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Not all students are starting from the same place.  That is the most important thing to consider when designing instruction.

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Not all students are starting from the same place.  That is the most important thing to consider when designing instruction.

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Consultant teachers can get creative and send out supporting lessons on videos and hold small group Zoom meetings to support students with disabilities.

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Meeting the needs of the students in regard to developmental level, what resources they have at home and how much parental support they have since many of the younger students need support to interact with online or hard copy lessons.

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If students require scaffolds.

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We need to consider each student's learning modalitiy and how to include it in our lessons. How to get students to actively participate in lessons

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We have to meet students where they are at academically. There is not a one size fits all. We need to make sure we they are encouraging them!

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Heterogeneous groupings for small groups. Sometimes children can learn best from their peers. Scaffolding, asking open ended questions, using visuals and auditory supports for instruction.

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What connections students have already.

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Each child learns differently. Also, each child comes from different homes with different levels of parental support. Each family has a different life style.

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Every student learns differently, take time and figure out what may work best for each student to learn to the best of their ability

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When designing instruction we need to remember every child is different and learns differently. We need to try to reach them all at their level, constantly differentiating instruction.

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Every kid learns differently. I've been thinking much more about coop. groups and how I can do this better.

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Every kid learns differently. I've been thinking much more about coop. groups and how I can do this better.

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In designing instruction we have to consider the students' ability and differentiate instruction in a variety of ways to allow them access to reach standards

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Right now I am focusing on students that are working with me on Zoom and Class Dojo.  I am differentiating lessons based on who is in the class.

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I use “EACH one TEACH one! " with my students, it keeps them motivated and wanting to come to zoom lessons and to discover information on their own.We are here for the students!  We cannot be stingy with our knowledge.

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Giving students choices in how to display their learning. Knowing where students are academically from the beginning of the school year.

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Taking into consideration how each student learns differently and differentiating my instruction to engage them and meet their needs.  By focusing more on those high priority standards we can hopefully give our students a more sturdy base and foundation to their learning.

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When designing instruction that meets the needs of all students, we should consider their current levels of performance and what would be the best approach to help students close the academic gap.

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While keeping the priority standards as a focus implement instructional scaffolds and gradually remove them as students become more comfortable. Graphic organizers, echo reading, sentence and paragraph frames should be implemented. Teachers should routinely assess where students are in the learning process. One way to do this is to keep a notebook on each student. In in jot down questions students may ask, or difficulties they encounter and what steps are taken to remedy learning gaps..

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Designing instruction needs to take into account the starting place of each students.  Providing a pre-test to see what they already know and allow us to focus our instruction on different areas for different students based on their prior knowledge or ability.  Exploring new ways for students to share their learning (not always paper and pencil).

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Differentiating to meet the needs of all learning styles- visual, musical/ auditory, physical/ kinaesthetic, verbal, logical/ mathematical, social, solitary, and a combination of any of them.

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Every kid has a different way of learning.  I have been thinking more about cooperative grouping than I have in the past.

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Differentiation of lessons, modality of learning, resources, stengths/weaknesses, social & emotional needs, seating arrangements, personalities, relationships-there's so much to think about when designing instruction using the prioritized standards

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When designing instruction to meet the needs of all students it is helpful to begin a new unit with a short 2-5 question pre-assessment/test to gauge which skills students know and need to know. From there small group lessons and differentiation can be developed based off the results of the pre-assessment. Always keep in mind what the end goal is. Don't be afraid to let students know what it is they need to learn to be ready for the next grade level. Kids needs structure and predictability.

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Differentiating instruction to provide the scaffolds each child needs.  Emphasizing and depending on the inclusion of student focused and student led learning.  I am constantly thinking about how I can engage the mindset of the student rather than just present information.  I think we could do better with the communication across grade levels and specials. This idea needs alot of development.

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I think that by focusing on priority standards and supporting standards we can better scaffold the learning process from grade level to grade level; while additionally, meeting the needs of all students.

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Focusing on those standards and skills that will carry from year to year and then designing instruction with our students individual learning needs in mind. Where they are starting from, how they learn best, and what supporting standards we can utilize to get everyone to the same end goal.

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I am bound by the students IEP goals. Those are essentially the standards that I must work within. I do individualize my instruction by varying the materials I use, the type and level of prompting, and the method of service delivery (push in or pull out). As the saying goes, "Every student can learn. Just not in the same way or on the same day."

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I think it is imperative to engage students in learning at their present academic level. There is a large disparity in the students current levels. This may require small groups more push ins from specialists and the use of technology.

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Remembering that all students learn differently- something I tend to forget when teaching 2-4 classes of the same grade level- that not all classes (and individual students) are going to need the same type of instruction on a topic.

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It’s important that students are given various ways to respond to assignments…

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Focusing on small group instuction data driven and meeting students where they are.

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I think that we need to consider the individual skill levels of each student. We also have to consider their learning styles as well. We have to be open to learning new things to better reach our students.

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I think we are going to need to focus more on small group instruction based on our kids levels.  Using technology to help with this.

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We need to consider that all students do not learn the same way. We must also take into account their home life.

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We need to think about what each individual student CAN do and design instructional practices centered around student strengths. We also need to keep in mind that while standards are uniform, the way students can get to meeting them can be varied depending student need.

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Do we have a mix of skill work that helps support those who need it but challenges those who are more ready to do the work?

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When designing instruction you need to think about how each student learns differently. You have to understand what each student knows already and what goal you would like them to reach. Designing to students interests. Understanding that you may need to back track and then begin scaffolding for new material. What you want to teach, students might not always be ready for (do review first).

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I am working this summer on totally redesigning my instruction to include small groups for almost every subject that way I can meet the standards as well as my students varying levels

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you should consider the starting point and if all the student's are on the same or similar starting point.