Differentiated instruction is tailored instruction that meets the needs of all students within the same classroom. It involves flexible grouping and regrouping of students based on assessment data to target shared needs. The range of reading abilities in classrooms has increased, requiring differentiation. Effective differentiation includes data-based planning, matching texts to readers, and varying instruction. Teachers should establish routines, arrange classrooms flexibly, allocate time well, and use various grouping patterns including whole class, small groups, pairs and individual. Academic engagement is increased through techniques like checking for understanding during teacher-directed lessons and peer partnerships during independent work.
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Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes.
Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com,
Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio.
Rectoría, Universidad Magister. – 2014.
Teaching Strategies and Methodologies for Teaching and LearningMG M
The term Teaching method refers to the general principles, pedagogy and management strategies used for classroom instruction. Your method depends on what are your goals, your individual style and your school’s vision.
Process of classroom questioning, Using Students’ Questions and Summarizations, Aiming for Critical and Higher-Level Thinking, Questioning Strategies, Convergent Strategy, Divergent Strategy, Evaluative Strategy, Reflective Strategy, Appropriate Questioning Behaviors, Framing Questions and Using Wait Times, Using Positive Prompting Techniques
and How Questioning Can Create a Dynamic Learning Environment.
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Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes.
Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com,
Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio.
Rectoría, Universidad Magister. – 2014.
Teaching Strategies and Methodologies for Teaching and LearningMG M
The term Teaching method refers to the general principles, pedagogy and management strategies used for classroom instruction. Your method depends on what are your goals, your individual style and your school’s vision.
Process of classroom questioning, Using Students’ Questions and Summarizations, Aiming for Critical and Higher-Level Thinking, Questioning Strategies, Convergent Strategy, Divergent Strategy, Evaluative Strategy, Reflective Strategy, Appropriate Questioning Behaviors, Framing Questions and Using Wait Times, Using Positive Prompting Techniques
and How Questioning Can Create a Dynamic Learning Environment.
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Your role as an educator. Suggested timeline: countdown to course start. Pedagogical phases. The paradigm shift: migrating from teacher-centered to student-centered learning. What is student-centered learning? What's affected in the shift? Strategies for the shift. A word on using taxonomies. Instructional strategies for adult learners. Experiential learning. Assessments. The importance of feedback. Teaching in the diverse classroom. Ethics and protocol.
For the past few years, reading has taken center stage in PD—specifically because this is an area that has been deemed as being one that most of our students struggle with as evidenced by ISAT performance. For the past couple of years, teachers have been exposed to the concept of Reading Across the Curriculum. At first, Haugan received PD from an outside consultant and then last year, most of our PD was delivered on-site by our Master Teachers. This year, we are going full force with Reading Across the Curriculum and marrying it to the Differentiation concept—Haugan personnel will be the driving force behind the initiative; in terms of providing all PD ourselves. So far, we have delivered 4 PowerPoint presentations that have some type of literacy/differentiation element embedded into it: Ex: 1. Formative Assessment; 2. Word Maps to Build Comprehension; 3. Summarizing; and 4. Differentiation.
Differentiation ppt: We opened the year with a PD session on differentiation. Although many of our Haugan teachers have been to conferences/workshops that delve deeply into this concept, we felt that we needed to present teachers with practical techniques that they could immediately put into practice the first week of school—techniques that would help them get to know their students’ interests and learning styles. In having an idea of students’ interests and learning styles, teachers are better able to engage students.
Interaction in the second language classroomSuadaSuliman
. A great deal of time in teaching is devoted both to interaction between the teacher and the learners, and to interaction among the learners themselves. The quality of this interaction is thought to have a considerable influence on learning (Ellis 1985)
A presentation on the topic of differentiating instruction in mixed-ability classrooms.
Resource: How to Differentiate Instruction in Mixed - Ability Classrooms, Carol Ann Tomlinson
A brief discussion of the rationale behind collaboration and co-teaching for elementary resource teachers, followed by a variety of types of co-teaching and examples of each.
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”.
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.
For more information, visit-www.vavaclasses.com
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
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!
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
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
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
2. Data-Based Decision Making
Planning the content of daily instruction
based on frequent, ongoing assessment data
Grouping and regrouping students based
on shared needs observed from data
3. Matching Text to Readers
1. Instructional and independent levels are
based on an individual student’s reading
ability
2. What instructional and independence
for one student may not be instructional
or independence for another student in
the same classroom
4. Why Differentiate Instruction?
The range of reading ability in a
typical classroom is about five years
and is more academically diverse
than anytime in history.
Kameenui & Carnine, 1998; Mathes, Torgesen, Menchetti, Santi,
Nicholas, Robinson, & Grek, 2003
5. Concept of Definition Map
Nonexamples:
What is it?
Differentiated
Instruction
Examples:
What is it like?
6. Concept of Definition
Map
With your partner, write your own definition
of differentiated instruction.
Brainstorm examples of how a teacher might
differentiated instruction.
Brainstorm examples that do NOT depict
differentiated instruction.
Identify synonyms that describe what
differentiated instruction is like.
7. Concept of Definition Map
What is it like?
Nonexamples:
What is it?
Differentiated
Instruction
Examples: Teaching students according
to their individual needs.
•Data-based instruction
•Individualized instruction
•Scaffolding
Teaching targeted
small groups
Flexible grouping
patterns
Using assessment
data to plan
instruction
Matching text level
to student ability
Independent
projects tailored to
student ability
Whole class
instruction
Small groups that
never change
(tracking)
All students reading
same text
Same independent
seatwork
assignments to
entire class
8. What is
Differentiated Instruction?
Varying instructions to meet the needs
of all students within the same
classroom
Taking students where they are and
moving them forward
Flexibly grouping and regrouping
students according to shared needs and
abilities
9. The Academic Continuum
Advanced Readers • Read fluently and with expression
• Read independently
• Have advanced decoding skills
• Have good comprehension
Typical Readers • Read less fluently
• Developing independence
• Developing advanced decoding skills
• Developing strategies for comprehension
Struggling Readers • Read with labored fluency
• Have poor decoding skills
• Comprehension hindered by poor reading
11. Effective Classroom
Management Factors
Frequent monitoring
Nonverbal signals
Use of routines
Models routines first
Frequent positive
interactions (4 to 1 ratio)
Reinforce student
accomplishments
12. Develop a Classroom Plan
for Differentiated Instruction
1. Routines are the key to sanity.
2. Arrangement of the classroom.
3. Time Allocation.
4. Scheduling.
13. Establishing Routines
1. Rules for Centers
Moving to centers
Asking for help
Being accountable
2. Activities
Previously learned
Academically
engaging
14. Moving to Centers
At the beginning of the year practice the routine
of moving with the students
Role play how to ask for help
Three before me
Exit slips
Students complete a half sheet of paper that contains
a rubric for self-evaluation
Attach to completed work
15. Activities
All activities should be previously learned
Use new words for word sort
Extend word activities into writing activities
Academically engaging
As much fun as cutting out boots and pasting on
glitter might be to the students, it is not
instructionally relevant.
16. Other Guidelines
Make literacy stations an important part of
learning each day – not something to do when
everything is finished.
Have no more than two or three “work
stations.”
Stations are always the same!!!!!!
Less is more!!!!!
Don’t have to be cute, just well thought out.
17. Instructional Delivery
Well organized
Task oriented
Explicit
Reduces practice of errors
Demonstration, guided practice
with prompts, and feedback
18. Instructional Delivery
Classroom is well organized.
Desks are arranged so that all students are in
the teacher's instructional zone.
Instruction is explicit (no guess work).
Students know what and why.
All students are being engaged in instruction.
No students are on the peripheral only
marginally participating.
No students are sitting alone confused.
No student has been “ written off.”
19. Time Matters
This means:
Allocating more time to reading is only a
first step.
Carefully choosing instructional materials
and activities based on what research
suggests is most effective.
Reducing down time and related activities
time.
20. Focus on Academics
Engaged Time
Critical Factor
Time students actually
spend performing an
academic task
Students are sitting
alone doing things they
don’t understand
Increasing Engagement
Doesn’t have to be cute!
Unison responses
Partner Activities
Peer Tutoring
Cooperative Learning
21. Grouping Patterns
Teachers who get the best outcomes use
multiple grouping patterns to accommodate
student’s academic diversity.
Whole Group
Small Group
Peer pairing
Cooperative projects
Dependent on the the activity and student ability
Eye on increasing active engagement.
22. Grouping Practices
Group Instructional Focus Group Formation
Whole Group
Preview new concepts
Practice concepts not
mastered by
approximately 2/3 of
the class
Review concepts
All students in
class
Small Group
(same ability)
Instruction targeted to
specific students’
needs
3 to 6 students
Based on
assessment data
Small Group
(mixed ability)
Practice concepts
already introduced
Based on students’
abilities or interests
Pairs/Partners
Practice concepts
already introduced
Based on
assessment data
Intervention
Group
Instruction targeted to
specific students’
needs
Based on
assessment data
23. Daily Small Group Lessons
Can include multiple tracks.
Each track will be visited for only a brief time.
Amount of new information should be
reduced.
Most of each lesson should be review and
generalization.
24. The Differentiated Classroom
Look for:
Routines
How classrooms are arranged to
facilitate differentiation
How teachers use many techniques for
increasing academic engagement during
both teacher directed and student
directed instruction
25. Teacher-Directed Student-Directed
Gives
immediate
and specific
feedback
Reteaches as
necessary
Teaches to
mastery
Clear expectations for
student behavior
Clear academic objectives
Read, write, discuss, and
practice critical skills
Multiple and varied
opportunities to practice
Interactive
Engaging
Differentiated
Read, write,
discuss, and
practice critical
skills
independently
Accountable for
their own
learning
26. Grouping Arrangements
Teacher-Directed
Whole group
Small group
Same Ability
Mixed Ability
Individual
Student-Directed
Work stations
Peer activities
Collaborative groups
Independent work
27. Increasing Academic Engagement
During Teacher-Directed Instruction
Increase every student’s opportunity to
respond to the teacher.
Use techniques other than calling on one
student at time.
30. A work station is not always completed in a
special location in the room.
Most stations can be completed at students’
desks.
Some stations will need to be completed
somewhere else in the room.
Work Stations
31. What about the students with whom the
teacher is not working?
Want to see lowest students getting “double dose.”
Instructional routines for the students who are not
being taught directly by the teacher.
Every student knows routines.
Objectives support other aspects of instruction.
Students are partnered.
Students are reading and discussing text selection
following specific routines.
Should be active, but not a zoo!
32. Peer Partners
All students in class are paired with
peers.
Partners should be different learner
types.
Those needing more intense reading
instruction paired with typical readers
Typical readers paired with
advanced readers
33. Peer Pairing Scheme
Rank-order your students in terms of
reading skill.
Split them in half (more skilled half and less
skilled half).
Student 1
Student 2
Student 3
Student 4
Student 5
Student 6
Student 7
Student 8
Student 9
Student 10
Student 11
Student 12
Student 13
Student 14
Student 15
Student 16
Student 17
Student 18
Student 19
Student 20
Student 21
Student 21
Student 23
Student 24
34. Peer Pairing Scheme
Pair the top-ranked student in the more
skilled half with the top-ranked student in
the less skilled half.
Continue this process until all of your
students have partners.
Consider individual needs and
personalities.
35. 1. Reassign partners every four to five
weeks.
2. Do not change partners in response to
student requests or complaints
Other Important
Guidelines for Pairings
36. Review of What We Learned
In this section you learned:
1. how to plan differentiated instruction using
student assessment data,
2. how to use flexible grouping arrangements,
3. techniques to increase academic
engagement during both teacher directed
and student directed instruction,
4. how to arrange your classroom to facilitate
differentiated instruction.
37. Reflections on Effective Differentiated Instruction
Currently Do: New Techniques:
Pledge: I commit to implementing the following 2 new techniques in my
classroom:____________________________________________________________________
_____________________________________________________________________________
Signature_____________________
38. Remember...
Most reading difficulties can be prevented.
To provide targeted student instruction,
student progress must be assessed and
evaluated continually.
You are the best intervention strategy your
students have.
(Snow, Burns, & Griffin, 1998)