The document contains responses from Jack Becker, Michelle Harbin, and Susie Murphy to a workshop on differentiation by readiness. It includes examples of formative assessments using tools like GradeCam, entrance slips, and exit slips to determine student readiness. Participants were then given different follow-up activities based on their level of understanding, such as listing examples of formative assessments or thinking of ways to create readiness groups and activities. The purpose was to help teachers better understand differentiation by readiness and be able to implement related strategies in their own classrooms.
What are the elements that have the greatest impact on improving student learning for 11-18 years olds? How do they work together? The session presents each of the elements and explains their significance, then gives examples of these elements in humanities, English and social studies classrooms.
Check out our volunteer teacher's toolkit if you're heading overseas on a volunteer project. Whether you're teaching English, working at a children's home or coaching sports, you'll find an activity in here to help you feel more confident about heading to a new country. www.onlinetefl.com?source=slideshare
What are the elements that have the greatest impact on improving student learning for 11-18 years olds? How do they work together? The session presents each of the elements and explains their significance, then gives examples of these elements in humanities, English and social studies classrooms.
Check out our volunteer teacher's toolkit if you're heading overseas on a volunteer project. Whether you're teaching English, working at a children's home or coaching sports, you'll find an activity in here to help you feel more confident about heading to a new country. www.onlinetefl.com?source=slideshare
This lesson plan was used during my FINAL DEMONSTRATION last September 30, 2015 (Archimedes section Grade 10 / 8:30am to 9:30am) in Jagnaya National High School. I would like to say thank to all my cooperating teachers (ma'am Clie, sir Edil and ma'am Sha), English coordinator ma'am Gretch, and to my cooperating school principal sir Enrique Barinos. Also, to sir Ge and Ma'am Gen, thank you so much.
This lesson plan was used during my FINAL DEMONSTRATION last September 30, 2015 (Archimedes section Grade 10 / 8:30am to 9:30am) in Jagnaya National High School. I would like to say thank to all my cooperating teachers (ma'am Clie, sir Edil and ma'am Sha), English coordinator ma'am Gretch, and to my cooperating school principal sir Enrique Barinos. Also, to sir Ge and Ma'am Gen, thank you so much.
Making the Transition to Classroom Success: Culturally Responsive Teaching f...Andrea DeCapua
Participants develop requisite knowledge and skills for effective teaching of struggling adult language learners using a culturally responsive instructional model, MALP, the Mutually Adaptive Learning Paradigm. This model promotes classroom success for students having difficulties in traditionally structured programs. Using the principles of MALP, attendees examine samples of student work, guidelines and strategies, classroom activities, and the MALP Teacher Planning Checklist.
This is part of my working Strategies Notebook. Hardcopy papers from outside resources are printed or collected and then placed in the appropriate section for later reference.
Explain how the Common Core State Standards are structured.
Explain how the CCSS supports and requires disciplinary literacy.
Identify where my discipline-based instructional reading and writing activities fall on the continuum of k-12 CCSS progression and where the CCSS indicates they should fall.
for Anchor Reading Standard #1
for Anchor Writing Standard #2
Determine how to close the gap
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
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.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
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.
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.
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.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
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
2. A. I have heard of formative assessment.
B. I can create formative assessments.
C. I’ve used formative assessments at least once to
guide my lesson plans.
D. I often use formative assessments to
alter my lessons.
4. A. I have never used it before.
B. I plan on using it this year.
C. I use it occasionally.
D. I differentiate every stinkin’ day.
5. A. Spiders & bugs
B. High places
C. Confined spaces
D. Public speaking
6. A. Using readiness is just another way of ability
grouping.
B. Readiness reflects what a student knew last week.
C. Readiness is what a student can do today in light of
what the teacher is planning to teach today.
D. The goal of readiness is to make the work easy
enough for all of your students.
7. KUD?
• Understand the purpose and benefits of
differentiating by readiness. U
• Create readiness groups using teacher D
created formative assessments
• Identify and/or create instructional
D
activities that are appropriate for
each of your readiness groups
8. Define and discuss differentiation, readiness
and formative assessment
Give examples of instructional activities
based on formative assessment for readiness
Grade Cam to create readiness groups
Entrance Slips to create readiness groups
Exit Slips to create readiness groups
Assess your personal readiness to take these
activities back to your classroom
9. “A systematic approach to planning
curriculum and instruction for academically
diverse learners” that provides students of
different abilities, interests, or learning needs
equally appropriate ways to learn (Tomlinson
& Strickland, p.7).”
10. What it is: What it is Not:
•Teaching with variance in mind •New
•Tracking or Streaming
•Responsive teaching rather than
one-size-fits-all teaching
•IEP for every child
•Constant Group Work
•Meeting kids where they are… •Occasional Variation of
not where we wish they would be teaching styles
•On the spot adjustments
•“Shaking up” the classroom so
students have multiple options
for making sense of information
Chart from Strickland, “Differentiation of Instruction at the High School Level.” ASCD, 2012.
11. A way of thinking about the classroom with
the dual goals of honoring each student’s
learning needs and maximizing each
student’s learning capacity.
3 Ways to Differentiate
Learning Styles
Interest
Readiness
12. “Current knowledge, understanding, and skill
level a student has related to a particular
sequence of learning” (Tomlinson & Strickland p. 6)
It reflects what a student knows, understands
and can do (KUD) TODAY in light of what the
teacher is planning to teach today.
13. Readiness differentiation is to make the work
a little too difficult for students at a given
point in their growth- and then to provide the
support they need to succeed at the new level
of challenge.
Why?- to appropriately challenge ALL learners
14. The students’:
“Attitude (toward school & topic)
Experience with the topic (outside of school or
previous courses)
Knowledge, understanding, and skill with the topic
Preconceptions about the topic
Overgeneralizations about the topic
General communication, thinking, & reasoning
skills”
http://www.foridahoteachers.org/differentiation_framework.htm
15. Frequent and ongoing
assessment, completed en route to mastery;
ongoing assessment could be considered as
“checkpoints” on students’ progress and the
foundation for feedback given- the most
useful assessment teachers can provide for
students and for their own teaching
decisions. (Wormeli, 2006)
16. Formal
Informal
Not necessarily for points
Entrance slips
Exit slips
Thumbs up/ thumbs down
17. How many of you have heard of GradeCam?
Who has used GradeCam in their class?
How many of you use GradeCam on a weekly
basis?
The following example utilizes the GradeCam
grading system for a quick way to assess an entire
class.
18. Benefits:
Student grades and data are immediately
collected and compared.
Quick assessment allows the teacher to form
groups based on readiness within a short period of
time. This could be done at the beginning of class
or at the end.
Instructor is able to see what percentage of the
class struggled with specific questions.
19. The following activity is based on a new unit using the topic of
WWII.
Everyone will take the formative assessment
All questions are related to historical information specifically
on WWII.
As you finish, I will choose several individuals to have their
assessment graded.
20. In what year did WWII begin?
a) 1945
b) 1929
c) 1939
d) 1941
21. Which countries were on the side of the axis
powers?
a) The United States, Germany, and Hitler
b) Germany, Italy, and Japan
c) The United States, France, and Japan
d) The UK, Germany, and Italy
22. What country did the allied forces invade on
D-day?
a) Germany
b) France
c) Italy
d) Japan
23. Which of the following best describes America’s
reaction to the Holocaust?
a) Once reported by the media, Congress took
action to save lives.
b) War bond sales and fund-raisers took place to
assist Jewish refugees.
c) The military immediately made plans to bomb
the concentration camps.
d) Prejudice, disbelief, and insufficient media
attention led Americans to ignore the reports.
24. On which two cities did the United States
drop atomic bombs?
a) Hiroshima and Nagasaki
b) Nagasaki and Pearl Harbor
c) Tokyo and Osaka
d) Munich and Berlin
25. Now that we have finished the quiz, it’s time to
grade them.
Students can come up as they complete the quiz to
quickly see their grade.
Here you can place them in a group while keeping their
scores discrete.
What if GradeCam doesn’t work?
▪ Have the students grade their own if your assessment is at the
beginning of the period.
27. Having your formative assessment done this
way is not only quick and easy, but you have
all of the students scores and data on record.
Summary of student performance
From here you can create your groups based
on the students readiness.
Ex: Students are placed in groups by their score.
Students who scored 0-60% in group 1, students
who scored 60-80% group 2, and 80-100% in
group 3.
28. Teachers can do this formative assessment at the
beginning or end of the period.
Beginning may take time to set up groups, and
you need to have a differentiated lesson ready.
▪ Bell Check
End will allow teachers to set up group for
following day.
▪ Exit Slips
29. ENTRANCE SLIP: Do as much of the
following conversion as possible. I will
call time when you need to turn it in.
Convert 2.34 mL to kL
30. 3: Students who
• 1: Students who2: Students who set up the
get the problem
didn’t write problem but didn’t know the correct: meet to
anything: meet values for the metric do three other
with teacher and
prefixes: Meet together and problems, one
go through howcreate a
to challenge
do conversion song/poem/chant/way to 4: (if necessary):
problems: do remember the values for the Students who were
three other metric prefixes. (use notes almost correct.
problems that are get values). Complete Meet to do three
to
similar Meetsthree other problems that other problems,
Teacher: with each group as others work.
have a variety of metric similar
ANCHOR ACTIVITY: Everyone completes five problems
prefixes.
to show they know how to do conversions.
31. KNOW UNDERSTAND DO
Definition of simile Authors use both similes Critically analyze current
Definition of metaphor and metaphors to create text to find and explain the
their works. similes or metaphors
present.
Writing becomes more
elaborate and descriptive Distinguish between these
when both are used. two types of figurative
language.
Create prose that uses a
unique metaphor and
simile.
32. Exit Slip: What is the difference between a
simile and a metaphor?
Give an example of each to explain your
answer.
33. • Activity 1: students who struggled to define the terms:
Have students use their text or notes to write out what
each term means. Complete a worksheet that lists several
of each. Create a simile and a metaphor.
• Activity 2: Students who defined the terms correctly but
didn’t have strong examples: Have students look at
several examples of each. Give them some text and have
them identify at least one of each. Create a simile and a
metaphor.
• Activity 3: Students who correctly defined the terms and
gave strong examples: Students analyze text and identify
examples of each. Learn the various types of metaphors
and create one of a certain type. Create a simile with
like, with as, and a metaphor without either.
34. Comment on how similes and metaphors
affect the tone of a story by using examples
from literature.
35. • Formative assessment: Choose one of the
following statements that best describes where
you think you are in relation to the content of
this workshop
• A. I need more examples of formative
assessments .
• B. I need more examples to help me understand
the different kinds of readiness.
• C. I need more examples of how to create
activities based on the formative assessments.
36. • Green paper: list of examples of possible
formative assessments
– Based on these think of one you could use during your
next unit
• Blue paper: List of different kinds of readiness
– Based on these different kinds of readiness, think of
one thing you could do for students who show a lack
of exposure to a topic
• Yellow paper: Examples of tiered tasks, mini-
lessons, advanced vocabulary ideas
– Based on these examples, think of one thing you
could do during your next unit
37. • Ice breaker (four corners)
• Pool Entry Example Susie shared
• Questions: Jack asked…How many of you
have heard of Gradecam? Who has used
Gradecam? Etc
• Gradecam
• Entrance slip
• Exit slip
• Pick color of paper to match your answer
• Whip around
38. Jack Becker
Michelle Harbin
Susie Murphy
Thank-you for attending! Have a great day!