This document discusses differentiated instruction and provides guidance for implementing it in the classroom. It defines differentiated instruction as a teaching approach that recognizes students learn in different ways and at different paces. The document outlines key principles of differentiated instruction, such as flexible grouping, ongoing assessment, and tailoring instruction to students' readiness levels, interests, and learning profiles. Examples are provided of how teachers can differentiate content, process, and products to meet varied student needs.
Innovative english teaching semarang 05 09 2008aminwibowo2
This document outlines innovative approaches for teaching English in elementary schools. It discusses common problems like lack of student motivation and boring lessons. It emphasizes creating an interesting classroom environment through techniques like games and activities. A quality textbook is important for integrating the four language skills in a comprehensive way. An effective teacher plays a key role in making lessons interactive and entertaining. Developing a positive classroom atmosphere and learner-oriented teaching are also discussed. The document provides examples of lesson plans and teaching steps that are systematically arranged to achieve learning goals.
The document provides examples of how to use various teaching materials and props to enhance language lessons in creative ways. It describes using a blackboard to introduce new language and check understanding, using flashcards for vocabulary practice and guessing games, and using real-life objects like scissors, a corkscrew, and a stapler to illustrate grammar points through metaphorical demonstrations. Pictures, photos and other visual materials can be used for descriptions, information gap activities, and developing storytelling skills.
The document discusses various strategies for teaching writing to grade 12 students. It outlines the teacher's roles as a motivator, resource, and feedback provider. It also describes different types of writing assignments, including controlled and free writing. Some challenges with free writing are having a lack of ideas, limited vocabulary, and issues using proper English structures. The document provides guidance for teachers to help students with free writing, such as selecting content, organizing ideas, modeling writing, and using oral preparation exercises like brainstorming.
This document summarizes an agenda for an education course. It includes:
- An introduction welcoming students and providing sign-in instructions.
- An overview of the day's agenda covering introductions, syllabus review, curriculum designs, learning styles, and assigned reading.
- Essential questions for the session related to course expectations, how instruction fits into the program, using learning styles, and integrating curriculum designs.
- Assignments including reading, surveys, lesson planning, and presentations to incorporate varied learning styles and curriculum designs.
This document provides guidance on using pictures to teach English. It discusses how pictures engage students, provide context, and appeal to different learning styles. The document then provides many ideas for classroom activities using pictures, such as describing portraits, writing stories from pictures, guessing feelings, practicing grammar structures, and more. Teachers are encouraged to collect pictures from magazines and have students bring their own to build a set of materials.
This presentation discusses differentiated instruction and provides examples of how to implement it. Differentiated instruction is flexible teaching that responds to learner needs in content, process, product, and environment based on readiness, interests, and learning profile. Examples are given of tiered assignments, learning contracts, interest surveys, flexible grouping, and modifying content, process or product. The goal of differentiated instruction is to engage and challenge all students.
Warm-up Activities for Teaching Children in ESL ClassVo Linh Truong
The document provides an overview of different student learning levels in language acquisition - Beginner, Upper Beginner, Intermediate, Upper Intermediate, and Advanced. For each level, it describes the typical abilities and limitations students have in terms of speaking, listening, reading, and writing in the target language. The levels progress from having very limited abilities to being able to communicate with more complex structures and on a wider range of topics as the level increases.
Innovative english teaching semarang 05 09 2008aminwibowo2
This document outlines innovative approaches for teaching English in elementary schools. It discusses common problems like lack of student motivation and boring lessons. It emphasizes creating an interesting classroom environment through techniques like games and activities. A quality textbook is important for integrating the four language skills in a comprehensive way. An effective teacher plays a key role in making lessons interactive and entertaining. Developing a positive classroom atmosphere and learner-oriented teaching are also discussed. The document provides examples of lesson plans and teaching steps that are systematically arranged to achieve learning goals.
The document provides examples of how to use various teaching materials and props to enhance language lessons in creative ways. It describes using a blackboard to introduce new language and check understanding, using flashcards for vocabulary practice and guessing games, and using real-life objects like scissors, a corkscrew, and a stapler to illustrate grammar points through metaphorical demonstrations. Pictures, photos and other visual materials can be used for descriptions, information gap activities, and developing storytelling skills.
The document discusses various strategies for teaching writing to grade 12 students. It outlines the teacher's roles as a motivator, resource, and feedback provider. It also describes different types of writing assignments, including controlled and free writing. Some challenges with free writing are having a lack of ideas, limited vocabulary, and issues using proper English structures. The document provides guidance for teachers to help students with free writing, such as selecting content, organizing ideas, modeling writing, and using oral preparation exercises like brainstorming.
This document summarizes an agenda for an education course. It includes:
- An introduction welcoming students and providing sign-in instructions.
- An overview of the day's agenda covering introductions, syllabus review, curriculum designs, learning styles, and assigned reading.
- Essential questions for the session related to course expectations, how instruction fits into the program, using learning styles, and integrating curriculum designs.
- Assignments including reading, surveys, lesson planning, and presentations to incorporate varied learning styles and curriculum designs.
This document provides guidance on using pictures to teach English. It discusses how pictures engage students, provide context, and appeal to different learning styles. The document then provides many ideas for classroom activities using pictures, such as describing portraits, writing stories from pictures, guessing feelings, practicing grammar structures, and more. Teachers are encouraged to collect pictures from magazines and have students bring their own to build a set of materials.
This presentation discusses differentiated instruction and provides examples of how to implement it. Differentiated instruction is flexible teaching that responds to learner needs in content, process, product, and environment based on readiness, interests, and learning profile. Examples are given of tiered assignments, learning contracts, interest surveys, flexible grouping, and modifying content, process or product. The goal of differentiated instruction is to engage and challenge all students.
Warm-up Activities for Teaching Children in ESL ClassVo Linh Truong
The document provides an overview of different student learning levels in language acquisition - Beginner, Upper Beginner, Intermediate, Upper Intermediate, and Advanced. For each level, it describes the typical abilities and limitations students have in terms of speaking, listening, reading, and writing in the target language. The levels progress from having very limited abilities to being able to communicate with more complex structures and on a wider range of topics as the level increases.
1. The document discusses the Great Books Shared Inquiry method for engaging middle school students in discussions about short stories and developing their reading comprehension, critical thinking, and writing skills.
2. It provides an overview of a sample unit on the short story "Wolf" and includes discussion questions, pre-reading and post-reading activities, and the teacher's role in facilitating discussions through questioning.
3. It addresses how the Shared Inquiry method can benefit both teachers and students by shifting the way teaching is done to develop independent learners and thinkers while meeting standards.
Hundreds of flashcard sets. Printable. Just click "Print" under the set. Also, send students there to play games. Get them all here -
http://eflclassroom.com/store/products/flashcards-galore/
Activities suggested for teaching English. Enjoy! Support our community at EFL Classroom 2.0 - where this came from.
1. Choose a content area and specific learning objectives to focus the centers around.
2. Design 3-5 centers with hands-on activities that reinforce the objectives. Include visuals, organizers, and interactive elements.
3. Pilot the centers with a small group and collect feedback to refine the activities. Observe student engagement and understanding.
4. Once refined, implement the centers as a rotation for whole class and continue assessing student learning from the activities. Adjust as needed based on results.
Foldables are interactive 3D graphic organizers that students construct to organize information in an active, engaging way. Research shows that non-linguistic representations like Foldables increase student achievement by stimulating brain activity. Foldables can be used across 9 instructional strategies and incorporate skills like comparing, charting, and modeling information. They provide a hands-on, flexible tool for differentiating instruction, assessment, and extending learning for students of all levels and abilities.
This document discusses using literacy centers for content areas like mathematics, social studies, and science. It introduces centers as an instructional tool and examines various content-focused center ideas. It also discusses assessment strategies for centers. Some center examples provided include vocabulary activities like concept sorts, concept maps, and word detectives. Sample reading strategies presented are KWL, DRTA, sketch-through-text, stop-and-write, and inquiry charts. Visual aids like graphic organizers are also mentioned as supports for comprehension.
Writing To Learn Power Point, Winston Salem State University Wtl Workshop, Su...prieste
This document discusses various writing to learn (WTL) activities and assessment strategies that can be used to engage students and support active learning. It provides examples of different types of short writing exercises that can be completed in class or as homework using 5x8 notecards, such as entry and exit slips, think-pair-share activities, and various writing prompts. It also addresses strategies for handling assessment of student writing, noting that teachers do not need to correct all errors or read all informal writing, and that focused feedback is more effective for students than overwhelming commentary.
The document outlines strategies for effective literacy instruction across grades and subjects, including the principles of universal design for learning, formative assessment, feedback, developing a growth mindset in students, guided reading practices, and incorporating literacy instruction into the library period. Examples of lesson plans and activities are provided to illustrate how these strategies can be implemented in the classroom to support all learners.
This document discusses learning styles and provides strategies to help students learn based on their dominant learning style. It contains a learning styles assessment quiz to determine if a student is a visual, auditory, or kinesthetic learner. Their scores are tallied to identify their primary learning style. The document then provides general classroom strategies and individual study strategies tailored for each learning style to help visual, auditory, and kinesthetic learners implement approaches aligned with how they learn best.
This document contains resources and guidelines for various roles involved in the LINGUAVENTURAS ESL Project from SED. It outlines the functions of cooperantes (teachers), shared functions for organizing resources and student data, and functions of support teachers. It provides guidance on lesson planning, assessment, methodology, and improving language proficiency. Other sections discuss suitable classroom tasks for different age groups, methods for presenting vocabulary, and tips for giving clear instructions and providing feedback to teachers to improve their practice.
The document discusses differentiation in education and provides strategies for teachers to meet the needs of diverse learners. It defines differentiation as accommodating differences to help all students learn effectively. The document emphasizes knowing your students, having high expectations, and providing opportunities for students to express understanding. It provides examples of differentiation strategies like flexible grouping, scaffolding, modeling, and feedback through marking. It stresses that differentiation is not writing many lesson plans but making small adaptive changes to meet individual needs.
Just as builders put scaffolding around a building while it is being built, so scaffolding can be used to support a person's learning of written language. ..
This document discusses strategies for engaging students at different levels in the classroom. It begins by outlining topics to be covered, including identifying learning problems, strategies for addressing issues, modeling, scaffolding, and setting expectations for excellence. It then discusses creating a "comfort zone", "stretch zone", and "panic zone" for students and how to recognize when students fall into each zone. The document provides sample questions teachers can ask and resources they can suggest to students operating in the comfort or panic zones. It emphasizes the importance of modeling, using scaffolding appropriately, and setting examples of excellent work.
The document discusses using flashcards, realia, cue cards, visuals and pictures in English language teaching. It provides examples of activities using each tool, such as using flashcards for recall and memory games, bringing real objects to teach vocabulary, using cue cards and jenga for a speaking activity, and creating a board game with visuals to practice prepositions. Posters created by student teams taught about using pictures to motivate different learning styles.
Here is a draft action plan:
Goal: Implement Cubing/Think Dots as a strategy to support differentiation in my classroom
What do you need to do? Who's Responsible Completion Time Comment
Research content areas Me Within 2 weeks To identify appropriate
topics
Design Cubing/Think Me Within 3 weeks Will create cubes/cards
Dots activities at 3 levels
Pilot activities with Me Week 4 Get feedback and make
small group adjustments
Implement fully in Me Week 5 Roll out differentiated
classroom strategy
Assess effectiveness Me Ongoing Use rub
The document discusses differentiated instruction and provides examples of ways teachers can differentiate their instruction to meet the varied needs of students. It explains that differentiated instruction involves modifying content, process, product, and environment based on students' readiness levels, interests, and learning profiles. Teachers can differentiate through strategies like tiered assignments, learning centers, varied texts and materials, flexible grouping, and ongoing assessment.
The document provides 30 ideas for teaching writing contributed by experienced writing teachers. It discusses strategies like using shared life events to inspire writing, establishing email dialogues between students reading the same book, analyzing texts by imagining author dialogues, focusing on revision techniques, and using home languages to facilitate standard English. The techniques aim to improve student writing in a variety of ways without promoting a single approach.
This document provides a variety of game ideas that teachers can use in the classroom to engage students and reinforce learning. It begins with an introduction to educational games and the benefits of using games. It then describes 16 specific games that can be adapted for different subjects, including content-related games like Battleship for vocabulary practice and guessing games like Who is He/She? for identifying people. The games are meant to be interactive, help students work together, and make learning an enjoyable experience while still focusing on academic content.
1. Flashcards can be an effective resource for teachers to use in the classroom as they appeal to visual learners and help reinforce vocabulary, structures, and other concepts.
2. The document outlines various activities teachers can do with flashcards, such as drilling vocabulary, identification activities where students guess the word, and total physical response activities where students act out or point to the flashcard.
3. Flashcards are suggested as a way to warm up, present new material, practice, review, assess learning, and reinforce concepts throughout a lesson. When used correctly, they can be a fun and engaging tool.
Revision techniques in lessons ddr july 2019David Drake
This document provides 20 revision lesson ideas for students in the lead up to exams. Some of the ideas include using revision dice with QR codes linked to questions, mind mapping, creating revision dominoes to match key terms and definitions, grading sample answers and providing feedback, and gamifying revision through Kahoot quizzes, bingo, or a Pointless-style game. The ideas aim to make revision engaging and help students actively recall and reinforce essential content.
This document summarizes a Professional Learning Community (PLC) meeting for English teachers. The goals of the PLC are to support teachers by creating a safe space to reflect, discuss challenges, and find solutions together. During this meeting, teachers discussed differentiating listening tasks to address mixed student abilities. They brainstormed challenges students face with listening and techniques teachers can use. Teachers reviewed differentiation examples from online videos and course books. They were reminded to complete reflection forms to apply what they learned.
1. The document discusses the Great Books Shared Inquiry method for engaging middle school students in discussions about short stories and developing their reading comprehension, critical thinking, and writing skills.
2. It provides an overview of a sample unit on the short story "Wolf" and includes discussion questions, pre-reading and post-reading activities, and the teacher's role in facilitating discussions through questioning.
3. It addresses how the Shared Inquiry method can benefit both teachers and students by shifting the way reading and writing are taught, allowing for differentiation, and developing students' independent thinking and 21st century skills.
1. The document discusses the Great Books Shared Inquiry method for engaging middle school students in discussions about short stories and developing their reading comprehension, critical thinking, and writing skills.
2. It provides an overview of a sample unit on the short story "Wolf" and includes discussion questions, pre-reading and post-reading activities, and the teacher's role in facilitating discussions through questioning.
3. It addresses how the Shared Inquiry method can benefit both teachers and students by shifting the way teaching is done to develop independent learners and thinkers while meeting standards.
Hundreds of flashcard sets. Printable. Just click "Print" under the set. Also, send students there to play games. Get them all here -
http://eflclassroom.com/store/products/flashcards-galore/
Activities suggested for teaching English. Enjoy! Support our community at EFL Classroom 2.0 - where this came from.
1. Choose a content area and specific learning objectives to focus the centers around.
2. Design 3-5 centers with hands-on activities that reinforce the objectives. Include visuals, organizers, and interactive elements.
3. Pilot the centers with a small group and collect feedback to refine the activities. Observe student engagement and understanding.
4. Once refined, implement the centers as a rotation for whole class and continue assessing student learning from the activities. Adjust as needed based on results.
Foldables are interactive 3D graphic organizers that students construct to organize information in an active, engaging way. Research shows that non-linguistic representations like Foldables increase student achievement by stimulating brain activity. Foldables can be used across 9 instructional strategies and incorporate skills like comparing, charting, and modeling information. They provide a hands-on, flexible tool for differentiating instruction, assessment, and extending learning for students of all levels and abilities.
This document discusses using literacy centers for content areas like mathematics, social studies, and science. It introduces centers as an instructional tool and examines various content-focused center ideas. It also discusses assessment strategies for centers. Some center examples provided include vocabulary activities like concept sorts, concept maps, and word detectives. Sample reading strategies presented are KWL, DRTA, sketch-through-text, stop-and-write, and inquiry charts. Visual aids like graphic organizers are also mentioned as supports for comprehension.
Writing To Learn Power Point, Winston Salem State University Wtl Workshop, Su...prieste
This document discusses various writing to learn (WTL) activities and assessment strategies that can be used to engage students and support active learning. It provides examples of different types of short writing exercises that can be completed in class or as homework using 5x8 notecards, such as entry and exit slips, think-pair-share activities, and various writing prompts. It also addresses strategies for handling assessment of student writing, noting that teachers do not need to correct all errors or read all informal writing, and that focused feedback is more effective for students than overwhelming commentary.
The document outlines strategies for effective literacy instruction across grades and subjects, including the principles of universal design for learning, formative assessment, feedback, developing a growth mindset in students, guided reading practices, and incorporating literacy instruction into the library period. Examples of lesson plans and activities are provided to illustrate how these strategies can be implemented in the classroom to support all learners.
This document discusses learning styles and provides strategies to help students learn based on their dominant learning style. It contains a learning styles assessment quiz to determine if a student is a visual, auditory, or kinesthetic learner. Their scores are tallied to identify their primary learning style. The document then provides general classroom strategies and individual study strategies tailored for each learning style to help visual, auditory, and kinesthetic learners implement approaches aligned with how they learn best.
This document contains resources and guidelines for various roles involved in the LINGUAVENTURAS ESL Project from SED. It outlines the functions of cooperantes (teachers), shared functions for organizing resources and student data, and functions of support teachers. It provides guidance on lesson planning, assessment, methodology, and improving language proficiency. Other sections discuss suitable classroom tasks for different age groups, methods for presenting vocabulary, and tips for giving clear instructions and providing feedback to teachers to improve their practice.
The document discusses differentiation in education and provides strategies for teachers to meet the needs of diverse learners. It defines differentiation as accommodating differences to help all students learn effectively. The document emphasizes knowing your students, having high expectations, and providing opportunities for students to express understanding. It provides examples of differentiation strategies like flexible grouping, scaffolding, modeling, and feedback through marking. It stresses that differentiation is not writing many lesson plans but making small adaptive changes to meet individual needs.
Just as builders put scaffolding around a building while it is being built, so scaffolding can be used to support a person's learning of written language. ..
This document discusses strategies for engaging students at different levels in the classroom. It begins by outlining topics to be covered, including identifying learning problems, strategies for addressing issues, modeling, scaffolding, and setting expectations for excellence. It then discusses creating a "comfort zone", "stretch zone", and "panic zone" for students and how to recognize when students fall into each zone. The document provides sample questions teachers can ask and resources they can suggest to students operating in the comfort or panic zones. It emphasizes the importance of modeling, using scaffolding appropriately, and setting examples of excellent work.
The document discusses using flashcards, realia, cue cards, visuals and pictures in English language teaching. It provides examples of activities using each tool, such as using flashcards for recall and memory games, bringing real objects to teach vocabulary, using cue cards and jenga for a speaking activity, and creating a board game with visuals to practice prepositions. Posters created by student teams taught about using pictures to motivate different learning styles.
Here is a draft action plan:
Goal: Implement Cubing/Think Dots as a strategy to support differentiation in my classroom
What do you need to do? Who's Responsible Completion Time Comment
Research content areas Me Within 2 weeks To identify appropriate
topics
Design Cubing/Think Me Within 3 weeks Will create cubes/cards
Dots activities at 3 levels
Pilot activities with Me Week 4 Get feedback and make
small group adjustments
Implement fully in Me Week 5 Roll out differentiated
classroom strategy
Assess effectiveness Me Ongoing Use rub
The document discusses differentiated instruction and provides examples of ways teachers can differentiate their instruction to meet the varied needs of students. It explains that differentiated instruction involves modifying content, process, product, and environment based on students' readiness levels, interests, and learning profiles. Teachers can differentiate through strategies like tiered assignments, learning centers, varied texts and materials, flexible grouping, and ongoing assessment.
The document provides 30 ideas for teaching writing contributed by experienced writing teachers. It discusses strategies like using shared life events to inspire writing, establishing email dialogues between students reading the same book, analyzing texts by imagining author dialogues, focusing on revision techniques, and using home languages to facilitate standard English. The techniques aim to improve student writing in a variety of ways without promoting a single approach.
This document provides a variety of game ideas that teachers can use in the classroom to engage students and reinforce learning. It begins with an introduction to educational games and the benefits of using games. It then describes 16 specific games that can be adapted for different subjects, including content-related games like Battleship for vocabulary practice and guessing games like Who is He/She? for identifying people. The games are meant to be interactive, help students work together, and make learning an enjoyable experience while still focusing on academic content.
1. Flashcards can be an effective resource for teachers to use in the classroom as they appeal to visual learners and help reinforce vocabulary, structures, and other concepts.
2. The document outlines various activities teachers can do with flashcards, such as drilling vocabulary, identification activities where students guess the word, and total physical response activities where students act out or point to the flashcard.
3. Flashcards are suggested as a way to warm up, present new material, practice, review, assess learning, and reinforce concepts throughout a lesson. When used correctly, they can be a fun and engaging tool.
Revision techniques in lessons ddr july 2019David Drake
This document provides 20 revision lesson ideas for students in the lead up to exams. Some of the ideas include using revision dice with QR codes linked to questions, mind mapping, creating revision dominoes to match key terms and definitions, grading sample answers and providing feedback, and gamifying revision through Kahoot quizzes, bingo, or a Pointless-style game. The ideas aim to make revision engaging and help students actively recall and reinforce essential content.
This document summarizes a Professional Learning Community (PLC) meeting for English teachers. The goals of the PLC are to support teachers by creating a safe space to reflect, discuss challenges, and find solutions together. During this meeting, teachers discussed differentiating listening tasks to address mixed student abilities. They brainstormed challenges students face with listening and techniques teachers can use. Teachers reviewed differentiation examples from online videos and course books. They were reminded to complete reflection forms to apply what they learned.
1. The document discusses the Great Books Shared Inquiry method for engaging middle school students in discussions about short stories and developing their reading comprehension, critical thinking, and writing skills.
2. It provides an overview of a sample unit on the short story "Wolf" and includes discussion questions, pre-reading and post-reading activities, and the teacher's role in facilitating discussions through questioning.
3. It addresses how the Shared Inquiry method can benefit both teachers and students by shifting the way reading and writing are taught, allowing for differentiation, and developing students' independent thinking and 21st century skills.
This document discusses effective teaching strategies and provides options for classroom activities and situations. It emphasizes maximizing student interaction through open-ended questions, group work, and encouraging cooperation over competition. The document also discusses balancing language skills and systems in classroom activities and using coursebooks as a resource rather than a strict curriculum.
The document discusses effective teaching strategies and characteristics. It provides tips for maximizing student interaction, such as asking open-ended questions, allowing thinking time, and encouraging cooperation over competition. The document also addresses correcting student errors, the role of vocabulary and listening activities in the classroom, and balancing accuracy and fluency.
The document discusses an origami activity used to engage different learning styles. Participants are given paper to make origami or another paper creation. Instructions are first given verbally alone, then with both visual and written directions. Finally, the instructor demonstrates the process. A discussion follows about auditory, visual and kinesthetic learning styles.
This document provides information and examples of formative assessment strategies that teachers can use to check student understanding during lessons. It discusses strategies like think-pair-share, human bingo, De Bono's six thinking hats, and having students ask each other questions. The document emphasizes using formative assessment to identify gaps in learning and provide opportunities for students to help each other. Examples are provided for how teachers can implement different strategies step-by-step in the classroom.
This document provides guidance on developing effective speaking lesson plans. It begins by outlining the key components of a strong lesson plan, including determining the topic, objectives, activities, and assessments. It then describes various classroom activities to practice speaking skills, such as discussions, role plays, simulations, interviews and storytelling. Suggestions are made for teachers, such as providing vocabulary beforehand, limiting corrections, and giving written feedback. The conclusion emphasizes that teaching speaking requires providing opportunities for meaningful communication through engaging activities.
This document provides guidance on developing effective speaking lesson plans. It begins by explaining that an organized teacher with well-structured lesson plans can best motivate students and provide useful language practice. It then outlines the key steps in creating a lesson plan, including determining the topic, developing objectives and activities, and providing feedback. Various classroom activities are proposed to develop students' speaking skills through discussion, role plays, interviews and other interactive exercises. The document concludes by emphasizing the importance of teaching speaking and providing a rich communicative environment for students to practice.
This document discusses techniques for teaching speaking skills to intermediate English language learners. It begins by defining speaking and explaining why teaching speaking is important for language learning. The document then outlines what teaching speaking involves, such as producing sounds and stress patterns, selecting appropriate words, and organizing thoughts.
Several activities for promoting speaking are presented, including discussions, role-plays, simulations, information gaps, brainstorming, storytelling, interviews, story completions, reporting, playing cards, picture narrating, picture describing, and finding differences. Examples are provided for each activity. The document concludes by assigning specific students to present sample lessons on speaking techniques.
Differentiated Instruction Powerpoint For Pd Workshopsholomfried
The document discusses differentiated instruction and its importance in today's classrooms. It defines differentiated instruction as adapting instruction to meet the varying readiness levels, interests, and learning preferences of students. The key is to provide multiple options for how students can access and express what they learn. Effective differentiation requires ongoing assessment to understand each student's needs and modify instruction accordingly. The goal is to increase the likelihood that each student will learn as much as possible in the most efficient way.
The document provides guidance for implementing a balanced literacy approach in the classroom, including how to structure reading and writing workshops with differentiated work stations, guided reading groups, and assessments to meet individual student needs. Sample schedules and examples of work station ideas are presented for kindergarten through 5th grade, with a focus on using leveled texts, choice boards, and other strategies to differentiate instruction during literacy rotations.
The document discusses developing effective speaking lesson plans. It emphasizes that lesson plans should motivate students and provide language practice opportunities. The document outlines steps to create lesson plans such as determining topics, objectives, and activities. It then discusses various classroom activities to develop speaking skills, including discussions, role plays, interviews and more. Suggestions are provided for teachers such as reducing speaking time and providing feedback.
This document summarizes a workshop on teaching reading using a workshop model. It discusses the goals of implementing a reading workshop, including using a balanced approach with both overt instruction and situated practice. Key elements of the reading workshop model are explored, such as modeling, coaching, scaffolding, articulation, reflection and exploration. Structures to support reading development, such as read alouds, guided reading, conferring and strategy groups are also outlined.
This document summarizes a webinar presentation on the think-pair-share learning strategy.
[1] The presenter defined think-pair-share as a collaborative learning strategy where students first think individually about a topic or question, then pair up to share their thoughts with a partner, and finally share with the whole class.
[2] The steps of think-pair-share - think individually, pair up to share thoughts, and share with the whole class - were explained. Examples of how to
Reaching All Learners: Differentiating with TechnologyOHIO ITSCO
1. The document discusses differentiating instruction using technology to meet the individual needs of students. It provides examples of how to use tools like webquests, blogs, videos, and graphic organizers to vary content, process, and products.
2. Formative and summative assessments are important aspects of differentiation discussed. Examples are given of using tools for pre-assessment, tracking assessment data, and student self-assessment.
3. Instructional strategies like tiered activities, learning contracts, choice boards, and RAFTs are provided to demonstrate how teachers can structure differentiated lessons.
This document summarizes the key topics and agenda covered in a professional development training for teachers. The training focused on improving instructional strategies to enhance student learning and engagement. Specific topics included examining feedback and assessment practices, building a professional learning community, setting personal goals to improve student outcomes, and exploring teaching methods like inquiry-based and experiential learning. The agenda outlined sessions on backward design, formative assessment, classroom management, questioning techniques, and character education. Overall, the training aimed to help teachers develop as professionals and create optimal learning environments for students.
This Powerpoint presentation discusses differentiation strategies for language learners. It defines differentiation as planning instruction that takes into account all learners' needs to help them make progress. The presentation provides examples of differentiating instruction based on learners' abilities, learning styles, prior knowledge and experiences. Specific strategies are suggested for differentiating the skills of listening, speaking, reading and writing. The presentation emphasizes that differentiation should be integral to effective teaching and aims to motivate all language learners.
Motivate all your language learners 23 nov13Isabelle Jones
Copy of the slides for the "Motivate ALL your language learners!-Differentiation revisited" session at Manchester Grammar School (for ALL), Saturday 23rd November 2013
Similar to E:\Differentiated Instruction\Di Ppts\Cape Alt School (20)
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Communicating effectively and consistently with students can help them feel at ease during their learning experience and provide the instructor with a communication trail to track the course's progress. This workshop will take you through constructing an engaging course container to facilitate effective communication.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
10. There is no such thing as the “standard issued” student!
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13. Differentiation of Instruction Is a teacher’s response to learner’s needs guided by general principles of differentiation Respectful tasks Flexible grouping Continual assessment Teachers Can Differentiate Through: Content Process Product According to Students Readiness Interest Learning Profile Adapted from The Differentiated Classroom: Responding to the Needs of All Learners (Tomlinson, 1999).
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17. What’s the point of differentiating in these different ways ? Readiness Growth Interest Learning Profile Motivation Efficiency
18. FLEXIBLE GROUPING Students are part of many different groups – and also work alone – based on the match of the task to student readiness, interest, or learning style. Teachers may create skills-based or interest-based groups that are heterogeneous or homogeneous in readiness level. Sometimes students select work groups, and sometimes teachers select them. Sometimes student group assignments are purposeful and sometimes random. 1 3 5 7 9 8 6 4 2 Teacher and whole class begin exploration of a topic or concept Students and teacher come together to share information and pose questions The whole class reviews key ideas and extends their study through sharing The whole class is introduced to a skill needed later to make a presentation The whole class listens to individual study plans and establishes baseline criteria for success Students engage in further study using varied materials based on readiness and learning style Students work on varied assigned tasks designed to help them make sense of key ideas at varied levels of complexity and varied pacing In small groups selected by students , they apply key principles to solve teacher-generated problems related to their study Students self-select interest areas through which they will apply and extend their understandings A differentiated classroom is marked by a repeated rhythm of whole-class preparation, review, and sharing, followed by opportunity for individual or small-group exploration, sense-making, extension, and production
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22. Begin Slowly – Just Begin! Low-Prep Differentiation Choices of books Homework options Use of reading buddies Varied journal Prompts Orbitals Varied pacing with anchor options Student-teaching goal setting Work alone / together Whole-to-part and part-to-whole explorations Flexible seating Varied computer programs Design-A-Day Varied Supplementary materials Options for varied modes of expression Varying scaffolding on same organizer Let’s Make a Deal projects Computer mentors Think-Pair-Share by readiness, interest, learning profile Use of collaboration, independence, and cooperation Open-ended activities Mini-workshops to reteach or extend skills Jigsaw Negotiated Criteria Explorations by interests Games to practice mastery of information Multiple levels of questions High-Prep Differentiation Tiered activities and labs Tiered products Independent studies Multiple texts Alternative assessments Learning contracts 4-MAT Multiple-intelligence options Compacting Spelling by readiness Entry Points Varying organizers Lectures coupled with graphic organizers Community mentorships Interest groups Tiered centers Interest centers Personal agendas Literature Circles Stations Complex Instruction Group Investigation Tape-recorded materials Teams, Games, and Tournaments Choice Boards Think-Tac-Toe Simulations Problem-Based Learning Graduated Rubrics Flexible reading formats Student-centered writing formats
27. My Way An expression Style Inventory K.E. Kettle J.S. Renzull, M.G. Rizza University of Connecticut Products provide students and professionals with a way to express what they have learned to an audience. This survey will help determine the kinds of products YOU are interested in creating. My Name is: ____________________________________________________ Instructions: Read each statement and circle the number that shows to what extent YOU are interested in creating that type of product. (Do not worry if you are unsure of how to make the product). Not At All Interested Of Little Interest Moderately Interested Interested Very Interested 1. Writing Stories 1 2 3 4 5 2. Discussing what I have learned 1 2 3 4 5 3. Painting a picture 1 2 3 4 5 4. Designing a computer software project 1 2 3 4 5 5. Filming & editing a video 1 2 3 4 5 6. Creating a company 1 2 3 4 5 7. Helping in the community 1 2 3 4 5 8. Acting in a play 1 2 3 4 5
28. Not At All Interested Of Little Interest Moderately Interested Interested Very Interested 9. Building an invention 1 2 3 4 5 10. Playing musical instrument 1 2 3 4 5 11. Writing for a newspaper 1 2 3 4 5 12. Discussing ideas 1 2 3 4 5 13. Drawing pictures for a book 1 2 3 4 5 14. Designing an interactive computer project 1 2 3 4 5 15. Filming & editing a television show 1 2 3 4 5 16. Operating a business 1 2 3 4 5 17. Working to help others 1 2 3 4 5 18. Acting out an event 1 2 3 4 5 19. Building a project 1 2 3 4 5 20. Playing in a band 1 2 3 4 5 21. Writing for a magazine 1 2 3 4 5 22. Talking about my project 1 2 3 4 5 23. Making a clay sculpture of a character 1 2 3 4 5
29. Not At All Interested Of Little Interest Moderately Interested Interested Very Interested 24. Designing information for the computer internet 1 2 3 4 5 25. Filming & editing a movie 1 2 3 4 5 26. Marketing a product 1 2 3 4 5 27. Helping others by supporting a social cause 1 2 3 4 5 28. Acting out a story 1 2 3 4 5 29. Repairing a machine 1 2 3 4 5 30. Composing music 1 2 3 4 5 31. Writing an essay 1 2 3 4 5 32. Discussing my research 1 2 3 4 5 33. Painting a mural 1 2 3 4 5 34. Designing a computer 1 2 3 4 5 35. Recording & editing a radio show 1 2 3 4 5 36. Marketing an idea 1 2 3 4 5 37. Helping others by fundraising 1 2 3 4 5 38. Performing a skit 1 2 3 4 5
30. Instructions: My Way …A Profile Write your score beside each number. Add each Row to determine your expression style profile. Not At All Interested Of Little Interest Moderately Interested Interested Very Interested 39. Constructing a working model. 1 2 3 4 5 40. Performing music 1 2 3 4 5 41. Writing a report 1 2 3 4 5 42. Talking about my experiences 1 2 3 4 5 43. Making a clay sculpture of a scene 1 2 3 4 5 44. Designing a multi-media computer show 1 2 3 4 5 45. Selecting slides and music for a slide show 1 2 3 4 5 46. Managing investments 1 2 3 4 5 47. Collecting clothing or food to help others 1 2 3 4 5 48. Role-playing a character 1 2 3 4 5 49. Assembling a kit 1 2 3 4 5 50. Playing in an orchestra 1 2 3 4 5 Products Written Oral Artistic Computer Audio/Visual Commercial Service Dramatization Manipulative Musical 1. ___ 2. ___ 3. ___ 4. ___ 5. ___ 6. ___ 7. ___ 8. ___ 9. ___ 10.___ 11. ___ 12. ___ 13. ___ 14. ___ 15. ___ 16. ___ 77. ___ 18. ___ 19. ___ 20. ___ 21. ___ 22. ___ 23. ___ 24. ___ 25. ___ 26. ___ 27. ___ 28. ___ 29. ___ 30 . ___ 31. ___ 32. ___ 33. ___ 34. ___ 35. ___ 36. ___ 37. ___ 38. ___ 39. ___ 40. ___ 41. ___ 42. ___ 43. ___ 44. ___ 45. ___ 46. ___ 47. ___ 48. ___ 49. ___ 50. ___ Total _____ _____ _____ _____ _____ _____ _____ _____ _____ _____
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32. Array Interaction Inventory, cont’d You approach most tasks in a(n) _________ manner: Affectionate Inspirational Vivacious Conventional Orderly Concerned Courageous Adventurous Impulsive Rational Philosophical Complex When things start to “not go your way” and you are tired and worn down, what might your responses be? Say “I’m sorry” Make mistakes Feel badly Over-control Become critical Take charge “ It’s not my fault” Manipulate Act out Withdraw Don’t talk Become indecisive When you’ve “had a bad day” and you become frustrated, how might you respond? Over-please Cry Feel depressed Be perfectionistic Verbally attack Overwork Become physical Be irresponsible Demand attention Disengage Delay Daydream Add score: Harmony Production Connection Status Quo
33. Personal Objectives/Personality Components Teacher and student personalities are a critical element in the classroom dynamic. The Array Model (Knaupp, 1995) identifies four personality components; however, one or two components(s) tend to greatly influence the way a person sees the world and responds to it. A person whose primary Personal Objective of Production is organized, logical and thinking-oriented. A person whose primary Personal Objective is Connection is enthusiastic, spontaneous and action-oriented. A person whose primary Personal Objective is Status Quo is insightful, reflective and observant. Figure 3.1 presents the Array model descriptors and offers specific Cooperative and Reluctant behaviors from each personal objective. Personal Objectives/Personality Component HARMONY PRODUCTION CONNECTION STATUS QUO COOPERATIVE (Positive Behavior) Caring Sensitive Nurturing Harmonizing Feeling-oriented Logical Structured Organized Systematic Thinking-oriented Spontaneous Creative Playful Enthusiastic Action-oriented Quiet Imaginative Insightful Reflective Inaction-oriented RELUCTANT (Negative Behavior) Overadaptive Overpleasing Makes mistakes Cries or giggles Self-defeating Overcritical Overworks Perfectionist Verbally attacks Demanding Disruptive Blames Irresponsible Demands attention Defiant Disengaging Withdrawn Delays Despondent Daydreams PSYCHOLOGICAL NEEDS Friendships Sensory experience Task completion Time schedule Contact with people Fun activities Alone time Stability WAYS TO MEET NEEDS Value their feelings Comfortable work place Pleasing learning environment Work with a friend sharing times Value their ideas Incentives Rewards Leadership positions Schedules To-do lists Value their activity Hands-on activities Group interaction Games Change in routine Value their privacy Alone time Independent activities Specific directions Computer activities Routine tasks
38. Total the number of “A” responses in items 1-11 _____ This is your visual score Total the number of “A” responses in items 12-22 _____ This is your auditory score Total the number of “A” responses in items 23-33 _____ This is you tactile/kinesthetic score If you scored a lot higher in any one area: This indicates that this modality is very probably your preference during a protracted and complex learning situation. If you scored a lot lower in any one area: This indicates that this modality is not likely to be your preference(s) in a learning situation. If you got similar scores in all three areas: This indicates that you can learn things in almost any way they are presented Interpreting the Instrument’s Score
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42. Scoring Sheet Place a checkmark by each item, which you marked as "True." Add your totals. A total of (four in any of the categories A through E indicates strong ability. In categories F through G a score of one or more means you have abilities in these areas as well. A B C D Linguistic Logical/Math. Musical Spatial 7 ____ 4 ____ 2 ____ 1 ____ 8 ____ 5 ____ 3 ____ 9 ____ 14 ___ 12 ___ 10 ___ 11 ___ 18 ___ 16 ___ 20 ___ 19 ___ 25 ___ 21 ___ 23 ___ 22 ___ E F G Body/Kinesthetic Intrapersonal Interpersonal 6 ____ 26 ___ 27 ___ 13 ___ 28 ___ 29 ___ 15 ___ 30 __ 17 ___ 24 ___
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46. Linear – Schoolhouse Smart - Sequential ANALYTICAL Thinking About the Sternberg Intelligences Show the parts of _________ and how they work. Explain why _______ works the way it does. Diagram how __________ affects __________________. Identify the key parts of _____________________. Present a step-by-step approach to _________________. Streetsmart – Contextual – Focus on Use PRACTICAL Demonstrate how someone uses ________ in their life or work. Show how we could apply _____ to solve this real life problem ____. Based on your own experience, explain how _____ can be used. Here’s a problem at school, ________. Using your knowledge of ______________, develop a plan to address the problem. CREATIVE Innovator – Outside the Box – What If - Improver Find a new way to show _____________. Use unusual materials to explain ________________. Use humor to show ____________________. Explain (show) a new and better way to ____________. Make connections between _____ and _____ to help us understand ____________. Become a ____ and use your “new” perspectives to help us think about ____________.
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48. Thank you for all you do for our students! Please fill out the evaluations and leave on your table. Have a great day!
Editor's Notes
Participant Hand Out 1- write your Perceptions PMI on back of Handout 1- for your notes, will refer to occassionally.
It is unrealistic to think that all students can be at the same level at the same time. Unfortunately, NCLB has given the impression that all students can reach the same standard of expectations. True, we should all have high expectations for our students, but we want each one to improve upon his own skills and knowledge. I worry that the pressure to perform on standardized tests has focused more on the underachieving and/or subgroups leaving out a large number of students. Because no one wants their scores to look bad, they spend an inordinate amount of time prepping for the test. Let class discuss at this point their viewpoints.