This document summarizes key points from chapters in a book about differentiation. It discusses differentiation strategies such as flexible grouping, learning centers, exit questions to group students, and allowing students to test out of chapters to do independent projects. It also covers creating a welcoming classroom environment that fosters respect and acceptance, and managing a differentiated classroom through clear expectations and procedures. The author reflects on taking inspiration from examples and starting with small differentiation strategies before implementing more complex approaches.
FINAL REPORT:My training as an English TeacherEscuela Publica
Melisa Gonzalez completed her teaching practicum with two groups of teenagers aged 13-17. She observed both groups and their teachers initially. Group 1 was well-behaved while Group 2 was noisy and undisciplined. Melisa planned engaging lessons incorporating activities, materials beyond the textbook, and English use. While nervous, her teaching went well with student participation and comprehension. Both experiences were valuable for improving her skills, though Group 2 was more challenging to motivate. Overall, Melisa found the practicum rewarding for developing as a teacher.
This document discusses teaching approaches and provides guidance for creating a learner-centered classroom. It describes traditional teaching methods as teacher-focused with little student participation. A learner-centered approach emphasizes active student participation, critical thinking, and problem-solving. The document recommends making the classroom informal, involving all students, developing thinking skills, and ensuring an appropriate difficulty level. It also lists benefits of the learner-centered approach such as increased confidence, cooperation skills, and motivation to learn.
The document summarizes the author's observations of two classes taught by teachers at a school. For the first class, the teacher Mrs. Selina Akhter, the summary notes her strong preparation, knowledge, clear voice, caring attitude, and ability to summarize lessons well. However, it notes she could improve by doing more formative assessment of students and ensuring better participation from all students. For the second class taught by Mr. Mir. Md. Sadequzzaman, the summary states he controlled the class well but was lacking in preparation, punctuality, language skills, and lesson summarization. Suggestions are made for both teachers to improve their teaching methods.
This document discusses qualities of good and bad language teachers based on student surveys. Good teachers were described as friendly, helpful, and made learning enjoyable through games and humor. Bad teachers were strict, avoided questions, and created an uncomfortable learning environment. The document also provides tips for teachers, such as using space, students' names, and the board to engage students and help the class stay together. Maintaining student focus through techniques like cross-checking responses is also discussed.
This lesson plan teaches students about open and closed syllables over 45 minutes. The teacher will start with a warm up activity to introduce syllables. Then a PowerPoint presentation will be used to define open and closed syllables. Students will practice identifying and counting syllables in words using chips and mats. They will also complete worksheets independently. To conclude, students will clap out their first and last names while counting syllables, and see who has the most or fewest. An additional activity uses syllable cards to form words matching pictures.
This document discusses interaction in the language classroom and different grouping arrangements that teachers can use. It covers the teacher's action zone, which students they interact with most, and how this can disadvantage some learners. It also discusses learner interactional competence and different patterns students may exhibit, such as being task-oriented, phantom, social, or dependent learners. Finally, it discusses different grouping arrangements teachers can use, such as whole class, group work, or individual work, and factors to consider when choosing arrangements.
The document describes a student's observation of a resource teacher's lesson. Some key points:
- The teacher used both teacher-centered and student-centered approaches, including lectures, activities, group work, and involving students in the learning process.
- The lesson emphasized both mastery of content and real-world application of the material.
- The student analyzed whether the teaching was constructivist, inquiry-based, reflective, inclusive, collaborative, and integrative.
- In their reflection, the student concluded that student-centered approaches align best with K-12 guidelines and help students take responsibility for their own learning.
This document discusses grouping arrangements and interaction patterns in language classrooms. It covers the teacher's action zone, which students they interact with most, and how this can disadvantage some learners. It also discusses learner interactional competence and different styles, including task-oriented, phantom, social, dependent, isolated, and alienated students. Finally, it examines different grouping arrangements teachers can use, including whole class, group work, and individual work, and factors to consider when choosing arrangements.
FINAL REPORT:My training as an English TeacherEscuela Publica
Melisa Gonzalez completed her teaching practicum with two groups of teenagers aged 13-17. She observed both groups and their teachers initially. Group 1 was well-behaved while Group 2 was noisy and undisciplined. Melisa planned engaging lessons incorporating activities, materials beyond the textbook, and English use. While nervous, her teaching went well with student participation and comprehension. Both experiences were valuable for improving her skills, though Group 2 was more challenging to motivate. Overall, Melisa found the practicum rewarding for developing as a teacher.
This document discusses teaching approaches and provides guidance for creating a learner-centered classroom. It describes traditional teaching methods as teacher-focused with little student participation. A learner-centered approach emphasizes active student participation, critical thinking, and problem-solving. The document recommends making the classroom informal, involving all students, developing thinking skills, and ensuring an appropriate difficulty level. It also lists benefits of the learner-centered approach such as increased confidence, cooperation skills, and motivation to learn.
The document summarizes the author's observations of two classes taught by teachers at a school. For the first class, the teacher Mrs. Selina Akhter, the summary notes her strong preparation, knowledge, clear voice, caring attitude, and ability to summarize lessons well. However, it notes she could improve by doing more formative assessment of students and ensuring better participation from all students. For the second class taught by Mr. Mir. Md. Sadequzzaman, the summary states he controlled the class well but was lacking in preparation, punctuality, language skills, and lesson summarization. Suggestions are made for both teachers to improve their teaching methods.
This document discusses qualities of good and bad language teachers based on student surveys. Good teachers were described as friendly, helpful, and made learning enjoyable through games and humor. Bad teachers were strict, avoided questions, and created an uncomfortable learning environment. The document also provides tips for teachers, such as using space, students' names, and the board to engage students and help the class stay together. Maintaining student focus through techniques like cross-checking responses is also discussed.
This lesson plan teaches students about open and closed syllables over 45 minutes. The teacher will start with a warm up activity to introduce syllables. Then a PowerPoint presentation will be used to define open and closed syllables. Students will practice identifying and counting syllables in words using chips and mats. They will also complete worksheets independently. To conclude, students will clap out their first and last names while counting syllables, and see who has the most or fewest. An additional activity uses syllable cards to form words matching pictures.
This document discusses interaction in the language classroom and different grouping arrangements that teachers can use. It covers the teacher's action zone, which students they interact with most, and how this can disadvantage some learners. It also discusses learner interactional competence and different patterns students may exhibit, such as being task-oriented, phantom, social, or dependent learners. Finally, it discusses different grouping arrangements teachers can use, such as whole class, group work, or individual work, and factors to consider when choosing arrangements.
The document describes a student's observation of a resource teacher's lesson. Some key points:
- The teacher used both teacher-centered and student-centered approaches, including lectures, activities, group work, and involving students in the learning process.
- The lesson emphasized both mastery of content and real-world application of the material.
- The student analyzed whether the teaching was constructivist, inquiry-based, reflective, inclusive, collaborative, and integrative.
- In their reflection, the student concluded that student-centered approaches align best with K-12 guidelines and help students take responsibility for their own learning.
This document discusses grouping arrangements and interaction patterns in language classrooms. It covers the teacher's action zone, which students they interact with most, and how this can disadvantage some learners. It also discusses learner interactional competence and different styles, including task-oriented, phantom, social, dependent, isolated, and alienated students. Finally, it examines different grouping arrangements teachers can use, including whole class, group work, and individual work, and factors to consider when choosing arrangements.
The student observed several classrooms to understand students' behaviors and the learning environment. Some key findings included: (1) students in higher-level classes were more engaged and participated actively, while some in lower-level classes were distracted or disengaged; (2) class behavior depended on the subject teacher's approach - stricter teachers commanded more attention; (3) establishing rapport and making lessons interesting is important to boost student participation and learning. The observation helped the student understand how to improve teaching strategies and better meet students' needs.
it refers to the skills and techniques teachers use to keep the class organized, attentive and focused. it helps in dealing with class discipline .classroom management tips help teachers settle problems, or prevent them from occurring, so that they can spend more of the classroom hour in teaching and learning.
The document provides a checklist for observing classroom management. It contains sections on the physical setting of the classroom, scheduling, instructional planning and delivery, and the classroom discipline plan. The observer evaluates elements in each section and checks boxes to indicate whether components are present, not present, or unclear. An observation of a preschool classroom is also summarized, noting the teacher's methods for engaging students, addressing disruptive behavior, and facilitating learning through songs, activities, and consequences. The checklist is intended to help teachers evaluate their classroom management strategies and identify areas for improvement.
This document summarizes a 3rd grade lesson on categorization taught by Mrs. Paul. The students used a PowerPoint presentation to organize different items into categories and then write about one chosen category. While the technology helped the students visualize and achieve the lesson objective, the teacher wished she had more time for the presentation and for students to create their own PowerPoints to further reinforce the learning. Overall, the teacher felt the visual PowerPoint added value and engagement without distracting from the core objective of categorization.
Classroom management involves managing all aspects of what happens in the classroom. The author's views on classroom management have evolved throughout their course to incorporate additional important factors. These include using various forms of positive student feedback, nonverbal interventions for minor misbehavior, speaking loudly and clearly, providing clear instructions, equitable participation between students and teachers, and varying seating arrangements to encourage interaction. Learning about these different classroom management strategies will help the author as a future English teacher to effectively handle inevitable in-class situations.
Classroom management involves establishing strategies to ensure a productive learning environment, including how teachers structure classroom interactions, communication, physical space, and student conduct. Effective classroom management strategies include seating arrangements, instructing in students' native language, asking questions, correcting mistakes, addressing problem behaviors, and using different grouping approaches like individual work, whole class teaching, pairs, and groups. The goals of classroom management are to promote learning and positively guide student behavior, engagement, and social and academic development.
1) The author thanks various people who helped them complete an assignment, including their lecturer, classmates, and those involved.
2) The document then describes a classroom observation the author did of a Year 5 English class in a rural school. They observed how the teacher managed the classroom and applied different classroom management theories.
3) Specific examples are given of how the teacher set clear expectations and rules for behavior, provided positive and negative consequences, and was generally assertive in their approach to managing student behavior according to Lee and Marlene Canter's theories.
The document discusses strategies for effective classroom management, noting that there is a direct correlation between classroom management style and student academic achievement. It states that temporary "management" plans focusing on rules and punishments are not truly effective, and that good classroom management is not dependent on factors like experience or school environment. Effective classroom management requires addressing the underlying causes of issues rather than just the symptoms.
Classroom management involves everything a teacher must do to carry out their objectives, including planning, instructional delivery, grouping students, and maintaining student behavior. It should be based on educational research and focus on building positive relationships and engaging instructional methods to facilitate learning. Comprehensive classroom management establishes behavioral standards through collaborative processes and employs a variety of techniques to address inappropriate behavior. Effective classroom management maximizes instructional and academic learning time.
They can communicate their ideas with guidance and have developing thinking and problem-solving skills. Elementary students can communicate more independently and are interested in games and discussions. High school students can independently research, problem-solve, and express their ideas and feelings, though some still need emotional support. The document analyzes the physical, social, emotional, and cognitive development of preschool, elementary, and high school students.
The document discusses assessment for learning. It defines assessment for learning as assessment that occurs during the learning process to inform teaching and help students. Some key points made include:
- Assessment for learning allows teachers to understand students' thinking and identify misconceptions in order to adapt teaching accordingly.
- Formative assessment tools mentioned include questioning, self-assessment, peer assessment, tests/quizzes, and feedback.
- Intentional dialogue in the classroom is important to elicit students' ideas and understanding. Teachers should ask challenging questions and give students time to think and discuss responses.
- Hinge-point questions are used diagnostically at key points to check understanding and determine the next steps in teaching.
The document discusses different ways teachers can group students in the classroom, including whole-class teaching, individual work, pairwork, and groupwork. It outlines the advantages and disadvantages of each approach, and provides guidance on organizing effective pair and groupwork through considerations like task type, creating diverse groups, and establishing procedures. The goal is to encourage cooperation while maximizing student participation and independence.
This document discusses the use of reflective lesson plans to help improve teaching. It explains that reflective lesson plans involve writing notes after each class about what worked and how the next class could be improved. This allows the teacher to test changes and learn through a process of trial and error. The document also notes that reflective lesson plans help teachers be more efficient with their time by reducing extra activities like journals or surveys. Overall, reflective lesson plans form a continuous cycle of reflection, planning, teaching and observing that can help move teachers from novice to professional levels of practice.
Classroom Management: Tools and Pitfalls from Real Hebrew School Classroom Ex...caje32
The document describes four classroom management styles - authoritarian, authoritative, laissez-faire, and indifferent - based on responses to a 12 question quiz. It provides examples and descriptions of each style, including their potential strengths and weaknesses. The styles range from very strict control and rules with the authoritarian approach to very little structure or demands on students under the indifferent style. Authoritative teaching is described as encouraging independence while setting limits, while laissez-faire is permissive and focuses on students' emotional well-being over academic concerns.
This document provides 10 classroom management techniques for faculty members. It begins by explaining that effective classroom management is about preventing problems and creating a positive learning environment. It then discusses that establishing a positive climate for learning is challenging but important for teacher effectiveness. The document features 10 proven techniques from experienced instructors for creating favorable learning conditions, including starting the semester strongly, preventing cheating, incorporating management into the syllabus, handling talkative students, building relationships, using behavior contracts, and employing humor. The goal is to provide practical strategies for an organized, positive classroom.
The document outlines strategies for effective classroom management in a high school setting. It discusses engaging students through respect, clear expectations and consistent discipline. Specific strategies are provided to help students with attention issues, including explaining directions carefully, varying activities, positive reinforcement, and allowing student group work. Additional tips target at-risk students, such as creating a quiet space, freewriting, ensuring a safe environment, and offering topic choices. Deep breathing is suggested to help students feel calm and focused.
The document discusses a student's observation report from visiting a school to study its curriculum and interactions between students, teachers, and staff. The observation notes patterns of interaction, including some students treating teachers like peers. The report also reflects on how the school promotes partnership through respect, harmony, and cooperation.
This document discusses several topics related to classroom management including:
1. What a disciplined classroom looks like and factors that contribute to an orderly classroom environment.
2. Actions teachers can take to promote discipline in their classroom such as lesson planning, developing interpersonal relationships, and motivating students.
3. Techniques for dealing with discipline problems including preventing issues, responding immediately but calmly when problems arise, and taking issues forward in a positive manner.
The document discusses co-teaching models and provides activities to help co-teachers work together effectively. It includes 6 common co-teaching models: one teach one observe, one teach one assist, parallel teaching, station teaching, alternative teaching, and team teaching. It suggests co-teachers discuss their classroom priorities and philosophies to understand each other. An activity prompts writing one's teaching philosophy and considering a co-teacher's perspective. The document concludes with an activity for co-teachers to choose 2 areas to improve and make an action plan.
The solution to promote research and development of new solutions is to invest in new forms of "modus operandi" with strategy and awareness; for example, to invest in new financing instruments, such as European funding programs direct and indirect, the bank funds European investment Bank (EIB); or as the formula of public-private partnerships (PPP); or as other forms, such as crowdfunding or venture capital.
The student observed several classrooms to understand students' behaviors and the learning environment. Some key findings included: (1) students in higher-level classes were more engaged and participated actively, while some in lower-level classes were distracted or disengaged; (2) class behavior depended on the subject teacher's approach - stricter teachers commanded more attention; (3) establishing rapport and making lessons interesting is important to boost student participation and learning. The observation helped the student understand how to improve teaching strategies and better meet students' needs.
it refers to the skills and techniques teachers use to keep the class organized, attentive and focused. it helps in dealing with class discipline .classroom management tips help teachers settle problems, or prevent them from occurring, so that they can spend more of the classroom hour in teaching and learning.
The document provides a checklist for observing classroom management. It contains sections on the physical setting of the classroom, scheduling, instructional planning and delivery, and the classroom discipline plan. The observer evaluates elements in each section and checks boxes to indicate whether components are present, not present, or unclear. An observation of a preschool classroom is also summarized, noting the teacher's methods for engaging students, addressing disruptive behavior, and facilitating learning through songs, activities, and consequences. The checklist is intended to help teachers evaluate their classroom management strategies and identify areas for improvement.
This document summarizes a 3rd grade lesson on categorization taught by Mrs. Paul. The students used a PowerPoint presentation to organize different items into categories and then write about one chosen category. While the technology helped the students visualize and achieve the lesson objective, the teacher wished she had more time for the presentation and for students to create their own PowerPoints to further reinforce the learning. Overall, the teacher felt the visual PowerPoint added value and engagement without distracting from the core objective of categorization.
Classroom management involves managing all aspects of what happens in the classroom. The author's views on classroom management have evolved throughout their course to incorporate additional important factors. These include using various forms of positive student feedback, nonverbal interventions for minor misbehavior, speaking loudly and clearly, providing clear instructions, equitable participation between students and teachers, and varying seating arrangements to encourage interaction. Learning about these different classroom management strategies will help the author as a future English teacher to effectively handle inevitable in-class situations.
Classroom management involves establishing strategies to ensure a productive learning environment, including how teachers structure classroom interactions, communication, physical space, and student conduct. Effective classroom management strategies include seating arrangements, instructing in students' native language, asking questions, correcting mistakes, addressing problem behaviors, and using different grouping approaches like individual work, whole class teaching, pairs, and groups. The goals of classroom management are to promote learning and positively guide student behavior, engagement, and social and academic development.
1) The author thanks various people who helped them complete an assignment, including their lecturer, classmates, and those involved.
2) The document then describes a classroom observation the author did of a Year 5 English class in a rural school. They observed how the teacher managed the classroom and applied different classroom management theories.
3) Specific examples are given of how the teacher set clear expectations and rules for behavior, provided positive and negative consequences, and was generally assertive in their approach to managing student behavior according to Lee and Marlene Canter's theories.
The document discusses strategies for effective classroom management, noting that there is a direct correlation between classroom management style and student academic achievement. It states that temporary "management" plans focusing on rules and punishments are not truly effective, and that good classroom management is not dependent on factors like experience or school environment. Effective classroom management requires addressing the underlying causes of issues rather than just the symptoms.
Classroom management involves everything a teacher must do to carry out their objectives, including planning, instructional delivery, grouping students, and maintaining student behavior. It should be based on educational research and focus on building positive relationships and engaging instructional methods to facilitate learning. Comprehensive classroom management establishes behavioral standards through collaborative processes and employs a variety of techniques to address inappropriate behavior. Effective classroom management maximizes instructional and academic learning time.
They can communicate their ideas with guidance and have developing thinking and problem-solving skills. Elementary students can communicate more independently and are interested in games and discussions. High school students can independently research, problem-solve, and express their ideas and feelings, though some still need emotional support. The document analyzes the physical, social, emotional, and cognitive development of preschool, elementary, and high school students.
The document discusses assessment for learning. It defines assessment for learning as assessment that occurs during the learning process to inform teaching and help students. Some key points made include:
- Assessment for learning allows teachers to understand students' thinking and identify misconceptions in order to adapt teaching accordingly.
- Formative assessment tools mentioned include questioning, self-assessment, peer assessment, tests/quizzes, and feedback.
- Intentional dialogue in the classroom is important to elicit students' ideas and understanding. Teachers should ask challenging questions and give students time to think and discuss responses.
- Hinge-point questions are used diagnostically at key points to check understanding and determine the next steps in teaching.
The document discusses different ways teachers can group students in the classroom, including whole-class teaching, individual work, pairwork, and groupwork. It outlines the advantages and disadvantages of each approach, and provides guidance on organizing effective pair and groupwork through considerations like task type, creating diverse groups, and establishing procedures. The goal is to encourage cooperation while maximizing student participation and independence.
This document discusses the use of reflective lesson plans to help improve teaching. It explains that reflective lesson plans involve writing notes after each class about what worked and how the next class could be improved. This allows the teacher to test changes and learn through a process of trial and error. The document also notes that reflective lesson plans help teachers be more efficient with their time by reducing extra activities like journals or surveys. Overall, reflective lesson plans form a continuous cycle of reflection, planning, teaching and observing that can help move teachers from novice to professional levels of practice.
Classroom Management: Tools and Pitfalls from Real Hebrew School Classroom Ex...caje32
The document describes four classroom management styles - authoritarian, authoritative, laissez-faire, and indifferent - based on responses to a 12 question quiz. It provides examples and descriptions of each style, including their potential strengths and weaknesses. The styles range from very strict control and rules with the authoritarian approach to very little structure or demands on students under the indifferent style. Authoritative teaching is described as encouraging independence while setting limits, while laissez-faire is permissive and focuses on students' emotional well-being over academic concerns.
This document provides 10 classroom management techniques for faculty members. It begins by explaining that effective classroom management is about preventing problems and creating a positive learning environment. It then discusses that establishing a positive climate for learning is challenging but important for teacher effectiveness. The document features 10 proven techniques from experienced instructors for creating favorable learning conditions, including starting the semester strongly, preventing cheating, incorporating management into the syllabus, handling talkative students, building relationships, using behavior contracts, and employing humor. The goal is to provide practical strategies for an organized, positive classroom.
The document outlines strategies for effective classroom management in a high school setting. It discusses engaging students through respect, clear expectations and consistent discipline. Specific strategies are provided to help students with attention issues, including explaining directions carefully, varying activities, positive reinforcement, and allowing student group work. Additional tips target at-risk students, such as creating a quiet space, freewriting, ensuring a safe environment, and offering topic choices. Deep breathing is suggested to help students feel calm and focused.
The document discusses a student's observation report from visiting a school to study its curriculum and interactions between students, teachers, and staff. The observation notes patterns of interaction, including some students treating teachers like peers. The report also reflects on how the school promotes partnership through respect, harmony, and cooperation.
This document discusses several topics related to classroom management including:
1. What a disciplined classroom looks like and factors that contribute to an orderly classroom environment.
2. Actions teachers can take to promote discipline in their classroom such as lesson planning, developing interpersonal relationships, and motivating students.
3. Techniques for dealing with discipline problems including preventing issues, responding immediately but calmly when problems arise, and taking issues forward in a positive manner.
The document discusses co-teaching models and provides activities to help co-teachers work together effectively. It includes 6 common co-teaching models: one teach one observe, one teach one assist, parallel teaching, station teaching, alternative teaching, and team teaching. It suggests co-teachers discuss their classroom priorities and philosophies to understand each other. An activity prompts writing one's teaching philosophy and considering a co-teacher's perspective. The document concludes with an activity for co-teachers to choose 2 areas to improve and make an action plan.
The solution to promote research and development of new solutions is to invest in new forms of "modus operandi" with strategy and awareness; for example, to invest in new financing instruments, such as European funding programs direct and indirect, the bank funds European investment Bank (EIB); or as the formula of public-private partnerships (PPP); or as other forms, such as crowdfunding or venture capital.
Présentation du nouveau cadre de référence du Bâtiment Durable de l'Association HQE par Anne-Sophie PERRISSIN-FABERT à l'occasion de sa présentation d'une manifestation organisée par NOVABUILD à l'Hôtel de Région des Pays de la Loire le mercredi 10 juin 2015
La Unión Europea ha propuesto un nuevo paquete de sanciones contra Rusia que incluye un embargo al petróleo ruso. El embargo se aplicaría gradualmente durante seis meses para el petróleo crudo y ocho meses para los productos refinados. El objetivo es aumentar la presión sobre Rusia para que ponga fin a su invasión de Ucrania.
This document discusses a controlled rapid autoclave blowdown system using a rotary control valve called the FlexStream valve. Traditionally, autoclaves take 24+ hours to depressurize during maintenance using globe control valves, but the FlexStream valve can reduce this to around 13 hours. It works by controlling gas flow through multiple pressure letdown turns within its trim element, providing a rangeability over 300:1 to handle changing pressure drops during blowdown. Operational data from a gold plant showed the FlexStream valve achieved a 50% reduction in blowdown time compared to traditional valves. This translates to over $3 million in potential increased revenue by reducing lost production time during autoclave maintenance.
The document discusses an observation sheet used by a resource teacher to observe principles of learning in the classroom. It lists 4 principles: 1) clear expectations and outcomes are set, 2) learning is active, 3) learning allows discovery of personal meaning, and 4) learning is cooperative. The teacher mostly applied principle 4 through group activities. Principle 3 was least applied by not allowing student ideas. Non-application affected learning by not engaging or motivating students. The observer agrees with the principles and believes adopting cooperative learning and improving on treating students as empty vessels will benefit learning.
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 discusses different instructional methods and techniques for teaching, including centers, community circles, debates, and dramatic activities. It emphasizes that students learn differently and teachers should use various methods beyond textbooks and worksheets. Specifically, it provides details on using centers and learning stations, community circles to build classroom community, debates to improve critical thinking, and dramatic activities to help students learn by taking on roles. The document stresses giving students opportunities to learn in different ways.
current approches to learning and teaching.pptHithadhooSchool
This document discusses various approaches to teaching and learning processes. It begins with definitions of key terms and principles of effective teaching and learning. It then covers principles of learning, aspects of the teaching-learning process, and information processing. Various teaching approaches are examined, including teacher-centered vs learner-centered and examples like subject-matter centered and interactive. Principles of teaching, selection and use of strategies, and the teaching process of planning, implementing, and evaluating are also outlined. Specific strategies like cooperative learning techniques, case methods, problem-solving methods, and discovery learning are then defined and discussed.
This document discusses classroom management, which refers to the variety of skills and techniques teachers use to keep students organized, orderly, focused, attentive, on task, and academically productive. Effective classroom management directly impacts students' ability to learn and a teacher's ability to teach. It creates an environment conducive to learning by influencing student behavior to minimize misbehavior and maximize appropriate conduct. The primary goals are to support a safe classroom community where students can stay focused and on task to reduce distractions from learning.
Reciprocal teaching is an instructional strategy that involves students leading small group discussions about texts they have read. During these discussions, students take turns playing the roles of summarizer, question generator, clarifier, and predictor. The goal is for students to think critically about what they are reading and monitor their own comprehension. Teachers first model the strategies and then gradually release responsibility to the students. Reciprocal teaching encourages active involvement in the reading and helps improve comprehension.
- The resource teachers, Jennyvi Dela Cruz and Raymond Aboga, taught English classes at Mabini Colleges observing several principles of learning.
- They engaged students by relating lessons to their experiences, encouraging participation through group work, and ensuring students discovered personal meaning.
- Students actively participated in discussions, shared ideas, and helped each other learn, indicating the teachers successfully created a collaborative learning environment.
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 provides tips and strategies for teachers to earn an "excellent" performance rating in their evaluations. It discusses key areas evaluators will assess such as classroom environment, instructional practices, assessment, reflection, professional responsibilities, and planning. Specific tips are given for engaging students, using questioning techniques, communicating expectations, conducting observations, providing feedback, and participating in professional learning communities. Teachers are encouraged to set high expectations, demonstrate content knowledge, use formative assessment, reflect on their teaching, and communicate regularly with families.
This document contains a teacher's reflections on three English lessons taught to primary school students. For the first lesson, the teacher found that using real objects and miming helped motivate students to learn new vocabulary. Students responded well to the activities but some materials could be improved. The second lesson introduced possessive 's' using The Simpsons characters, which engaged students initially but activities became weak. The third lesson on social media motivated students through images and a game, though the game needed clearer rules. Overall, the teacher found that visuals like images and objects, as well as games, helped engage students and will inform future lesson planning.
This unit plan summarizes a unit about great cities for 8th grade students. The unit will focus on famous cities around the world like Mexico City, Calgary, Mecca, and Tokyo. It is designed to be taught over 15 lessons using a student-centered approach. The goals are for students to be able to discuss different aspects of cities, talk about their experiences using the present perfect tense, read texts about various cities, and write their own city diaries. The teacher aims to engage students through group work, peer discussions, using technology like videos, and calling on students for participation.
This document discusses differentiated instruction for teaching mixed-ability classrooms. It begins by comparing differentiated instruction to teaching in a one-room schoolhouse. It then defines what differentiated instruction is and is not, emphasizing that it is a blend of whole group, small group, and individual instruction that is qualitative and adapts assignments based on student differences in readiness, interests, and learning needs. It also provides examples of classroom layouts and discussions of strategies for struggling and advanced learners that could support differentiated instruction.
This document discusses differentiated instruction for teaching mixed-ability classrooms. It begins by comparing differentiated instruction to teaching in a one-room schoolhouse. It then defines what differentiated instruction is and is not, emphasizing that it is a blend of whole group, small group, and individual instruction that is qualitative and adapts assignments based on student differences in readiness, interests, and learning needs. It also provides examples of classroom setup and management strategies to facilitate differentiated instruction.
The classroom environment aimed to engage students in several ways:
1) Exhibits like the Tweet Board and lesson goals wall communicated expectations and allowed students to reflect on learning.
2) The to-do list and schedule kept students organized and on task.
3) Comfortable seating and some reading materials provided engagement, though more variety was needed.
4) Exit tickets and assessments maintained student participation.
The teacher promoted hands-on learning and creativity through a tall tales assignment where students could write about themselves with superpowers. Students appeared fully engaged in the choice-based activity. However, some worksheet elements limited full engagement. Overall, multiple strategies were employed to create an inviting space and motivate students.
This document discusses differentiation in teaching and provides examples of differentiated instructional strategies and activities. It includes a differentiated activity planning template that outlines 3 tiers of instruction for introducing data manipulation concepts to students at different levels. The document advocates for differentiation to meet the diverse needs of all students and suggests strategies like flexible grouping, adjusting questioning, and providing choice to differentiate instruction.
The document discusses three major learning theories: behaviorism, constructivism, and cognitivism. For behaviorism, learning is defined by observable behaviors and responses to stimuli. Constructivism focuses on learning through personal experiences and social interactions. Cognitivism views learning as internal processing of information through receiving, organizing, storing, and retrieving knowledge. The author expresses a preference for cognitivism and constructivism, finding them most applicable to their teaching beliefs and style. While all theories can be effective, it depends on matching the individual needs and ways of learning for each student.
Classroom management involves organizing the classroom space, grouping students, using time effectively, and interacting appropriately with students. Good classroom management includes being aware of proximity to students, considering the effect of physical behavior, moving around the classroom, and responding to what students say. Teachers should speak audibly, vary the tone and quality of their voice, and breathe correctly. Motivating students can involve role-plays, visitors, pen pals, group presentations, debates, and concerts. Managing constraints requires explaining the purpose of activities, getting student feedback, and showing connections between activities. The teacher's role also includes relationships with other colleagues.
Similar to Lauren Thobe - Inquiry Project EDCU 610 (20)
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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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.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
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
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'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.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
4. Differentiation
Is…
• It proactively plans to address
a range of learner needs.
• It changes quality of work
instead of quantity when
needed.
• Assessments are very
important to gage where
students are and where they
are going.
• It is student centered so
learning is effective, relevant
and interesting.
• It blends whole-class, small
group and individual
instruction.
Differentiation
Isn’t
• It is not individualized
learning where every
student does a different
assignment.
• It is not chaotic when the
teacher uses strategies to
show leadership.
• It is not as simple as giving
harder or easier questions
to each student.
5. My thoughts while reading this
chapter were “do I do any of this in
my classroom, good or bad?” A goal
of mine for teaching is to master a
differentiated classroom and the first
step is learning about what that is
and isn’t. One of the things
Tomlinson said differentiation was, is
a classroom that is proactively
planned. It takes a lot planning to
successfully differentiate because
lessons need to be varied. Planning
is part of curriculum but how does
differentiation really tie into
curriculum? That is something I will
be exploring as I further read this
book. How can differentiation be
planned into curriculum? How does it
affect the 4 different types of
curriculum?
Does any of this
happen in my
classroom?
7. Advanced Learners
• Teacher must continually
“raise ceilings of
expectations” but at the
same time raise the
support.
• Teachers must clearly
explain what constitutes
excellence.
• Teachers must balance
joy and rigor.
Struggling Learners
• Teacher should set goals of
understanding.
• Teacher must clearly explain
what they should know,
understand and be able to
do.
• Teacher should plan
teaching and learning
through many modalities.
• Teacher should find ways to
show she believes in
students.
8. This chapter was very interesting to me
because during the previous school year I
struggled with the balance of advanced and
struggling learners and that is what drew me to
differentiation. I found it very interesting
reading about what advanced learners need
and what struggling learners need. The
previous slide is just a summary of what
Tomlinson explained but the details and
examples she gave were eye-opening. The
one big thing she said for struggling learners
was “focus on powerful teaching”. This means
that if students can’t grasp every detail then
there should be big picture targets that
students need to know in order to successfully
move onto the next unit. This is something I
feel that can really be pulled into curriculum
planning or the explicit curriculum. A teacher
can plan their topics and list the big points for
each. Then when unit planning a teacher can
plan more specific points to help advanced
learners.
What drew me to
differentiation
10. Skills to develop over time
• Organizing and focusing
curriculum on essentials
• Peeling back first impressions
and erasing stereotypes
• Giving students a voice
• Think of and using time flexibly
• Thinking of many ways to
accomplish a common goal
• Building a sense of community in
the classroom
Rules of Thumb
• Be clear on key concepts
• Think of assessment as a road
map for thinking and planning
• Lessons for all students should
involve critical and creative
thinking
• Lessons for all students should
be engaging
• Balance student-selected and
teacher-selected assignments
Metaphoric Examples
• A teacher is like the director of the orchestra – she helps people make
music but doesn’t actually make it herself.
• A teacher is like a coach – she is very active in the game and practice
but doesn’t actually play the game.
11. I saw a lot of what was discussed during the class
Elementary School Curriculum in this chapter. I felt
that this chapter was one of the most beneficial
because it directly relates to what I, the teacher, do
in the classroom. One of the skills was focusing
curriculum on key concepts and that goes back to
the explicit curriculum planning. Another skill that
stood out to me was the challenge of erasing
stereotypes and first impressions. This goes back
to creating a culturally diverse classroom. Students
need to feel that they fit in and are wanted in the
class. Sometimes this mean that a teacher needs
to plan some implicit curriculum revolving around
prejudices and acceptance in order for the
differentiated classroom to run smoothly. I think all
the skills tie into the PLNs (Professional Learning
Networks) because to really gain the skills needed,
participating in a PLN could be very helpful. Talking
with other teachers who differentiate and have
already achieved some of these skills would be
more valuable than reading about them in the book
because I could learn some ideas that did and didn’t
work for others.
What I, the teacher,
do in the classroom
13. • Everyone feels welcome and contributes to making each other
feel welcome.
• Showing mutual respect is crucial and not an option.
• Students must feel safe so that they do not fear trying new
things outside of their comfort zone.
• Teacher pushes students past comfort but provides support
along the way and shows excitement when students achieve
goals.
• What is fair is each student getting what he or she needs.
What’s the environment like in a
differentiated classroom?
14. When reading this chapter about the environment I
kept thinking about the readings from class about
culturally responsive classrooms. The first thing to
master with a differentiated classroom is a welcoming
environment. That is also a big part of a culturally
responsive classroom. In our ever changing world
where more and more cultures have the opportunity to
interact, students need to learn about acceptance and
respecting differences. I think that it is very important
when beginning a differentiated classroom, and in any
classroom, that one of the first lessons be about
implicit curriculum and accepting each other for who
they are. Then throughout the class the teacher
should demonstrate acceptance and students will do
so as well. Another big thing I saw in a differentiated
classroom that I saw in a responsive classroom was
the display of student art work. This is key to a
welcoming class because students start to feel proud
of their work and can compliment each other to build a
supportive community of learners.
A Differentiated
Classroom and A
Culturally
Responsive
Classroom
16. Ms. Eames
• 1st grade
• She has a
reading
program that
allows her
students to
read in small
groups,
individually or
with partners.
Mrs. Riley Ms. Jefferies
Mr.
Blackstone
• 3rd grade
• She uses
learning centers
and students
are sent to
centers based
on their
readiness to
complete the
given activities.
• 8th grade
• Students get to
pick a topic to
research and
submit their
selection. Then
she pairs
students up
based on topic
selection and
flexible grouping.
• 6th grade
• He assigns
students to 1
of 2 labs
based on
their
participation
in whole-class
instruction
and exit
questions.Mr. Rake
• High School Math
• He allows students to take the chapter test at beginning of chapter. If they test out of
the chapter they get to do an independent study project with math and real life. He
then can teach smaller groups the chapter skills.
17. This chapter was very inspirational because I
was starting to feel a little overwhelmed with all
the different ways to differentiate, but what I got
from this chapter is pick one thing and start there.
I really like the idea of exit questions covering
what was discussed in class that day and using
those as a point of reference in determining
readiness. I can plan out my curriculum but
realistically moving on to the next topic of most
students aren’t ready is a poor strategy. I think
differentiation is a good way to stick close to the
curriculum map originally planned because all
students can reach a higher potential through
differentiation strategies such a flexible grouping
and learning centers. I would really like to try the
test out strategy that Mr. Rake uses and give the
advanced learners more independent projects.
Differentiation Ideas
to use
19. • 1) Have a strong rationale for differentiating that you can explain to students and
parents.
• 2) Move into a differentiation at a pace that your are comfortable with – maybe
just start by practicing group management.
• 5) Create and deliver instructions carefully and clearly – don’t give each groups
instructions to the whole class.
• 8) Make sure students have a plan to get help when you are working with
another group.
• 9) Keep noise levels minimized and have a signal to indicate that it is getting too
loud.
• 12) Make clear guidelines about “stray” movement.
• 16) Give students as much responsibility for their learning as possible to teach
them to become independent.
• 17) Engage students in talking about classroom procedures so that they
understand the rationale.
20. A differentiated classroom can have a lot of different
things going at once and although this sounds crazy
and hectic, it sounds doable after reading the
strategies for managing the classroom. Tomlinson
gave 17 but I picked the 8 I felt stood out most to
me on the previous slide. I think a big part of a
successfully differentiated classroom is that
students are taught the procedures and then they
know what to do every day. The teacher should
take part of a class and give a lesson on the implicit
curriculum that will be in the classroom. Some
students may not realize that while working with
groups they have to keep a low voice level or that
when the teacher flickers the lights it means the
class is too loud. This day for teaching the
procedure is so important because the teacher will
not have time to explain the process every single
day – it’ll simply just take away from students being
able to use the time for learning.
It sounds doable
after reading the
strategies
22. Introducing to Parents
• Make sure they know
• That the goal is for all students
to grow key skills and
knowledge.
• That the teacher will assess
and monitor skills, knowledge,
level of success and interest.
• That an assignment given to a
student reflects the teachers
best knowledge of students
ability.
• That the teacher welcomes
communication with parents to
better gage students levels.
Introducing to Students
• Do a welcoming activity to get to know
each other and have people share
strengths and weaknesses.
• Have class discussions so all understand
that everyone learns differently and to
involve students in planning.
3 Types of Parents
• Parents of Gifted Learners
• Teachers should listen to them and
learn about their child from them.
Also teachers must understand that
parents want challenges for their
child but don’t want to see them
struggle.
• Parents who Push too Hard
• Teachers should remember that
sometimes the parent may see better
the change in abilities so maybe let a
child try a harder task, but also teach
the student to have a voice and talk
to parents if students isn’t ready for a
task.
• Parents who Stay Away from
School
• These parents due typically still care
about their child’s education and
teachers should try to build the
bridge with parents to share about
their child’s schools successes.
23. While differentiation is a common trend in
education currently it is something that a lot of
people do not know about. When a parent or
student realizes that one student is doing
harder work than another it could raise
questions and concerns. It is very important
that everyone understands what differentiation
is and the rationale for it. While teaching the
parent about it, isn’t really something that fits
into the curriculum, teachers still need to plan
to do so. Teachers can however plan a few
classes into the curriculum to teach about
differences in the classroom and help students
understand why differentiation is important.
This is another way teachers can use implicit
curriculum to create a responsive classroom. I
think over time the community will start to learn
more about differentiation and it’ll be less
taxing for teachers to continually explain what
differentiation is and why it is used, but
currently explaining it to people is one of the
most important first steps.
A Lot of People Do
Not Know About
25. Readiness
• Look at making
adjustments to further
students in some
areas and lessen
difficulty in others on
each assignment is
part of checking
readiness. Some
areas are:
• Concrete to Abstract
• Simple to Complex
• Small Leap to Great
Leap
• Dependent to
Independent
• Slow to Fast
• Teachers can draw on
existing student
interests or expand
student interest with a
class topic.
• Guidelines:
• Link interest-based
exploration with key
curriculum components
• Provide structure that will
lead to success
• Create an open invitation
for student interests to be
shared
• Keep an open eye and
mind for a serious passion
that you can foster
• Learning profiles are
made up of learning style
preferences, intelligence
preferences, culture-
influenced preferences
and gender-based
preferences.
• Guidelines:
• Not all students will share
teacher’s preference.
• Teachers should help
students reflect on their
preferences
• Use teacher-structured
and student-choice
lessons
• Be a student of your
students.
Interest Learning Profile
26. The book breaks down the three things to look at when
planning into separate chapters but really they are
related and it is good to use differentiation of all three
once differentiation is mastered. These chapters were
further emphasis for previous chapters but they really
got me thinking if I can use some of the strategies in
the classroom. As I think about my curriculum, I start
to think where can I fit differentiation in, based on some
of these? A common strategy for all three is varying
group, individual and whole class tasks. For my
curriculum next year I plan to really try to use all three.
One part of this section that stood out to me was that a
good curriculum pushes students a bit further than the
comfort zone. The original meaning of the word
curriculum was a racecourse. Not many races are
easy! It takes practice to improve and practice to really
hone in the skills needed to be successful. School is
the same way so students will need to work and hone
in their skills. The best way for teachers to help with
this is through differentiation so we are meeting
students where they need the help.
Differentiation in
three parts
28. Content
• Content is the “input” of
teaching and learning.
• Differentiating based
on…
• Readiness – match
material or information to
students capacity
• Interest – ideas and
materials that build on
current student interests
or extend interests should
be included in curriculum.
• Learning profile – make
sure students have ways
of “coming at” materials
and ideas in his style
• Process is the
opportunity for learners
to make sense of the
content.
• Differentiating based
on…
• Readiness – match
complexity of task to
student level of
understanding and skill.
• Interest – give choices
about facets of topics in
which students can
specialize.
• Learning profile –
encourage students to
make sense of an idea in
their preferred learning
style.
• The product should be a long-term
endeavor that represents a student’s
extensive understanding and
application.
• 6 steps to a good product assignment
• 1. Identify what student should
know
• 2. Identify packaging options
• 3. Determine expectations
• 4. Decide on scaffolding to
promote success
• 5. Develop assignment with clear
directions
• 6. Differentiate or modify versions
of assignment to best suit each
student. Discussions with
students is crucial in order to best
suit the needs of each student.
Process Products
29. Like the quote states all three pieces, content, process
and product, are connected in the classroom and a
curriculum combines all three. I found it interesting
how you can differentiate each piece separately
because it makes the start up of differentiating the
classroom easier. All of this differentiation is a big part
of planning a curriculum for the year. When you plan
the curriculum it is important to plan in the key
concepts that all students need to know, then plan
ways to differentiate the content and process. It is also
important to think about differentiating the product that
will demonstrate what was learned. Every child is an
individual and it is important that the curriculum covers
the concepts that each child should master but as
teachers we need to plan more detailed lessons in
order to differentiate in the classroom. If we expect all
students to be able to subtract by the end of a unit and
4 students still can’t add well that will cause problems
and struggles for those students. The teachers need
to rearrange the curriculum map sometimes for
students to make sure everyone masters the key
concepts.
A curriculum
combines all three
31. New Ways to Grade
• Some schools are making
the change to having grades
that also show progress
towards goals. Some
examples:
• Leave behind traditional
grades and grade based on
students goals.
• Keep the traditional letter
grade but add a number that
says if they are working at,
above or below grade level.
• Give two letter grades – one
for progress and effort, and
another for comparison to
grade level.
How to Keep Records
• The way teachers grade doesn’t
have to drastically change to
accommodate differentiation.
Here are a few strategies:
• Use the same gradebook but
rename the assignments to
include the date and topic instead
of a specific assignment.
• Keep student work folders to see
progress.
• Share the responsibility for record-
keeping with students. Have
them keep a weekly calendar.
• Consider not grading all the work
students do formally.
• Involve students in student-led
parent conferences so that they
are a part of the goal setting.
32. Grading is not a huge part of curriculum but I
found this chapter to be a very important part of
the book. One of my big questions about
differentiation was how do you grade two
different tasks equally. The point is you don’t.
You have to grade each student on his or her
abilities and tasks not compare with the class as
is typically done. Another thing that came to
mind with grading is that grades can make or
break a welcoming classroom. If a student feels
they are always getting D’s because he just isn’t
smart enough, the classroom doesn’t feel
welcoming and responsive to him. The idea of
using a grade to show progress and effort could
really help boost students like the one just
described. Another thing that stood out to me
was that not everything needs graded and was
this does is allow students to take a risk and
reach past comfort zones because the fear of
failure is less.
Grades and a
welcoming classroom
33. “Push me! See how far I go!
Work me ‘til I drop. Then pick me up.
Open a door, and then make me run to
it before it closes.
Teach me so that I might learn,
Then let me enter the tunnel of
experience alone.
And when, near the end,
I turn to see you beginning another’s
journey,
I shall smile.”
Kathleen, 14years old
Differentiation in the
eyes of a student