This document provides a list of over 30 web resources for differentiated instruction strategies in grades 6-12. It includes links to resources on assessment, curriculum design, using technology to support diverse learners, and subject-specific strategies for reading, writing, math, and science. General resources listed provide examples of differentiated lessons, choice boards, and information on developing tiered activities.
This presentation shares 3 differentiation strategies to use in the classroom. These strategies can help educators reach the various learning styles of their students.
This presentation shares 3 differentiation strategies to use in the classroom. These strategies can help educators reach the various learning styles of their students.
Presentation by Stone Wiske at International Seminar e-Learning Around the World: Achievements, Challenges and Broken Promises.
CaixaForum, Barcelona. 7 June 2013.
Instructional Strategies was a presentation given during "What Administrators Want Teachers to Know." Inservice teachers participated discussing which strategies work well and those that they wanted to try. They noticed how others were experts with different strategies but collaboration was necessary to build teacher capacity.
Relating Instructional Materials Use to Student Achievement Using Validated M...Amy Cassata, PhD
Amy Cassata, PhD (Outlier Research & Evaluation, CEMSE, University of Chicago) presented this slide show at the Institute of Education Sciences Principal Investigator meeting on September 2, 2014. Findings report on data collected through IES Grant #R305A110621.
Session: "Mathematics and Science Assessment Showcase." Session Description: Research focusing on the development and validation of innovative mathematics and science assessments has increased in recent years. In this session, several NCER grantees will provide a brief synopsis of their work developing and validating assessments in mathematics and science. Participants will have an opportunity to learn about the different assessments, view demonstrations, and to interact with the presenters to discuss the assessments in greater depth.
You will see the effects of the slideshow once downloaded. It may look messy here but the presentation is actually well-organized. This presentation includes guidelines on how to properly select and use your Instructional Materials (IMs).
A 5E Lesson Plan to Promote the Use of Reflective-Reflexive Practices by In...Brehaniea Wight
EDLM6200 - Reflective-Reflexive Practices in Technology Enabled Environments
Link for full lesson plan: https://drive.google.com/file/d/17adoZAcv0x5clfB0IbgXc328d08awnJ3/view?usp=sharing
In today’s slideshare, we look at the use of digital technology to enhance reflective-reflexive practice in a 5E lesson plan. It is in response to a teacher’s sudden and drastic shift from the traditional classroom to a strictly online learning environment. While learning takes place in the synchronous environment through live conferences, it is supported using an asynchronous learning management platform.
The 5e model of instruction will empower the students to take responsibility for their own learning. The teacher will guide the students through the five phases - engage, explore, explain, elaborate, and evaluate. Students will engage in reflective-reflexive practice in each phase using online digital tools.. The reflective-reflexive process will incorporate works from reflective gurus such as
Kolb - learning through experience
Gibbs - emotional feelings, action plan
Brookfield - four critical lenses - self, peers, experts and literature
Schön’s reflective models - reflection before, during and after
Presentation by Stone Wiske at International Seminar e-Learning Around the World: Achievements, Challenges and Broken Promises.
CaixaForum, Barcelona. 7 June 2013.
Instructional Strategies was a presentation given during "What Administrators Want Teachers to Know." Inservice teachers participated discussing which strategies work well and those that they wanted to try. They noticed how others were experts with different strategies but collaboration was necessary to build teacher capacity.
Relating Instructional Materials Use to Student Achievement Using Validated M...Amy Cassata, PhD
Amy Cassata, PhD (Outlier Research & Evaluation, CEMSE, University of Chicago) presented this slide show at the Institute of Education Sciences Principal Investigator meeting on September 2, 2014. Findings report on data collected through IES Grant #R305A110621.
Session: "Mathematics and Science Assessment Showcase." Session Description: Research focusing on the development and validation of innovative mathematics and science assessments has increased in recent years. In this session, several NCER grantees will provide a brief synopsis of their work developing and validating assessments in mathematics and science. Participants will have an opportunity to learn about the different assessments, view demonstrations, and to interact with the presenters to discuss the assessments in greater depth.
You will see the effects of the slideshow once downloaded. It may look messy here but the presentation is actually well-organized. This presentation includes guidelines on how to properly select and use your Instructional Materials (IMs).
A 5E Lesson Plan to Promote the Use of Reflective-Reflexive Practices by In...Brehaniea Wight
EDLM6200 - Reflective-Reflexive Practices in Technology Enabled Environments
Link for full lesson plan: https://drive.google.com/file/d/17adoZAcv0x5clfB0IbgXc328d08awnJ3/view?usp=sharing
In today’s slideshare, we look at the use of digital technology to enhance reflective-reflexive practice in a 5E lesson plan. It is in response to a teacher’s sudden and drastic shift from the traditional classroom to a strictly online learning environment. While learning takes place in the synchronous environment through live conferences, it is supported using an asynchronous learning management platform.
The 5e model of instruction will empower the students to take responsibility for their own learning. The teacher will guide the students through the five phases - engage, explore, explain, elaborate, and evaluate. Students will engage in reflective-reflexive practice in each phase using online digital tools.. The reflective-reflexive process will incorporate works from reflective gurus such as
Kolb - learning through experience
Gibbs - emotional feelings, action plan
Brookfield - four critical lenses - self, peers, experts and literature
Schön’s reflective models - reflection before, during and after
Second Grade Balancy Literacy Program with Daily 5B. J. Zagorac
This presentation provides valuable information about how a balanced literacy program might look for a second grade class with the Daily 5 incorporated into the curriculum.
A Balanced Literacy Program for Special EducationJoanne Cardullo
Special education students progress more rapidly when they participate in a literacy program that balances phonological awareness with comprehension. Reading with meaning is an educator's ultimate goal!
Five Basic Components of a Balanced Literacy Programcmvalente78
This is a visual representation of my foundational knowledge about the daily five basic components of a balanced literacy program as identified by the National Reading Panel report in 2000.
Unit 10Richards, IncJessica RichardsMt460-01 Managemecorbing9ttj
Unit 10
Richards, Inc
Jessica Richards
Mt460-01: Management Policy and Strategy
Purdue Global University
December 20, 2018
Proforma Round 6
References
EDUU 512 Assessment Accommodations and Modifications Assignment
English Learners and Students with Special Needs
1. Go to http://www.wrightslaw.com/info/fape.accoms.mods.pdf
to learn about the difference between accommodations and modifications
2. Using the Internet locate a minimum of 5 assessment accommodations and/or
modifications that could be made for students with special needs. The following sites
will help you with this task:
· LD Online- http://www.ldonline.org/indepth/accommodations
· Parent Education Advocacy Training Center- http://www.peatc.org/peatc.cgim?template=peakaccom
· Learning Disabilities Association of America- http://www.ldanatl.org/aboutld/teachers/understanding/accommodations.asp
· Understood.Org
https://www.understood.org/en/learning-attention-issues/treatments-approaches/educational-strategies/common-classroom-accommodations-and-modifications
· Center for Parent Information and Resources http://www.parentcenterhub.org/accommodations/
3. Using the Internet locate a minimum of 5 assessment accommodations and/or
modifications that could be made for English Learners. The following site, as well as
your textbook Chapter 11, will help you with the task:
· Everything ESL- http://www.everythingesl.net/inservices/judith2.php
4. Create a table that categorizes the strategies in relation to what aspect of the assessment
process is being changed. The chart should include a total of 10 strategies.
Aspect of Assessment Process Being Modified
Student With
Special Needs
English Learner
Time or Setting for Assessment
Directions or Instructions
Difficulty of the Assessment
Level of Support during Assessment
How Student Responds
Week 8
Teaching Performance Expectations
EDUU 512 TPE Focus Areas
Planning Instruction
Understanding and Organizing Subject Matter
Engaging and Supporting Students in Learning
Assessing Student Learning
Planning Instruction
Locate and apply information about students' current academic status, content- and standards-related learning needs and goals, assessment data, language proficiency status, and cultural background for both short-term and long-term instructional planning purposes.
Understand and apply knowledge of the range and characteristics of typical and atypical child development from birth through adolescence to help inform instructional planning and learning experiences for all students.
Design and implement instruction and assessment that reflects the interconnectedness of academic content areas and related student skills development in literacy, mathematics, science, and other disciplines across the curriculum, as applica ...
NON-SCIENTIFIC MODELS OF CURRICULUM DEVELOPMENT SANA FATIMA
NON-SCIENTIFIC MODELS OF CURRICULUM DEVELOPMENT:
GLATTHORN’S MODEL
NON-SCIENTIFIC MODELS:
1. Are Flexible and less structured without predetermined objectives to guide the teaching-learning process. It considers that the curriculum evolves rather than being planned precisely.
2. Based on the progressive philosophy where the needs and interests of individual learners and the needs of the society are the main concerns
3. Give recognition to the importance of music, arts, literature, health education & humanities.
4. The approaches in this category are humanistic and reconceptualist as this category prefers child centered and problem centered designs
• One of the most Recognized Nontechnical/Nonscientific Models is Allan Glatthorn’s model: Naturalistic Model
Glatthorn Model contains the following eight steps:
1. Assess the alternatives:
2. Stake out the territory:
3. Develop a constituency:
4, Build the knowledge base:
5. Block, in the Unit:
6. Plan quality learning experiences:
7. Develop the course examination:
8. Developing the learning scenarios:
A Systematic Approach for Providing Personalized Pedagogical Recommendations ...Ranilson Paiva
This work presents an approach to assist teachers, tutors and students from online learning environments. It is a four-steps process called Pedagogical Recommendation Process that uses the coordinated eff orts of human actors (pedagogical and technological specialists) and arti ficial actors (computational artifacts). The process' objective is
to find relevant information in educational data to help creating personalized recommendations. Using the process it was possible to detect issues within a learning environment (UFAL Línguas), and discovered why some students were facing difficulties, and what other students were doing in order to succeed in the course. This information was used to personalize pedagogical recommendations.
Flipped Classroom A Concept for Engaging Nursing Students in Learningijtsrd
Technological advancement have been created many aspects in leaning, which is immense force on our younger generation to keep themselves abreast with the new and advance technology in nursing science to impart education. This technology to augment these current education strategies. Nursing educators have to evolve innovative pedagogy and model techniques to prepare this generation for future challenges as the training periods are getting relatively shorter. Out of those most exciting advancements in the modern classroom is flipped. It hinges on the idea that students learn more effectively by using class time for small group activities and individual attention. It is also known as Inverted classroom, such innovation that can empower a learner to develop critical thinking skills and master ways to imbibe vast information by engaging students in active teaching learning process. Over the last few years, Flipped Classroom has rapidly gained popularity among faculty and administrators of institutes around the globe Teachers then assign students lecture materials and presentations to be viewed at home or outside of the classroom day, prioritizing active learning. The purpose of education is to move forward, improve and express. Flipped Classroom pedagogy has become popular in several different courses in Higher Educational Institutions. Information Technology have become an integral part of the teaching learning process in academic courses at Higher education institutions, opening the way for the emergence of different pedagogical models like e Learning, Blended Learning and the Flipped Classroom. Dr. Sarika Saxena | Mr. Mohit Sharma | Dr. Alka Saxena "Flipped Classroom: A Concept for Engaging Nursing Students in Learning" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-6 , October 2021, URL: https://www.ijtsrd.com/papers/ijtsrd46447.pdf Paper URL : https://www.ijtsrd.com/medicine/nursing/46447/flipped-classroom-a-concept-for-engaging-nursing-students-in-learning/dr-sarika-saxena
1. Differentiating Instruction- Grades 6-12<br />Assessment: Curriculum-based measurement<br /> www.studentprogress.org <br />National Center on Accessing the General Curriculum (NCAC): www.cast.org/ncac/ <br />Access Center: www.k8accesscenter.org <br />http://www.paulakluth.com/articles/diffstrategies.html <br />http://www.teachersworkshop.com/twshop/differentiatedideas.html <br />http://www.cited.org/library/site/media/Differentiated%20Instruction%20Using%20Technology%20UPDATE12%205%2007.pdf <br />http://search.barnesandnoble.com/Differentiated-Instructional-Strategies/Gayle-H-Gregory/e/9781412936408/?itm=1&USRI=differentiated+instructional+strategies+one+size<br />Enhance Learning with Technology: Strategies for Differentiating-variety of strategies to use in the classroom – adjusting questions, providing alternative activities, flexible grouping, peer teaching, etc. <br />http://members.shaw.ca/priscillatheroux/differentiatingstrategies.html <br />Technology to Support Diverse Learners-review of research on technology tools and features to support differentiated instruction. Practical suggestions in specific areas of support.<br />http://www.wested.org/cs/tdl/print/docs/tdl/home.htm <br />The Promise of Accessible Textbooks-practical information on accessibility legislation and information about CAST http://www.k8accesscenter.org/training_resources/udl/AccessibletextbooksHTML.asp <br />Teachnology- Create customized rubrics, calendars, lesson plans, etc. with a subscription.<br />http://www.teach-nology.com/litined/dif_instruction/ <br />Virtual Reality/Computer Simulations and the Implications for UDL Implementation<br />http://www.k8accesscenter.org/training_resources/udl/virtualreality.asp <br />Specific Subject Resources:<br />Differentiated Instruction in the English Classroom-free download “How Do Teachers Manage a Differentiated Classroom?”<br />http://books.heinemann.com/shared/onlineresources/E00577/chapter4.pdf <br />Learning to Read with Multimedia Material<br />http://www.cited.org/index.aspx?page_id=144 <br />Computer-Assisted Instruction in Reading<br />http://www.k8accesscenter.org/training_resources/computeraided_reading.asp <br />Computer-Assisted Instruction and Writing<br />http://www.k8accesscenter.org/training_resources/computeraided_writing.asp <br />Using Assistive Technology to Support Writing-technology in a writing curriculum<br />http://www.cited.org/index.aspx?page_id=108 <br />Learning Mathematics with Virtual Manipulatives - practical suggestions -extensive list of resources.<br />http://www.cited.org/index.aspx?page_id=151 <br />Computer-Assisted Instruction and Math<br />http://www.k8accesscenter.org/training_resources/computeraided_math.asp <br />Web-Based Resources for Mathematics: Tools and Activities for Teaching and Learning-large annotated list of free web-based tools and activities focusing on a specific mathematics concept or skill<br />http://www.k8accesscenter.org/training_resources/MathWebResources.asp <br />Using Multimedia Tools to Help Students Learn Science-extensive list of resources.<br />http://www.cited.org/index.aspx?page_id=148 <br />Computer-Assisted Instruction and Science<br />http://www.nwrel.org/scpd/sirs/5/cu10.html <br />Differentiation for Science<br /> http://www.k8accesscenter.org/training_resources/sciencedifferentation.asp <br />General Resources:<br />http://differentiationcentral.com/ <br />http://www.internet4classrooms.com/links_grades_kindergarten_12/sample_units_lessons_differentiated_instruction.htm<br />http://www.netc.org/classrooms@work/index.html<br />http://www.tandl.leon.k12.fl.us/lang/MHSlessonspage.html<br />http://www.help4teachers.com/samples2.htm<br />http://daretodifferentiate.wikispaces.com/Choice+Boards<br />http://www.lausd.k12.ca.us/lausd/offices/di/Burleson/workshops/differentiate/index.htm<br />http://www.explorelearning.com/index.cfm?method=cResource.dspResourceCatalog<br />http://cte.jhu.edu/techacademy/web/2000/heal/mathsites.htm<br />http://www.exploratorium.edu/explore/<br />http://www.westedrtec.org/techtips <br />http://www.gifted.uconn.edu/semr/Bookmarks.pdf <br />http://www.eht.k12.nj.us/~jonesj/Differentiated%20Instruction/Developing%20a%20Tiered%20Activity%202.htm <br />http://www.glencoe.com/sec/teachingtoday/subject/di_meeting.phtml <br />http://www.readingquest.org/strat/<br />http://www.eed.state.ak.us/tls/Frameworks/mathsci/ms5_2as1.htm<br />
