Differentiation
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Our aim is to differentiate instruction to meet students' individual needs without overburdening teachers. Differentiation involves tailoring lessons through questioning, learning outcomes, tasks, and resources. Teachers currently differentiate well through effective questioning targeted at different ability levels. Differentiation can also involve assigning tasks at bronze, silver, and gold levels to motivate students. Worksheets can be differentiated by making tasks progressively harder. Independent tasks can have different structure and criteria for different ability levels. Differentiation allows all students to achieve a minimum while some have to explain or justify answers further. Observers should see evidence of differentiation in lesson plans.
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Differentiation Made Easy
The document discusses differentiation as a teaching strategy to meet different learning needs in a group. It provides 12 examples of differentiated strategies or activities, such as writing group/individual targets, adjusting questions, choice boards, and leveled reading. The document also outlines steps to differentiate, including introducing a concept to the whole class, dividing students into tiered groups, creating varied activities, and assessing students. Challenges of differentiation and ways to manage it in the classroom are also addressed.
Differentiated instruction
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Differentiation in the Classroom - YCIS Beijing
visit our website: www.ycis-bj.com
email: enquiry@bj.ycef.com
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Differentiated instruction ten common questions and answers
This document discusses differentiated instruction and answers common questions about its implementation. It begins by defining differentiated instruction as customizing lessons based on student assessment data to meet individual needs. It describes how a differentiated classroom looks, with students engaged in various individual and group activities tailored to their levels while the teacher facilitates learning. The document emphasizes using assessment data before, during and after lessons to plan instruction and group students flexibly according to their needs, using strategies like reteaching, on-level work, or enrichment. It provides examples of adjusting assignments and explains that differentiated instruction personalizes learning for all students.
Differentiation
Differentiation strategies should provide multiple ways for students to engage with content and demonstrate understanding, through open-ended responses, various learning resources that cater to different styles, and choice in tasks and activities. A positive learning environment is important, where students feel respected and teachers get to know each student as an individual rather than just data. Regular review and improvement allows students to assess their work and progress with feedback. While differentiation takes more planning, there are also strategies to help save time like self-levelling activities, strategic questioning, and peer learning techniques.
Differentiated Instruction
The document discusses strategies for differentiating instruction to meet the needs of diverse learners. It provides examples of differentiating by content, process, product, and learning environment. It also discusses how digital technologies can make content more flexible and accessible to a variety of learners through features like annotation, hyperlinks, multimedia, and options for modifying content.
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The document discusses implementing differentiated instruction in schools. It emphasizes using data to inform instruction and flexibly grouping students based on their needs. Teachers should use both formal and informal assessments to understand each student's learning needs and provide appropriately challenging instruction. Effective differentiated instruction also requires clear learning goals, high quality curriculum, and ongoing professional development for teachers.
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This document provides an overview of differentiated instruction. It explains that differentiated instruction is necessary to meet the diverse needs of students in modern classrooms. Differentiated instruction involves tailoring instruction to students' readiness levels, interests, and learning profiles. The document outlines several differentiation strategies teachers can use, including tiered instruction, anchor activities, flexible grouping, and curriculum compacting. It defines tiered instruction as providing multiple levels of difficulty for the same essential ideas. Anchor activities are ongoing tasks students can work on independently. The goal of differentiation is to ensure all students have access to the curriculum.
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Differentiation Made Easy
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An introduction to how we differentiate content, process, and learning environment to meet student needs.
Differentiation in the Classroom - YCIS Beijing
visit our website: www.ycis-bj.com
email: enquiry@bj.ycef.com
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Differentiation
Differentiation strategies should provide multiple ways for students to engage with content and demonstrate understanding, through open-ended responses, various learning resources that cater to different styles, and choice in tasks and activities. A positive learning environment is important, where students feel respected and teachers get to know each student as an individual rather than just data. Regular review and improvement allows students to assess their work and progress with feedback. While differentiation takes more planning, there are also strategies to help save time like self-levelling activities, strategic questioning, and peer learning techniques.
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Differentiated instruction 04162014
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1) Using pre-assessments to determine students' starting points and tailoring instruction accordingly.
2) Employing formative assessments during instruction to make adjustments that improve understanding.
3) Administering summative assessments after instruction to evaluate mastery of material.
4) Differentiating content, processes, products, and environment based on readiness, interests, and learning profiles to increase the likelihood that each student learns as much as possible.
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This document discusses differentiated instruction and provides guidance for implementing it in the classroom. It begins by defining differentiated instruction as a systematic approach that allows teachers to accommodate the individual learning needs of students. It then provides examples of how teachers can differentiate the content, process, and products of lessons. This includes varying reading materials, activities, notes, assessments, and assignments to engage students with different skills and backgrounds. The document emphasizes that differentiation involves knowing each student as an individual and adapting instruction accordingly.
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The document discusses differentiated instruction, which is responsive teaching that accounts for differences between students. It involves varying content, processes, products, and learning environments based on students' readiness, interests, and learning profiles. The key aspects of differentiation are:
1) Using pre-assessments to determine students' starting points and tailoring instruction accordingly.
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This document provides an overview of formative assessment practices from Peter Jory, the Director of Instruction in School District No. 48. It discusses moving away from traditional grading towards a formative assessment approach with clear learning intentions, co-created success criteria, descriptive feedback, powerful questioning, and student ownership of learning. The research shows that formative feedback has a strong positive effect on student learning compared to grades. The document provides examples of what formative assessment could look like in the classroom, including more feedback opportunities, practice assignments without grades, and competency-based reporting instead of letter grades. Roadblocks like increased workload are addressed, and resources for further information are provided.
Assessment for learning Lars Helle - Sviland Skole
Formative assessment, also called assessment for learning, focuses on continuously gathering evidence about student learning to inform instruction. Key principles of formative assessment include students understanding learning goals and criteria, involvement in self-assessment, receiving feedback on work quality and how to improve. Effective feedback is directly linked to learning goals, focuses on tasks not students, provides guidance for improvement, and is tailored to individual student needs. Formative assessment requires a shift from teachers judging learning to coaching students through the learning process.
Assesment for learning lars helle - sviland skole
Formative assessment, also called assessment for learning, focuses on continuously gathering evidence about student learning to inform instruction. Key principles of formative assessment include students understanding learning goals and criteria, involvement in self-assessment, receiving feedback on work quality and how to improve. Effective feedback is directly linked to learning goals, focuses on tasks not students, provides guidance for improvement, and is tailored to individual student needs. Formative assessment requires a shift from teachers judging learning to coaching students through the learning process.
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Osiris Educational is a UK-based training provider that offers over 1,000 coaching and mentoring courses each year across 33 locations in England and Wales. Their trainers are experts in fields ranging from early years to further education. Previous attendees have provided positive feedback, praising the trainers' dynamic delivery and insight. Osiris Educational aims to tailor their training to meet specific needs and budgets.
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The document summarizes research into student and staff attitudes towards independent learning at a school. A staff survey found that teachers want to reflect on their views of independent learning and share best practices. Students see independent learning as doing tasks assigned by teachers outside class, rather than taking responsibility for their own learning. While teachers aim to develop self-reliant students, they recognize they may instead cultivate passive dependence. The research suggests teachers must support differentiated independent learning and help students see themselves as responsible for their own success through learning beyond class topics.
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Rimmel London aims to represent the capital city of London by being witty, edgy, and streetwise according to its press release. The brand hammers home the message that London is cool through ad campaigns telling consumers to "Get the London look" and enlisting famous Londoners like Kate Moss, Georgia May Jagger, and Zooey Deschanel. Kate Moss in particular has been with the brand since 2001 and signifies a born and bred London lady. The target audience for this campaign would be those wanting to emulate the cool, edgy style of London through Rimmel's products.
Kate Moss Rimmel campaign
This document provides homework instructions asking the reader to analyze a brand marketing campaign by examining how it targets a specific audience, creates a unique selling proposition for the brand, and persuades the audience to buy into the brand. Students are asked to choose a campaign from a brand such as Dove, Nike, Coke, or L'Oreal, and stick images from the campaign in their exercise books along with writing an analysis addressing the specified points.
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This document provides information and tasks for a GCSE media studies coursework assignment on print advertising. It includes assessment criteria, key concepts to understand like unique selling points and audience targeting. It defines important terminology like call to action and imperatives used to maximize sales. It asks students to analyze sample ads for their USPs and examples using imperatives and calls to action. It explains the technique of "synthetic personalization" and provides a creative task to design a fragrance ad using these techniques.
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This document identifies and analyzes the target audiences for the film Star Trek Into Darkness. The primary audience consisted of action and science fiction fans aged 12-35, particularly male, who enjoyed previous Star Trek films. The secondary audience were older mainstream female viewers aged 25-45 who could relate to the characters. The tertiary audience were long-time Star Trek fans aged 35-55, predominantly male, who were excited by references to the franchise's history. The film appealed to these diverse groups through its high production values, focus on spectacle, representation of appealing lead characters, nostalgic elements, and ability to foster personal connections to the characters' relationships and journeys.
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Vladimir Propp analyzed over 100 Russian folk tales and identified 31 recurring plot elements, which he called "functions", that comprised the basic narrative structure of folk tales. He also found that despite a variety of characters, there were only 8 fundamental character types that appeared in the stories - The Villain, The Helper, The Princess/Prize, Her Father, The Donor, The Hero, The False Hero, and The Dispatcher. Each character type plays a distinct role that advances the plot.
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This document discusses three theories about why people use different forms of media:
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This document provides an introduction to GCSE Media Studies. It discusses how the media plays a large role in today's world and acts as a window into what is happening globally. Exponential growth in media technologies in recent decades is explored, with students asked to consider key developments and their impacts. Students are assigned tasks to map their own media usage and discuss the degree of influence the media has on them.
Audience theories display
1. Richard Dyer's Utopian Solutions Theory proposes that audiences will be drawn to media that offers compensation for inadequacies in their lives by allowing them to vicariously live out desires and fulfill needs.
2. Abraham Maslow's Hierarchy of Needs Theory suggests that targeting the top five basic human needs - physiological, safety, love/belonging, esteem, and self-actualization - will increase the likelihood of a media production's success.
3. Uses and Gratifications Theory, developed by Blumler and Katz, posits that audiences actively choose certain media to fulfill needs like being informed, identifying with characters, entertainment, social interaction, and escape from reality.
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The document provides guidance for analyzing the promotional campaign for the film Fast and Furious 7. It outlines specific sections that should be included in the analysis, such as an overview of the entire marketing campaign, examination of marketing materials like the film poster and trailer, and discussion of how the campaign represented genres and target audiences. Tips are provided for thoroughly addressing each section using relevant media terminology. The document serves as a template to create a well-rounded analysis of how the Fast and Furious 7 promotional campaign effectively appealed to and engaged its target demographic.
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The document describes the target audience and design of a magazine for girls aged 11-16. The target audience was identified through primary research showing interests in pop music, fashion, boys, and friendship. The magazine was designed with bright pink colors, pictures, and short sentences to appeal to these interests. Feedback from the target audience confirmed that the front cover image, color scheme, relatable content, and inclusion of posters were well received.
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This document provides feedback on student responses to analyzing representations of class and status in a scene from the television show Merlin. It discusses the following key points:
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2) Weaker responses relied too heavily on binary oppositions and assumptions rather than exploring the range of representations offered, such as Merlin gaining respect from Arthur and Gaius.
3) Better responses identified shots like over-the-shoulder that established dominance and composition placing Arthur centrally with guards to show his power. Weaker responses confused technical terms.
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The document provides guidance on answering exam questions for a media studies course that require students to analyze and evaluate their own media production work. It outlines the key areas and concepts they should discuss, including developing skills in areas like digital technology and creativity, how they conducted research and planning, and how they approached post-production and use of conventions. Students are advised on how to deconstruct one of their own media pieces by applying concepts like genre, narrative, representation, audience, and media language.
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Differentiation
- 1. DIFFERENTIATION Our aim: • To find out what we are already doing well • To find easy ways to improve our differentiation that did not create a burden for the teacher • To stretch the middle
- 2. What is differentiation? It is the tailoring of a lesson to meet the individual meets of all the students This could be through: Questioning Learning outcomes Tasks and or resources
- 3. What are we already doing well? Most teachers are probably already using effective questioning to differentiate The easier questions are targeted at the less able and as the questioning progresses, the questions are directed at more able students.
- 4. Blooms taxonomy Differentiated questioning can be based around Bloom’s taxonomy (see next page). Blooms
- 6. Going for Gold? Many teachers use an ‘All, Most, Some’ theme, but an issue that can be found with this is that some of the less driven students ‘give up’ because ‘it’s not for me’ An alternative, is the bronze, silver, gold approach. This has been tried on some LND students and they appear to aim for GOLD; certainly amongst the boys, it can become quite competitive.
- 7. Differentiated worksheet Differentiated worksheets can be as complicated or as simple as you like, depending on class and time to develop them. On this sheet the tasks become harder down the sheet; students are told that they can start at whichever level but it is a good idea to encourage some less willing to start with tougher questions
- 8. Differentiated worksheet Sometimes the problem is that there is a minimum that you need all students to achieve and the teacher wants to avoid just giving the students ‘more’ work to do. In the above example, all students achieve the minimum required but some have to ‘explain’ each of the answer – back to Blooms.
- 9. Differentiated independent tasks Sticking with the above theme the really independent students might be given very limited structure. It might be that they are simply instructed to plan an investigation and given a list of criteria they have to meet. You now have 3 different levels with minimum effort
- 10. Differentiated exam feedback - video The concept: - Record a video of yourself talking through the exam paper. Give students iPADs and allow them to use the video to correct their own paper. Pros: • Students can work at their own pace • Fully differentiated; students work on the questions they need to • Students can revisit questions Cons: • Time consuming to develop
- 11. Oh no – I have no more work for you Question: What do you do with the students who have done all the core work and chomped through your extension work and are telling you that they have finished the work whilst you have somebody else who hasn’t yet written a title? Answer: • They could help other students. BUT: they are only allowed to ask the other students questions. • They could summarise the lesson in no more than 21 words
- 12. Observation Lesson Plans Make your differentiation obvious • Observers are looking for signs of differentiation. • Write it in to your Lesson Plan • Say what form your differentiation will take and to whom it is directed and why (SEN, G&T, previous grades, behaviour, etc.)
- 13. And finally……. Observe other teachers for inspiration – they are usually happy to have you.