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My other advice would be to somehow make sure the students who were constantly in the "reteach" group never felt like they were being punished and the others were being rewarded for "getting it." It was nice to have an interview from the girl who said she appreciated the reteaching opportunities. I'm just thinking: How would I feel if I were always in the "reteach" group?

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Are all students getting the same formative assessment? Do the reteach group get to have enrichment after?

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I'd like to know more about the enrichment group. It sounds like the top kids could still be held back. Going to 200 instead of 100 is not too advanced if you've grabbed the concept. Patti

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I'd like to know more about the enrichment group. It sounds like the top kids could still be held back. Going to 200 instead of 100 is not too advanced if you've grabbed the concept. Patti

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I love this video and I can't wait to share it with colleagues. It provides a very simple, yet structured, way to meet students' needs as a team!

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This one is pretty and looks good, but only identifies the "Do" for each content area.

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But this one has an understanding more similar to the k-U-do's definition.

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I think this identifies for students what they should know, and then gives examples for them to do...

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I vote for this one because it has most of the KUDOs identified.

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Start somewhere!
Any type of differentiation is better than no differentiation at all!

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The video clip below shows how one school is implementing differentiation. If you could offer this school one piece of advice with regards to differentiation, what would it be?  Start your own comment box by clicking on the "plus sign" at the bottom right hand corner of the screen!

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Reteach and Enrich: How to Make Time for Every Student

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"KUDo's should be shared with students and posted in the classroom to provide students with an understanding of goals...as well as what they will be held accountable for in each unit's summative assessment." (page 8)

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"KUDo's should be shared with students and posted in the classroom to provide students with an understanding of goals...as well as what they will be held accountable for in each unit's summative assessment." (page 8)

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Each photo below shows an example of learning targets or objectives presented to the students.   Based upon what we've learned about KUDo's, which would be the most ideal to post in a classroom?  By clicking on the "edit pencil" icon, you can add your response below!

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Here's an example for an Elementary Geometry unit (found on page 7)

Students will…

Know

·      Definition of: line, line segment, angle, triangle, quadrilateral

Understand

·      Geometric shapes have specific properties

Be able to

·      Identify and describe geometric shapes in their environment

·      Construct geometric shapes and identify their properties

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Thinking Through the When and How of Differentiation

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Thinking Through the When and How of Differentiation

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page 9

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What do I want my students to be able to DO?

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What do I want my students to be able to DO?

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Do's are skills and processes that are written as statements beginning with a verb.

Examples of verbs are compare, contrast, formulate, predict, classify, describe, summarize, and distinguish.

Remember, Do's are the applications of learning, NOT activities for students to complete.

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What do I want my students to UNDERSTAND?

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What do I want my students to UNDERSTAND?

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Understandings are concepts or generalizations we want students to comprehend.  They are the "Big Ideas" of our unit of study.

It's helpful to begin your understandings with the phrase...
"Students will understand that..."

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Knows are lists of things that we want students to memorize.  In other words, they're facts!

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What do I want my students to KNOW?

What do I want my students to UNDERSTAND?

What do I want my students to be able to DO?