The document discusses differentiation strategies that can be used to meet the varying needs of students. It describes differentiation by objectives, questioning, support, role, task, and grouping. Specific examples are provided for differentiating by role by assigning specific tasks to group members, and for differentiating tasks by using scaffolding, varying task types and timing, and incorporating both mastery and extension elements. A variety of card games are also presented as examples of tasks that can be differentiated by complexity and cognitive demand.
Taxonomy of Cognitive Objectives
Developed in 1950’s
Means of expressing qualitatively different kinds of thinking
• Been adapted for classroom use as a planning tool
• Continues to be one of the most universally applied models
• Provides a way to organize thinking skills into six levels, from the most basic to the more complex levels of thinking
These gentlemen are the primary authors of the revisions to what had become known as Bloom’s Taxonomy — an ordering of cognitive skills.
Both of these primary authors were in a perfect position to orchestrate looking at the classic taxonomy critically.
They called together a group of educational psychologists and educators to help them with the revisions.
Lorin Anderson was once a student of the famed Benjamin Bloom, and
David Krathwohl was one of Bloom’s partners as he devised his classic cognitive taxonomy.
Their combined efforts led to Bloom’s Taxonomy revised.
• The names of six major categories were changed from noun to verb forms.
• As the taxonomy reflects different forms of thinking and thinking is an active process verbs were used rather than nouns.
• The subcategories of the six major categories were also replaced by verbs and some subcategories were reorganized.
• The knowledge category was renamed. Knowledge is an outcome or product of thinking not a form of thinking per se. Consequently, the word knowledge was inappropriate to describe a category of thinking and was replaced with the word remembering instead.
• Comprehension and synthesis were retitled to understanding and creating respectively, in order to better reflect the nature of the thinking defined in each category.
• The revision's primary focus was on the taxonomy in use. Essentially, this means that the revised taxonomy is a more authentic tool for curriculum planning, instructional delivery and assessment.
• The revision is aimed at a broader audience. Bloom’s Taxonomy was traditionally viewed as a tool best applied in the earlier years of schooling (i.e. primary and junior primary years). The revised taxonomy is more universal and easily applicable at elementary, secondary and even tertiary levels.
• The revision emphasizes explanation and description of subcategories.
l
Taxonomy of Cognitive Objectives
Developed in 1950’s
Means of expressing qualitatively different kinds of thinking
• Been adapted for classroom use as a planning tool
• Continues to be one of the most universally applied models
• Provides a way to organize thinking skills into six levels, from the most basic to the more complex levels of thinking
These gentlemen are the primary authors of the revisions to what had become known as Bloom’s Taxonomy — an ordering of cognitive skills.
Both of these primary authors were in a perfect position to orchestrate looking at the classic taxonomy critically.
They called together a group of educational psychologists and educators to help them with the revisions.
Lorin Anderson was once a student of the famed Benjamin Bloom, and
David Krathwohl was one of Bloom’s partners as he devised his classic cognitive taxonomy.
Their combined efforts led to Bloom’s Taxonomy revised.
• The names of six major categories were changed from noun to verb forms.
• As the taxonomy reflects different forms of thinking and thinking is an active process verbs were used rather than nouns.
• The subcategories of the six major categories were also replaced by verbs and some subcategories were reorganized.
• The knowledge category was renamed. Knowledge is an outcome or product of thinking not a form of thinking per se. Consequently, the word knowledge was inappropriate to describe a category of thinking and was replaced with the word remembering instead.
• Comprehension and synthesis were retitled to understanding and creating respectively, in order to better reflect the nature of the thinking defined in each category.
• The revision's primary focus was on the taxonomy in use. Essentially, this means that the revised taxonomy is a more authentic tool for curriculum planning, instructional delivery and assessment.
• The revision is aimed at a broader audience. Bloom’s Taxonomy was traditionally viewed as a tool best applied in the earlier years of schooling (i.e. primary and junior primary years). The revised taxonomy is more universal and easily applicable at elementary, secondary and even tertiary levels.
• The revision emphasizes explanation and description of subcategories.
l
Created by the Northern Illinois University Faculty Development and Instructional Design Center: www.niu.edu/facdev, and included as a resource in a blog post at http://wp.me/p1Mdiu-1jm.
Differentiation in the Middle School Math ClassroomMrsRobertsHFL
This presentation includes our efforts to differentiate instruction to challenge all learners to meet NYS Common Core standards. This slide show includes a description of our station approach and how technology has helped to make it so successful.
These are learners between the ages of four and twenty-one whose abilities, talents, and potential for accomplishment are so exceptional or developmentally advanced that they require special provisions to meet their educational programing needs.
The cognitive domains as described by Bloom has great role in child 's learning.It makes the journey easy from simple to complex level. It has its strong impact in prose for better understanding of the questioning techniques especially in reading comprehension questions.
Learning objectives are specific and measurable outcomes describing the learners’ expected performance after the training. Here is the presentation on "How to Set Learning Objectives".
Created by the Northern Illinois University Faculty Development and Instructional Design Center: www.niu.edu/facdev, and included as a resource in a blog post at http://wp.me/p1Mdiu-1jm.
Differentiation in the Middle School Math ClassroomMrsRobertsHFL
This presentation includes our efforts to differentiate instruction to challenge all learners to meet NYS Common Core standards. This slide show includes a description of our station approach and how technology has helped to make it so successful.
These are learners between the ages of four and twenty-one whose abilities, talents, and potential for accomplishment are so exceptional or developmentally advanced that they require special provisions to meet their educational programing needs.
The cognitive domains as described by Bloom has great role in child 's learning.It makes the journey easy from simple to complex level. It has its strong impact in prose for better understanding of the questioning techniques especially in reading comprehension questions.
Learning objectives are specific and measurable outcomes describing the learners’ expected performance after the training. Here is the presentation on "How to Set Learning Objectives".
Differentiated instruction is a teaching approach that tailors instruction to meet the individual needs of all students. It recognizes that students learn at different paces, in different ways, and with different interests. Teachers who differentiate instruction provide students with a variety of options for how they learn, what they learn, and how they demonstrate their learning.
There are many different ways to differentiate instruction. Some common examples include:
Differentiating content: This involves providing students with different levels of difficulty or different types of content to learn. For example, a teacher might provide students with different reading passages at different reading levels, or give students different research topics to choose from.
Differentiating process: This involves providing students with different ways to learn the same material. For example, a teacher might provide students with visual, auditory, or kinesthetic learning activities, or give students the option to work independently or in small groups.
Differentiating product: This involves providing students with different ways to demonstrate their learning. For example, a teacher might allow students to write a report, create a presentation, or design a project to show what they have learned.
Differentiating the learning environment: This involves creating a learning environment that is supportive and welcoming for all students. For example, a teacher might provide students with quiet places to work, or give students the option to move around the classroom.
Differentiated instruction is important because it helps to ensure that all students have the opportunity to learn and succeed. When teachers differentiate instruction, students are more likely to be engaged in their learning and to reach their full potential.
Here are some examples of differentiated instruction in the classroom:
In a math class, the teacher might provide students with different levels of difficulty of math problems to solve. For example, some students might be working on multiplication problems, while other students are working on division problems.
In a science class, the teacher might give students different research topics to choose from. For example, some students might research different types of animals, while other students might research different types of plants.
In an English class, the teacher might allow students to choose between writing a report, creating a presentation, or designing a project to show what they have learned about a novel.
In a social studies class, the teacher might provide students with different ways to learn about a historical event. For example, some students might watch a video, while other students might read a primary source document.
Differentiated instruction is not a one-size-fits-all approach. Teachers need to get to know their students and their individual needs in order to differentiate instruction effectively. However, when done different
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.
For more information, visit-www.vavaclasses.com
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
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The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
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The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
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.
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Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
3. By
Objetives
• Select objectives to reflect
individual or group learning needs
and ensure an appropriate level of
challenge for all pupils.
• One way of thinking about the
different needs of the pupils in the
class is to use Bloom’s taxonomy
as a guide to some of the different
types of thinking skills you might
want to plan for – and to how you
can build appropriate levels of
challenge into the activities.
4.
5. By
Role
• Allocate specific roles to
pupils in group or class
activities to match abilities
and extend learning .
• know pupils’ strengths and
attributes together with their
academic abilities
6. Example of Differentiation by Role
STORY TELLER
Instructions
• Number of pupils 4 (1 person reads the script, 1
person listens only, 1 person writes/translates only
and 1 person draws only)
• The reader reads the script given to the group aloud.
(The reader must not allow the other members of the
group see the script). The rest of the group have to
record the information they hear by using the only
skill they have (listening, drawing and writing).
• When the reader has finished reading the script, the
other people in the group have to retell the story in
Spanish.
• The reader has to check the information he/she is
hearing with the script they have.
7. By
Support
• Teacher support one to one.
• Ensure teaching assistant knows the
objectives, tasks and resources to be
used, where possible involve the
teaching assistant in planning for the
needs of specific groups or individuals
• Target TA and TEACHER support at
specific groups or individuals on a
specific focus)
• Pupil to pupil support
9. By
Grouping
• High Achieving Student
• High Middle Achieving Student
• Low Middle Achieving Student
• Low Achieving Student
Make sure that the ability/achievement gap is not too wide in
order to avoid disengagement from lower achievers or
supremacy from higher achievers.
10. By
Questioning
• Target questions according
to ability to ensure that all
pupils are made to think
• Ask questions which reflect
the abilities, personalities
and learning needs of
individuals or groups
11. By
Task
•Have scaffolding learning within tasks
that gradually build on challenge
•Have a variety of tasks based on the
same focus or objective
•Use core/mastery and
extension/developmental tasks
•Vary the timing of tasks
•Examples on next slide
12. Decisions–Decisions
CARD GAMES
The distinction between high and low order tasks is not
their difficulty but the mental processes involved. In
particular high order tasks require deep understanding.
They cannot be completed unless the student has
developed their own understanding of the material, so
they force the student to make their own sense of what
they are learning.
Low order tasks do none of these things, they only require
recall and understanding may be minimal or even non
existent.
13. Decisions-Decisions A generic game for differentiation
TASK
EXAMPLE
DESCRIPTION
Labelling
Label pictures with words
In this case the cards are labels that the student
must place correctly on a diagram, map,
Grouping
Classifying
games:
Groups are given a set of, say, 30 cards,
each of which has a different phrase with an
underlined word: for example, 'The fox ran
quickly into a hole.' Students must sort the
underlined words into nouns, adjectives,
adverbs. Each group has the same set of
cards.
Classifications that are useful include:
•True; Sometimes True; False
•Often; sometimes; never
•Agree; Don’t’ Know; Disagree;
Ranking
games
Business studies students are given a set of
cards, each of which describes an activity which
prepares for the launch of a new product. The
students are to sort the cards into the correct
chronological order
Cards can be ranked by any characteristic
imaginable. This is very highly adaptable and
involves students in evaluation which is a high order
thinking skill.
Matching
games
•Questions and answers
•Problems and solutions
•Words or phrases with their definitions
•Types and examples e.g. “noun” and “cat”
•Equivalent mathematical expressions
Mountain
Climbing - A
recall game
with question
cards
In small groups students devise cards with
questions and answers. They now play a game like
‘Trivial Pursuits’ (registered trademark) in their
groups, taking it in turn to answer the questions
including the ones they devised.