Differentiation
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This was the original presentation conducted by Jess Kelly and myself to introduce the FPSC "Problem of Practice - differentiatiion, Engagement and embedding numeracy and literacy across the curriculum.
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2 2 task_format
This document provides an evaluation of a language teacher's certification dossier. The evaluator indicates with checks that the teacher is aware of socio-cultural and intercultural aspects of language use, and is able to sensitize learners to cultural differences. Examples provided in the dossier show that the teacher promotes cultural sensitivity, avoids stereotypes, and integrates socio-cultural topics into lessons. The evaluator remarks that the teacher successfully used cultural knowledge of the language to select engaging songs from different English-speaking countries, helping students understand the language and cultures.
2 2 task_format[1]
This document provides an evaluation of a language teacher's certification dossier. The evaluator indicates with checks that the teacher is aware of socio-cultural and intercultural aspects of language use, and is able to sensitize learners to cultural differences. Examples provided in the dossier show that the teacher promotes cultural sensitivity, avoids stereotypes, and integrates socio-cultural topics into lessons. The evaluator remarks that the teacher successfully used cultural knowledge of the language to select engaging songs from different English-speaking countries, helping students understand the language and cultures.
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This document is a resume for Nancy F. Huth, an English teacher with over 30 years of experience teaching in the Schenectady City School District. She has a Master's degree in English from Syracuse University and a Bachelor's degree from SUNY Plattsburgh. Her resume outlines her educational background and credentials, awards, employment history including administrative roles, and publications.
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Teaching Resume
Cooper Shank has experience teaching English/Language Arts to grades 7-12. He holds a Bachelor's degree in Integrated Language Arts from Ohio University, with a minor in Communication Studies and a teaching license for English/Language Arts for grades 7-12. He has over 2 years of professional teaching experience at various high schools, where he instructed classes, collaborated with colleagues, communicated with students and parents, and participated in professional development opportunities. He also completed field experiences and internships where he gained experience planning lessons, using various instructional strategies, and working with diverse student populations.
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This document outlines strategies for blended learning and flipped classrooms. It discusses using technology like tablets and smartphones to incorporate computer-mediated activities into traditional classrooms. Examples of blended learning activities described include everyday topics, literary teaching, sign language modules, content and language integrated learning modules, and cooperative learning. The flipped classroom model transfers teaching to students by giving them direct access to lesson content before class, allowing teachers to facilitate. Examples of flipped classroom activities provided are for subjects like British theatre, poetry and music, art, and mathematics.
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Elizabeth "Liz" Johnson is a theatre arts management minor at Monmouth College who will graduate with a Bachelor of Arts in Theatre in May 2016. She has earned honors including being named to the Dean's List and membership in the Alpha Psi Omega Theatre Honors Society. Johnson has interned at the Buchanan Center for the Arts where she has prepared for exhibitions and programs, updated their website and social media, and worked in the gallery and gift shop. As a production dramaturg, she has assembled study guides, collaborated with designers, created lobby displays, and led post-show discussions for productions of The Nutcracker, Frankenstein, and Twelfth Night. She has also held leadership roles in her sorority and theatre
Clil Aprendizaje Integrado de Contenidos en Lengua Extranjera
CLIL: Content and Language Integrated Learning.
'CLIL refers to situations where subjects, or parts of subjects, are taught through a foreign language with dual-focussed aims, namely the learning of content, and the simultaneous learning of a foreign language'. (Marsh, 1994).
Aprendizaje Integrado de Contenidos y Lenguas Extranjeras. cf. Educación Bilingüe.
"AICLE hace referencia a las situaciones en las que las materias o parte de las materias se enseñan a través de una lengua extranjera con un objetivo doble, el aprendizaje de contenidos y el aprendizaje simultaneo de una lengua extranjera. " (Marsh, 1994).
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This document provides an evaluation of a language teacher's certification dossier. The evaluator indicates with checks that the teacher is aware of socio-cultural and intercultural aspects of language use, and is able to sensitize learners to cultural differences. Examples provided in the dossier show that the teacher promotes cultural sensitivity, avoids stereotypes, and integrates socio-cultural topics into lessons. The evaluator remarks that the teacher successfully used cultural knowledge of the language to select engaging songs from different English-speaking countries, helping students understand the language and cultures.
2 2 task_format[1]
This document provides an evaluation of a language teacher's certification dossier. The evaluator indicates with checks that the teacher is aware of socio-cultural and intercultural aspects of language use, and is able to sensitize learners to cultural differences. Examples provided in the dossier show that the teacher promotes cultural sensitivity, avoids stereotypes, and integrates socio-cultural topics into lessons. The evaluator remarks that the teacher successfully used cultural knowledge of the language to select engaging songs from different English-speaking countries, helping students understand the language and cultures.
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Cooper Shank has experience teaching English/Language Arts to grades 7-12. He holds a Bachelor's degree in Integrated Language Arts from Ohio University, with a minor in Communication Studies and a teaching license for English/Language Arts for grades 7-12. He has over 2 years of professional teaching experience at various high schools, where he instructed classes, collaborated with colleagues, communicated with students and parents, and participated in professional development opportunities. He also completed field experiences and internships where he gained experience planning lessons, using various instructional strategies, and working with diverse student populations.
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This document outlines strategies for blended learning and flipped classrooms. It discusses using technology like tablets and smartphones to incorporate computer-mediated activities into traditional classrooms. Examples of blended learning activities described include everyday topics, literary teaching, sign language modules, content and language integrated learning modules, and cooperative learning. The flipped classroom model transfers teaching to students by giving them direct access to lesson content before class, allowing teachers to facilitate. Examples of flipped classroom activities provided are for subjects like British theatre, poetry and music, art, and mathematics.
Academic Resume 2.0
Elizabeth "Liz" Johnson is a theatre arts management minor at Monmouth College who will graduate with a Bachelor of Arts in Theatre in May 2016. She has earned honors including being named to the Dean's List and membership in the Alpha Psi Omega Theatre Honors Society. Johnson has interned at the Buchanan Center for the Arts where she has prepared for exhibitions and programs, updated their website and social media, and worked in the gallery and gift shop. As a production dramaturg, she has assembled study guides, collaborated with designers, created lobby displays, and led post-show discussions for productions of The Nutcracker, Frankenstein, and Twelfth Night. She has also held leadership roles in her sorority and theatre
Clil Aprendizaje Integrado de Contenidos en Lengua Extranjera
CLIL: Content and Language Integrated Learning.
'CLIL refers to situations where subjects, or parts of subjects, are taught through a foreign language with dual-focussed aims, namely the learning of content, and the simultaneous learning of a foreign language'. (Marsh, 1994).
Aprendizaje Integrado de Contenidos y Lenguas Extranjeras. cf. Educación Bilingüe.
"AICLE hace referencia a las situaciones en las que las materias o parte de las materias se enseñan a través de una lengua extranjera con un objetivo doble, el aprendizaje de contenidos y el aprendizaje simultaneo de una lengua extranjera. " (Marsh, 1994).
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The purpose of this presentation was to explain the concept of "Differentiated Instruction" to my peers in a graduate school class.
Differentiated instructions
Differentiated instruction is a teaching approach that aims to address student diversity in the classroom. This presentation provides a brief overview of differentiated instruction and introduces several instructional strategies to support it, such as tiered lessons, flexible grouping, anchor activities, exit cards, response cards, think-tac-toe boards and cubing. The goal is for teachers to understand differentiated instruction principles and implement strategies to meet the varied readiness levels, interests and learning profiles of students. More information on differentiated instruction is available through the resources provided.
Differentiated Instruction (1).pptx
This document provides an overview of differentiated instruction. It begins with learner objectives which are to become familiar with differentiated instruction vocabulary, understand how to differentiate content, process and product, and learn strategies to support differentiation. It then discusses key aspects of differentiation like addressing student readiness, interests and learning profiles. Examples of differentiation strategies are provided ranging from tiered lessons to thinking buddies. The document emphasizes that differentiation is a process that respects all students and provides multiple avenues for content acquisition and demonstrating learning.
Examining how coalescent spaces can transform in-class and out-of-class learning
Dr John Couperthwaite
Education Specialist
Echo360
Designing great learning now requires that we think smartly about linking the physical and online environments which can be difficult. When successful staff and students have a shared affinity, purpose and value in what they are doing and how they are using it.
Differentiation through technology
This document discusses differentiation strategies and technology tools to support differentiation. It defines differentiation as ensuring all students grow as much as possible each day. Teachers can differentiate instruction according to student readiness, interests, and learning profiles. Strategies discussed include pre-assessments, flexible grouping, tiered lessons, anchor activities, choice boards, graphic organizers, and various technology tools to support these strategies. The goal is to meet all students where they are and help them progress.
AMTNJ_Presentation
This document discusses flipping the algebra classroom by having students learn new material outside of class time through online videos or other resources. This allows class time to be used for hands-on learning activities like labs, problem-solving workshops, and collaborative work. Flipping the classroom provides opportunities for differentiation, individualized attention, and aligning lessons with Common Core standards. An example is provided of flipping a lesson on completing the square by having students review an online explanation before doing a hands-on activity with algebra tiles in class.
Final Showcase
The document outlines a lesson plan for teaching critical thinking skills through aesthetic experiences. It describes a unit where students read novels, created Wordle book ads summarizing their books, and presented their ads to the class. The goals were for students to analyze literature, discuss what they read, and demonstrate their understanding through creative projects using Wordle and other programs. Sample student work and a rubric for assessment are also included.
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Literate environments
The document discusses creating effective literate environments in classrooms. It emphasizes four main aspects: getting to know students through cognitive and non-cognitive assessments; selecting texts that span different genres and reading levels; focusing on the interactive perspective of teaching reading through direct instruction; and providing opportunities for critical thinking and student response to texts. Effective environments get to know individual students, use assessments to guide instruction, incorporate a variety of texts at different reading levels, teach metacognitive reading strategies through modeling and scaffolding, and allow students to engage with and respond to what they read.
Blended learning
Description and details on blended learning. Presentation for Stetson University graduate education students.
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- 1. “ Open up to page blah, blah, blah….!” “ 開放呼叫瞎說… .!”
- 2. DIFFERENTIATION = STUDENT ENGAGEMENT DIFFERENTIATION FOCUS FOR IMPROVEMENT – DIFFERENTIATING CURRICULUM
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- 7. FRACTIONS MULTIMODAL DIFFERENTIATION: Mixed ability groupings Debrief:
- 8. Differentiation in Literacy Responding to text “ So you think you can dance” Dance as text
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