
• Tiered Assignments
• Tiered Centers
• Interest Centers
• Interest Groups
• Learning Contracts
• Independent Study
• Varied Questioning Strategies
• Reading Buddies
• Varied Homework
• Small Group Instruction
• Tiered Student Products
Sources: The Differentiated Classroom, Tomlinson,1999; interview with selected CSB teachers
19. Although much has changed in schools in recent years, the
power of differentiated instruction remains the same—
and the need for it has only increased. Today’s classroom is
more diverse, more inclusive, and more plugged into
technology than ever before.
--Carol Ann Tomlinson, (2014). The
Differentiated Classroom: responding to the
needs of all learners. 2nd edition. The
Association for Supervision and Curriculum
Development (ASCD). ISBN 978-1-4166-1860-7.
Cited 1,650 times (Google Scholar)