Freckle helps K-12 teachers differentiate instruction in Math, ELA, Social Studies, and Science. In this presentation, learn how teachers and administrators can use Freckle to reach every student at their own level.
The document discusses assessment for learning (AfL) and its purposes. It defines AfL as using assessment to help teachers modify their teaching to differentiate instruction for individual students. The goal is for teachers to gain insights into how students learn in order to target teaching effectively. Assessment as learning focuses on developing student metacognition so students can self-assess their learning. Assessment of learning confirms student learning against standards. The document emphasizes balancing these purposes of assessment and shifting more responsibility for assessment to students.
This document discusses using mass media in the English classroom to improve language learning. It provides several benefits such as exposing students to current information, new vocabulary, and discussion opportunities. The document defines mass media and provides examples like newspapers and online news. It also offers suggestions for classroom activities focused on media analysis, such as identifying biases in articles, discussing the role of journalists, and writing news stories. Teachers are encouraged to help students understand differences between hard news, features, and opinions in mass media.
This document discusses a study that examined the effects of flipped learning on South Korean college students studying English. The study found that students in the flipped classroom performed better on final grades compared to a non-flipped classroom. Most students perceived flipped learning as an effective means of learning English. Students in the flipped classroom were more engaged in asking questions, were more invested in the learning process and their work, and developed a deeper understanding of content than the non-flipped students. The document also outlines some benefits and arguments against flipping the classroom.
Differentiated learning, also known as differentiated instruction, is a teaching approach that tailors instruction to meet individual student needs. It allows students to show what they have learned in different ways. There are four main ways to differentiate: content, process, product, and learning environment. Teachers can differentiate by adjusting activities, materials, lessons, and assessments based on a student's readiness, interests, and preferred mode of learning. The goal is to develop engaging tasks that challenge and enhance learning for each student. While research shows differentiated instruction is effective, it also requires more planning time from teachers.
The document discusses four current trends in differentiated instruction: technology, inquiry-based instruction, flexible grouping, and center-based learning. It provides details on each trend, including advantages and potential issues. The document also includes an example lesson plan for a project-based graphing activity and a list of references.
The document discusses assessment for learning (AfL) and its purposes. It defines AfL as using assessment to help teachers modify their teaching to differentiate instruction for individual students. The goal is for teachers to gain insights into how students learn in order to target teaching effectively. Assessment as learning focuses on developing student metacognition so students can self-assess their learning. Assessment of learning confirms student learning against standards. The document emphasizes balancing these purposes of assessment and shifting more responsibility for assessment to students.
This document discusses using mass media in the English classroom to improve language learning. It provides several benefits such as exposing students to current information, new vocabulary, and discussion opportunities. The document defines mass media and provides examples like newspapers and online news. It also offers suggestions for classroom activities focused on media analysis, such as identifying biases in articles, discussing the role of journalists, and writing news stories. Teachers are encouraged to help students understand differences between hard news, features, and opinions in mass media.
This document discusses a study that examined the effects of flipped learning on South Korean college students studying English. The study found that students in the flipped classroom performed better on final grades compared to a non-flipped classroom. Most students perceived flipped learning as an effective means of learning English. Students in the flipped classroom were more engaged in asking questions, were more invested in the learning process and their work, and developed a deeper understanding of content than the non-flipped students. The document also outlines some benefits and arguments against flipping the classroom.
Differentiated learning, also known as differentiated instruction, is a teaching approach that tailors instruction to meet individual student needs. It allows students to show what they have learned in different ways. There are four main ways to differentiate: content, process, product, and learning environment. Teachers can differentiate by adjusting activities, materials, lessons, and assessments based on a student's readiness, interests, and preferred mode of learning. The goal is to develop engaging tasks that challenge and enhance learning for each student. While research shows differentiated instruction is effective, it also requires more planning time from teachers.
The document discusses four current trends in differentiated instruction: technology, inquiry-based instruction, flexible grouping, and center-based learning. It provides details on each trend, including advantages and potential issues. The document also includes an example lesson plan for a project-based graphing activity and a list of references.
This document discusses differentiation in the classroom and provides tips for implementing it. It defines differentiation as tailoring instruction to students' individual needs, strengths, and learning styles. The document recommends differentiating across content, process, product, and learning environment. Specific strategies mentioned include using multiple intelligences, Bloom's taxonomy, flexible grouping, varied assessments, and collaborating with other teachers. The goal of differentiation is to encourage student mastery at each individual's own pace.
This document discusses strategies for dealing with heterogeneous student groups in the classroom. It begins by defining heterogeneous groups as those with students of varying instructional levels. Some advantages are improved reading levels through teamwork and skill-building. Key strategies discussed include cooperative learning, adapting materials to different ability levels, ensuring all students have chances to participate, and maintaining interest and discipline. The conclusion states that heterogeneous classrooms can help ensure no student is left behind, though students may not perform better academically but likely will not perform worse either.
The document discusses the theory and implementation of cooperative learning in the EFL classroom, outlining benefits such as increased social skills, ethnic relations, and time on task. Challenges to cooperative learning like some students doing all the work are addressed through strategies like assigning roles to group members and randomly calling on students. Several models of cooperative learning are described, including Jigsaw, Graffiti, Academic Controversy, and STAD.
This document discusses differentiating instruction for students. It provides several questions teachers should ask themselves to determine if they are successfully differentiating, such as whether they understand their students' strengths and needs. It also outlines the key skills teachers need, like understanding formative assessments and applying cognitive science. Teachers are encouraged to have flexibility in their instructional methods and grouping of students.
This document provides an overview of differentiated instruction. It begins with learner objectives which are to become familiar with differentiated instruction vocabulary, understand how to differentiate content, process and product, and learn strategies to support differentiation. It then discusses key aspects of differentiation like addressing student readiness, interests and learning profiles. Examples of differentiation strategies are provided ranging from tiered lessons to thinking buddies. The document emphasizes that differentiation is a process that respects all students and provides multiple avenues for content acquisition and demonstrating learning.
This document provides an overview of differentiated instruction. It defines differentiation as taking individual student needs into account when planning instruction. The document discusses that differentiation has existed for a long time as teachers finding ways to help struggling students. It also notes that people learn in different ways so instruction should be tailored to different learning styles and abilities. The document outlines strategies for differentiated instruction including flexible grouping, tiered lessons based on readiness or interest, and authentic assessments.
A session presented for the SEA of BC conference, Crosscurrents, with additional examples provided by Michelle Hikida. A rationale for co-teaching is provided, along with different ways to work effectively together in the classroom to support all learners.
This document provides an overview of differentiated instruction. It begins by noting that differentiated instruction is a broad topic that cannot be fully covered in the brief presentation. It then lists the learner objectives, which are for participants to become familiar with vocabulary, understand principles of differentiating content, process and product, and be able to implement instructional strategies. The document then discusses concepts like readiness levels, interests and learning profiles that contribute to student diversity. It also outlines principles of a differentiated classroom and compares traditional and differentiated models. Specific differentiation strategies like tiered lessons, flexible grouping and anchor activities are then explained in more detail.
Nineteenth World Conference on Gifted and Talented Childrenopenskylion
The document summarizes components of project-based learning including that it deeply involves students in interdisciplinary experiences rooted in subject matter, focuses on students discovering questions and answers through addressing problems, and encourages independent learning with group support. Students create unique products that support their understanding. Project-based learning is learner-centered, uses authentic content and purposes, includes challenging projects, collaboration, and is facilitated by teachers with explicit educational goals rooted in constructivism.
This document discusses differentiating instruction for students. It begins with a questionnaire asking teachers to reflect on resources they have used and ranked in order of importance. It then provides details on creating a learning object for an inquiry focus. It discusses differentiated instruction as adapting to student interests, preferences and readiness. Examples are given of differentiating instructional approaches and environmental differentiation. Teachers are asked to consider factors for providing texts at different levels to students. Analogies are suggested as a way to help students understand different text forms. Time is provided for independent work on creating learning objects.
The document discusses an approach to 21st century English language teaching called a "flipped classroom". In a flipped classroom, direct instruction occurs through video lectures watched at home, while class time is used for hands-on practice and problem solving in small groups or individually. This allows students to learn at their own pace and take more responsibility for their learning. The goals are to make the classroom an active learning environment where students can enjoy practicing. The teacher guides and supports students, and students work in groups, watch videos, discuss, and do peer learning. Areas of language, knowledge and skills emphasized include discussions, collaborative work, real-world application, and transforming students into active learners. Evaluation is done through problem solving, discussions, written
Active learning for the adult classroom dg naeycStella Baker
This document summarizes Donna Greene's presentation on using a flipped classroom model to enhance critical thinking skills in adult learners. Greene discusses challenges with traditional lecture-based teaching not developing critical thinking. She explored adult learning theory showing adults learn best through self-directed, hands-on experiences. Greene implemented a flipped classroom where students reviewed course content at home and spent class time applying knowledge through activities and discussions. She collaborated with the librarian Stella Baker to create online research guides helping students develop skills to independently find and evaluate scholarly sources. Greene believes this flipped model aligns better with how adults learn compared to traditional lecture-based teaching.
In many English language programs, learners of multiple proficiency levels are grouped together in the same class. Teachers face the challenge of achieving course objectives and meeting the diverse needs of their students. This webinar addresses these challenges and offers classroom strategies to facilitate language learning for students of different levels. Participants will also come away with tips for simplifying planning and managing multi-level classes.
This document discusses collaboration and co-teaching between ESL and classroom teachers. It defines co-teaching as two or more teachers sharing responsibility for a classroom. Key benefits of co-teaching include greater continuity of instruction for ELL students, more differentiated instruction, and increased academic and linguistic support. Effective co-teaching requires coordination, shared beliefs, distributed leadership, cooperation, and accountability between teachers. Both ESL and classroom teachers gain valuable insights and support from collaboration.
This document discusses differentiated instruction and provides an overview of key concepts. It defines differentiated instruction as adapting teaching methods to meet individual student needs. The document highlights that brain research shows students have varying readiness levels, interests, and learning profiles. Effective differentiated classrooms are responsive to these differences. The document also notes that differentiated instruction involves modifying content, processes, and products based on student readiness, interests, and learning profiles. Teachers should understand each student and offer choices to match their needs.
Differentiated instruction is an approach to teaching that aims to maximize student growth and success by tailoring instruction to meet individual student needs. It recognizes that students have different backgrounds, readiness levels, interests and preferences for learning. Teachers differentiate content, process, product and the learning environment based on formative assessment of student needs. The goal is to challenge and support all students by matching instruction to where they are in order to help them learn effectively. Differentiation is not a single strategy but a philosophy of teaching through flexible use of multiple materials and strategies.
This document provides information on differentiated instruction including:
1. Definitions of differentiated instruction emphasizing matching instruction to student needs and allowing different paths to learning content.
2. Strategies for differentiated instruction such as flexible grouping, learning centers, choice boards, graphic organizers, and tiered assignments.
3. Potential obstacles to differentiated instruction and ways to address them such as perceived lack of time, difficulty assessing varied work, and student readiness.
Cooperative learning is an instructional strategy where small teams of students work together on learning activities. It supports students of all ability levels and needs. Examples of cooperative learning activities include Round Robin, where students take turns contributing items to a category, and jigsaw activities, where each student researches a part of a topic and shares it with their group. The benefits of cooperative learning include developing higher-order thinking skills, increasing retention, building self-esteem, and promoting social and communication skills.
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This document discusses differentiation in the classroom and provides tips for implementing it. It defines differentiation as tailoring instruction to students' individual needs, strengths, and learning styles. The document recommends differentiating across content, process, product, and learning environment. Specific strategies mentioned include using multiple intelligences, Bloom's taxonomy, flexible grouping, varied assessments, and collaborating with other teachers. The goal of differentiation is to encourage student mastery at each individual's own pace.
This document discusses strategies for dealing with heterogeneous student groups in the classroom. It begins by defining heterogeneous groups as those with students of varying instructional levels. Some advantages are improved reading levels through teamwork and skill-building. Key strategies discussed include cooperative learning, adapting materials to different ability levels, ensuring all students have chances to participate, and maintaining interest and discipline. The conclusion states that heterogeneous classrooms can help ensure no student is left behind, though students may not perform better academically but likely will not perform worse either.
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This document provides an overview of differentiated instruction. It begins with learner objectives which are to become familiar with differentiated instruction vocabulary, understand how to differentiate content, process and product, and learn strategies to support differentiation. It then discusses key aspects of differentiation like addressing student readiness, interests and learning profiles. Examples of differentiation strategies are provided ranging from tiered lessons to thinking buddies. The document emphasizes that differentiation is a process that respects all students and provides multiple avenues for content acquisition and demonstrating learning.
This document provides an overview of differentiated instruction. It defines differentiation as taking individual student needs into account when planning instruction. The document discusses that differentiation has existed for a long time as teachers finding ways to help struggling students. It also notes that people learn in different ways so instruction should be tailored to different learning styles and abilities. The document outlines strategies for differentiated instruction including flexible grouping, tiered lessons based on readiness or interest, and authentic assessments.
A session presented for the SEA of BC conference, Crosscurrents, with additional examples provided by Michelle Hikida. A rationale for co-teaching is provided, along with different ways to work effectively together in the classroom to support all learners.
This document provides an overview of differentiated instruction. It begins by noting that differentiated instruction is a broad topic that cannot be fully covered in the brief presentation. It then lists the learner objectives, which are for participants to become familiar with vocabulary, understand principles of differentiating content, process and product, and be able to implement instructional strategies. The document then discusses concepts like readiness levels, interests and learning profiles that contribute to student diversity. It also outlines principles of a differentiated classroom and compares traditional and differentiated models. Specific differentiation strategies like tiered lessons, flexible grouping and anchor activities are then explained in more detail.
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The document summarizes components of project-based learning including that it deeply involves students in interdisciplinary experiences rooted in subject matter, focuses on students discovering questions and answers through addressing problems, and encourages independent learning with group support. Students create unique products that support their understanding. Project-based learning is learner-centered, uses authentic content and purposes, includes challenging projects, collaboration, and is facilitated by teachers with explicit educational goals rooted in constructivism.
This document discusses differentiating instruction for students. It begins with a questionnaire asking teachers to reflect on resources they have used and ranked in order of importance. It then provides details on creating a learning object for an inquiry focus. It discusses differentiated instruction as adapting to student interests, preferences and readiness. Examples are given of differentiating instructional approaches and environmental differentiation. Teachers are asked to consider factors for providing texts at different levels to students. Analogies are suggested as a way to help students understand different text forms. Time is provided for independent work on creating learning objects.
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Differentiated instruction is an approach to teaching that aims to maximize student growth and success by tailoring instruction to meet individual student needs. It recognizes that students have different backgrounds, readiness levels, interests and preferences for learning. Teachers differentiate content, process, product and the learning environment based on formative assessment of student needs. The goal is to challenge and support all students by matching instruction to where they are in order to help them learn effectively. Differentiation is not a single strategy but a philosophy of teaching through flexible use of multiple materials and strategies.
This document provides information on differentiated instruction including:
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2. Strategies for differentiated instruction such as flexible grouping, learning centers, choice boards, graphic organizers, and tiered assignments.
3. Potential obstacles to differentiated instruction and ways to address them such as perceived lack of time, difficulty assessing varied work, and student readiness.
Cooperative learning is an instructional strategy where small teams of students work together on learning activities. It supports students of all ability levels and needs. Examples of cooperative learning activities include Round Robin, where students take turns contributing items to a category, and jigsaw activities, where each student researches a part of a topic and shares it with their group. The benefits of cooperative learning include developing higher-order thinking skills, increasing retention, building self-esteem, and promoting social and communication skills.
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4. Source: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 1992, 2011, and 2013
The wide range of levels makes it challenging
to reach every student
5. Source: America's Teachers on Teaching in an Era of Change
Students within any given classroom have
vastly different needs
Needs social/
emotional assistance
Reading levels
span 4+
grade levels
SpEd
students
2+ grades
below grade
Gifted/significantly
above grade
ELL
9. In a one-size-fits-all classroom...
Students below
grade level
struggle to keep
up and complete
assignments
Students above
grade level
become bored
practicing skills
they’ve already
mastered
Students in the
middle don’t get
much individual
instruction
10. In a differentiated classroom...
Each student
works at a
challenge level
that’s just right
for them
Since everyone
can participate
at their level, no
one is left out of
assignments and
discussions
Students learn to
value each
other’s strengths
and interests,
leading to more
respect in the
classroom
14. Student testing
takes hours out of
instructional time
In the 2014-15 school year, on
average, 1,110 minutes were
dedicated to the New York State
standardized testing process….
This represents 2 percent of
‘required annual instructional
hours’
-The Benjamin Center for Public Policy
Initiatives
“
15. Teachers don’t have time
to develop personalized
curriculum for each student
• Teachers already work an
average of 53 hours a week
• Without the aid of dedicated
resources, “personalized
learning” becomes a time-
and effort-intensive process
taxing already-scarce teacher
time
Source: Primary Sources: America’s Teachers on the Teaching Profession, Scholastic and the Bill & Melinda Gates Foundation
17. Pre-test
Place students at a
starting level
Practice
Delivered to each
student at his or her
level
Data
Freckle keeps track of
each student’s
progress
Adjustment
Freckle adjusts to
meet students’
updated levels
How it works:
18. All four core subjects
Extensive curriculum library
Every lesson is available at different levels
Takes the extra work out of differentiation
24. Classroom activity ideas:
• Have all students read the same ELA article at different reading
levels, and then have a class discussion
• Have students practice the same Math domain at different levels
• Have students read a Social Studies article at different levels, then
work on a group project based on the reading
25. Students can work on different content
according to their own interests, skills,
and needs
27. Classroom activity ideas:
• Have students pick their own ELA article to read and then write a
brief report about what they learned
• Have everyone practice Adaptive Math in the domain that they need
the most practice in
• Have all students design a science fair project based on their
favorite science unit in Freckle
29. Different types of activities help students learn
• Rapid practice activities like Word Study and Math Fact
Practice help students get a lot of repetitions
• Inquiry-Based Learning assignments provide in-depth, real-
world exploration of concepts
• Different media such as videos, articles, and hands-on
group activities help students grasp new material
31. Different group sizes encourage collaboration
• Individual practice
• One-on-one peer coaching
• Small group activities in centers
• Whole-class discussions