This document provides information and strategies for differentiating instruction to meet the needs of diverse learners while teaching Common Core standards. It discusses the differences among students, including learning styles, readiness, language skills, and special needs. The concept of universal design for instruction is introduced, which aims to make learning accessible for all students. Differentiated instruction is defined as adapting the content, process, and product of instruction based on students' readiness, interests, and learning profiles. Specific strategies are presented for increasing reading comprehension, developing writing skills, and analyzing visual and auditory sources. The document offers a variety of activities, tools, and resources teachers can use to differentiate instruction and help students meet Common Core standards.
Teaching Controversial Issues: Bringing the "Fight" to the History Classroom, by Kevin Lydy and Arch Grieve. Presented at the First Annual WSU Network For Educational Renewal Conference in 2013.
This Grade 3 Social Studies lesson plan develops a student's critical thinking skills as they discover similarities and differences between old and modern-day artifacts. The lesson plan includes extension activities and rubrics.
Teaching Controversial Issues: Bringing the "Fight" to the History Classroom, by Kevin Lydy and Arch Grieve. Presented at the First Annual WSU Network For Educational Renewal Conference in 2013.
This Grade 3 Social Studies lesson plan develops a student's critical thinking skills as they discover similarities and differences between old and modern-day artifacts. The lesson plan includes extension activities and rubrics.
Encouraging Digital Writing Equity in Pre-K-12 Classrooms: Current Practices ...Clif Mims
In this presentation four research teams extend their published studies from the Handbook of Research on Digital Tools for Writing Instruction in K-12 Settings, highlighting equity issues regarding: 1) Writing with WEB 2.0 and Social Media, 2) Writing with Photography and Multimodal Technologies, 3) Integrating Technology with Writing Instruction, 4) Preparing Educators to Teach Digital Literacies. Following these presentations, participants will break into groups to discuss their own and future research.
Encouraging Digital Writing Equity in Pre-K-12 Classrooms: Current Practices ...Clif Mims
In this presentation four research teams extend their published studies from the Handbook of Research on Digital Tools for Writing Instruction in K-12 Settings, highlighting equity issues regarding: 1) Writing with WEB 2.0 and Social Media, 2) Writing with Photography and Multimodal Technologies, 3) Integrating Technology with Writing Instruction, 4) Preparing Educators to Teach Digital Literacies. Following these presentations, participants will break into groups to discuss their own and future research.
This presentation describes challenges teachers face when implementing research projects and provides ways to make the assignment fresh and meaningful.
UBC LLED 469: RESOURCE BASED TEACHING
Module 1: Presentation moves thinking to alternatives to textbooks, especially using inquiry in classrooms and school libraries
This presentation was given at the South Carolina Technical Colleges 2-day October Institute and focuses on the strategies and methods around developing a hybrid-flexible course that empowers student choice and autonomy.
Good tidings,
Lance
Lance Eaton
he/him/his
http://www.ByAnyOtherNerd.com
https://twitter.com/leaton01
https://www.linkedin.com/in/leaton01/
____________________
I wish I had all the answers; better yet, I wish I knew all the questions to ask.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
2. Differences Among
Students
•
•
•
•
Learning styles and preferences
Readiness and skills
Students for whom English is not their first language
Students with special learning needs (per law)
– Learning disabled
– Emotionally disturbed
– Speech impaired
– Mentally retarded
– Physically disabled
– Gifted
2
3. Universal Design
First used in architecture to describe
buildings that were accessible to
everyone and were designed that waypreplanned-not just added on
3
4. In education…
• In education, goal is that instructional
materials and activities allow learning
objectives to be achievable by
individuals with wide differences in
learning styles, preferences, challenges.
• Apply different instructional strategies
so that diversity is not a hindrance to
common learning.
4
5. Differentiated Instruction
• Students have multiple options for taking in
information and making sense of ideas.
• Teachers adjust the curriculum, presentation
of information and assessment to learners
rather than asking learners to modify
themselves for the curriculum.
• Classroom teaching is a blend of wholeclass and individual instruction.
5
8. What DI is:
• Having a vision of success for students
• Realizing that not all students learn the same way
• Allowing students some choice in their routes to
learning
• Providing opportunities for students to demonstrate
knowledge they know and move forward
• Offering lessons of varying degrees of difficulty to
meet the same standard
• Combining whole class instruction with individual
and/or group work
8
9. What DI is NOT:
• A different lesson plan for each student
each day
• Assuming that all students learn by
listening and writing
• Assigning more work to students who
have demonstrated mastery
• Only for students who need acceleration
• Giving all students the same
work/assignments all of the time
9
14. SQ&ID Extension
• Explore the relationship between John Smith and two hardships
of Jamestown.
• Student response: John Smith experienced several hardships in
Jamestown. Once the colonists disembarked in Jamestown, John
Smith took charge, enforcing strict rule. In 16061607, Jamestown’s people died from malnutrition and starvation.
The colonists were more concerned with finding gold, and they
were unaccustomed to work. John Smith forced all colonists to
work. If they did not work they did not eat. John was also
subjected to a mock execution by Indian chief, Powhatan. His
mock execution was meant to show peace between the Indians
and the European settlers. Powhatan’s daughter, Pocahontas
saved John from his ―execution‖. She then became an
intermediary between the Indians and settlers. Although John
Smith encountered several hardships in Jamestown, he
persevered and helped make Jamestown a more prosperous
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place.
15. One-Pagers
• Excellent tool for making connections
and synthesizing information
• Use for summarizing and condensing
info
• Assign for textbook reading
• Use Smart Art, One-Note, Word or
paper and pencil
• Summer reading assignment
for AP class
15
16. Cornell Notes
• Excellent tool when notes require more
detailed content
• Requires focus questions
• Modeling… ―I do it…we do it…you do
it.‖
Example
16
17. Primary Documents
Dissection Tool
•
•
•
•
•
CONSTITUTION
THE BEDROCK DOCUMENT
DISSECTION
Purpose:
The purpose of this assignment is to intensely dissect
the nation’s bedrock document, the Constitution. The
information you analyze and internalize will be used
throughout this year, and hopefully, all your life.
Remember! You must bear your portion of this
democracy on your shoulders and substantial and
comprehensive ingestion of this material is essential
17
for this task.
18. Primary Documents
Dissection Tool
• Install PDF Viewer, Adobe Acrobat
Adobe Acrobat Pro or just use a hard
copy
• Answer the questions using highlighting
and notes tools
18
19. Primary Documents
Dissection Tool
• Answer questions using highlighting
and typewriter tool in the PDF Viewer –
initial dissection after reading for
homework
• LD to AP
• Independent - In class; smaller numbers of questions
to highlight in one day
• Regular – In class; two days with parts due at the end
of each class
• AP – at home - independently
19
20. Primary Documents
Dissection Tool
• Tie key components of Constitution to
founding father philosophy and current
events
• Blue sticky – tie to founding father
philosophy
• Green sticky – tie to current events
• Purple sticky – definition
• Constitution PDF Example
20
21. Noteworthy Resources
• Read/Write/Think: International
Reading Association, NCTE,
Thinkfinity
• Reading Quest: Making Sense in Social
Studies
• Reading Like a Historian: Stanford,
Historical Reading Skills and Inquiry
21
24. Analysis, Evaluation,
Synthesis (all ready for use)
1. Reading Like a Historian
2.
3.
4.
5.
6.
7.
Historical Scenes Investigation
Historical Thinking Matters
The History Lab
Beyond the Bubble
Library of Congress
National Archives and Records
Administration
8. National American History Museum
9. Noteworthy Links
24
25. Reading Like a Historian:
• Each lesson revolves around a central
historical question and features sets of
primary documents designed for groups
of students with diverse reading skills
and abilities.
Japanese Segregation Example
25
28. Historical Thinking
Matters
STUDENT INVESTIGATIONS focuses on five central topics from the post-Civil
War U.S. history curriculum. Each investigation includes:
•An introductory movie framing a question of historical debate;
•Ten historical sources;
•Guided questioning that fosters historical thinking skills such as sourcing,
contextualization, close reading, and corroboration;
•Text annotations and audio and video clips that provide additional commentary;
•An assignment that asks students to respond to the investigative question by
drawing on their previous engagement with the sources;
•Directed explorations of virtual archives.
TEACHER MATERIALS offers instructors, pre-service teachers and teachereducators classroom materials and strategies, examples of student and teacher
28
work, and supplementary resources
33. Edison and the Kansas
Housewife
• Students read a letter to Thomas
Edison, then with the addition of several
extra facts, determine whether the writer
was typical of Americans in the 1920s.
33
34. Additional facts related to Mrs. Lathrop’s letter:
• 1. George Westinghouse invented the electric
range, not Thomas Edison.
• 2. Before the Rural Electrification Act of 1936, less
than 10% of rural America had electricity.
• 3. The 19th Amendment, which guaranteed women
the right to vote, was passed only one year before this
letter was written.
• 4. At the time of Mrs. Lathrop’s letter, less than 5% of
American women were college graduates.
Question: Which 2 of the 4 facts above help you
determine whether Mrs. Lathrop was typical or atypical
of American women in the 1920s?
Explain your reasoning.
34
35. Impossible to think about
primary sources without:
• Library of Congress
– American Memory Lesson Plans
• pdf
–
–
–
–
–
Primary Source Sets
Themed Resources
Teaching with Primary Sources journal
Professional development videos
Classroom video conferencing AND
35
36. • National Archives and Records
Administration
– Suggested Methods for Integrating PS into
Classroom Instruction (pdf)
– Digital Vaults-Build your own collection
– 100 Milestone Documents of American
History
– Google Maps tours to ―visit the past‖
– Primary Source Analysis Worksheets
– Docs Teach: Examples next page
36
38. • National Museum of American History
(Smithsonian
– Engaging Students with Primary Sources
– Podcasts
– Featured Artifact
– Lesson Plans
ALL SI museums have educator sites
38
39. Noteworthy Links
• Internet History Sourcebook (all time
periods and locations)
• Avalon Project (world history)
• EuroDocs (European History)
• Digital Public Library of America
• Navigating Primary Source Material on
the Internet
• Social Studies Central Primary Source
39
Links
40. Other Activities to Increase
Writing Effectiveness
1. Persuasive Writing
– RAFT
– Colonial Advertising Pitch
2. Mechanics
– PPT on nation building issue
– Color coded sources
3. Options
– Think-Tac-Toe
40
46. Think Tac Toe
Idea behind concept is to give students
choices in products. Same concept as
game-3 in a row. Can include writing
and non-writing assignments.
East Asia Think Tac Toe
Presidential Think Tac Toe
46
48. Increasing the Ability to
Analyze and Use Visual and
Auditory Sources
1. Visual Literacy
2. Before, During and After
3. Other Ways to Use Art in Social
Studies
4. ABC Books
5. Westward Expansion
6. Great Depression
48
50. What is visual literacy?
• Research shows that visual literacy, ―a
person’s ability to interpret and create
visual information—to understand
images of all kinds and use them to
communicate more effectively,‖ is a
successful strategy for all learners
(Burmark, 2002, p. v).
50
51. Studies done by Lynn O’Brien of Specific
Diagnostic Studies – ―students whose
strongest learning channel is auditory
comprise less than 15% of the population. On
the other hand, students who comprise a visual
learning style are about 40% of the
population…kinesthetic students form around 45%
of the population.‖
Dickinson, D. (2002). Learning through the arts. Seattle, WA: New
Horizons for Learning. Retrieved from Http://www.newhorizons.org
51
52. Before, During and After
• ~If this artwork is
the beginning of a
story, what might happen
next?
• ~If it this artwork is
the middle of a
story, what might have
happened before? What
might be about to
happen?
• ~If this artwork is
the end of a story, what
might the story be?
• ~Use your imagination
52
53. Using Art to Inspire
Writing in Social Studies
•
•
•
•
•
•
•
•
•
Look at a painting or poster, and then invent a history. Write something
about how the artist was feeling when it was painted, why the curator
purchased this painting, or something about the subject.
Write about three works of art you would purchase if price were no
object. This is the beginning of a personal art collection. Write about the
choices.
Give a title to a work of art.
Write a conversation that might be taking place in the work of art.
What sounds or smells do you detect in a work of art.
Write a press release for the opening of an artists’ show.
If the artist were in the room, what would you like to ask him/her?
Students find several works of art that are based on a myth, historical
event, or person, and then write about the events or people that inspired
the works of art.
Compare an artistic work to a historical account of the event.
53
54. ABC Books
• Creation of ABC books offer good opportunity
for collaboration and differentiationBased on
British ABC for Baby Patriots promoting
Imperialism
• AP students create an entire book
or…students assigned to work in groups
• Books may be digital or hard copy
• Options for rhyming, original art, multi-media
54
55. Westward Expansion-Visuals and
Written Sources
• Students are in pairs or threes
• Each group receives a primary source which is
numbered
• Each group answers these basic questions regarding
the source:
• What are you viewing?
• What message does it contain about western
expansion in the 1800s?
• At end of 5 minutes, each group passes its primary
source to another group, receives another source and
answers the same questions for the new source
55
59. John McCarthy, photographer. John Bakken Sod House, Milton, ND, c 1895. NDSU Institute for
Regional Studies. Reproduction Number 120mm-0144 copy neg. 2029.061
59
61. Follow-up
• After all items are viewed, students are asked to
complete the following questions:
• What conflicting messages did you find?
• Why do you think these occurred?
• If you were summarizing, in one sentence, what
westward expansion was like, what would you say?
• Extend assignment by having students read the
Homestead Act, examine homestead applications,
design their own ad encouraging or discouraging
settlers from moving west.
61
62. Great Depression Tiered Lesson
Plan-Library of Congress
(Visuals, Auditory, Text)
http://web.archive.org/web/20070316174958/http://www.primarysourcelearning.org/
teach/best_practices/diff_instruct_bulletin_sec.pdf
Standard for lesson plan: The student will demonstrate
knowledge of the social, economic, and technological
changes of the early twentieth century by identifying the
causes of the Great Depression, its impact on Americans,
and the major features of Franklin D. Roosevelt’s New
62
Deal.
64. Everyone will answer these questions:
• Describe what you see in the photograph. Include as
much detail as possible.
• Compare and contrast your home to the home you see
in the photograph. What is similar and what is
different?
In addition to the first two questions, student pairs will
each receive one of the following questions based on
academic readiness level.
64
65. Tier 1: If we could hear the people talking about
their life, what would they be saying?
Tier 2: From what you see in the photograph,
explain how you think this room might be used
by the family and why.
Tier 3: Assess the Great Depression’s
social and economic impact on this family from
65
the evidence in the photo.
67. Tier 1: Create a timeline of the Dust Bowl and
Great Depression era. Include the following 10 events
with accompanying visuals and written description.
Tier 2: Create a scrapbook depicting the life of a child
affected by the Dust Bowl and the Great Depression.
Include information about where the child lives, his/her
family’s economic and social
situation, recreation, education, and prospects for the
future.
Tier 3: In the role of a political candidate, create a
persuasive speech proposing actions to address the
concerns of the Dust Bowl farmers during the Great
Depression. Incorporate information about the farmers’
economic, social and political problems and propose 67
how the government can and cannot assist them.
68. Same task, 3 different SOURCES OF
INFORMATION
Choose one of the following primary sources below.
Examine both the information about the item and the
item itself. Take notes of important details that will help
you answer the following question:
• WHAT WERE SOME OF THE ECONOMIC,
SOCIAL AND POLITICAL EFFECTS OF THE
GREAT DEPRESSION ON PEOPLE?
68
70. American Life Histories, Manuscript from
the Federal Writer’s Project, North
Carolina, 1938
Nina Boone-North Carolina
70
71. Mrs. Mary Sullivan-August, 1940
A Traveler’s Line
This is a song written and sung by a woman who lived
during the Depression.
71
72. Auditory Literacy
• 21st Century options such as podcasts and
You-Tube videos help students make
authentic connections to historical events.
• Student created videos are opportunities for
collaboration and creativity
• History Teachers video site
• Lady Gaga…French Revolution (pdf)
• Rock music tells the story (pdf)
• Rap is everywhere…even the White House
(pdf)
72
73. Noteworthy
Art, Writing, SS Sites
•
•
•
•
•
•
Picturing America
Art at the Heart wiki
Posters to Go
Project Zero Visible Thinking site
Learning to Look
Seeing Art in a Historical Context
73
75. • The powerpoint and resources used for
this presentation will be posted at:
www.differentiatedcurriculum.wikispaces.com.
On the left hand side, you’ll find a link to
2013 NCSS
75
76. • Please feel free to contact us with
questions/suggestions you may have.
Susan Santoli:
ssantoli@southalabama.edu
Twitter: @spsantoli
Facebook:
https://www.facebook.com/socialstudieseducation
Susan Martin
ferguson@southalabama.edu
76