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Differentiation of instruction and materials

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Differentiation of instruction and materials

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Rasby- Experience a phenomenon, researching that phenomenon, asking questions about that phenomenon, practicing that phenomenon, take periodic checks of learning.

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Modeling, Hands on, Student led lessons, Differentiation, Guided practice, student led conversations, data driven assessment

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Modeling, Hands on, Student led lessons, Differentiation, Guided practice, student led conversations, data driven assessment

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Have a plan B and understand that with all the different ways students are accessing our class, that sometimes the amount of instruction we get to deliver will be compromised.

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Have a plan B and understand that with all the different ways students are accessing our class, that sometimes the amount of instruction we get to deliver will be compromised.

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Students know they have a safe place to be.

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Students know they have a safe place to be.

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RELATIONSHIPS - not just surface, but really knowing something about a student

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RELATIONSHIPS - not just surface, but really knowing something about a student

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varied teaching strategies

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Explicit Directions and Instruction

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Comfortable environment

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students feel safe and respected

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It's brain science

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Various delivery systems followed by formative assessments

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learners, learning objective, variety of modalities, assessment, engagement, expectations

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Building and maintaining positive relationships with students, parents, and teachers

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Building and maintaining positive relationships with students, parents, and teachers

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How to break up a lesson in a way that helps students learn the material but allows for engagement

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Educational conversational and staying on task

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Educational conversational and staying on task

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time and resources - how can I adapt to make it work

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time and resources - how can I adapt to make it work

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Time management, student learning styles, differentiation,

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Time management, student learning styles, differentiation,

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growth

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consider all learners, know your students, take on learner perspective

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continuous participation

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If students are asking questions they are thinking more deeply about the topic.

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Safe environment with high expectations with knowing failure is okay.

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Safe environment with high expectations with knowing failure is okay.

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students participating, interaction, on task behavior, eagerness, willingness to engage, energy, enthusiasm

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Ways to incorporate movement, chunking, transitions

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Ways to incorporate movement, chunking, transitions

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Students gathering and analyzing information.

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Students gathering and analyzing information.

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Student learning styles, different levels of difficulty, 

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Student learning styles, different levels of difficulty, 

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giving the students a chance to reflect on their own learning and apply it to their growth

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What do I want the kids to learn that day. 

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What do I want the kids to learn that day. 

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mid to low   boy/girl    learning styles

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How to chunk content and provide opportunities for students to apply content to the real world while still driving instruction to a much deeper level.

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How to chunk content and provide opportunities for students to apply content to the real world while still driving instruction to a much deeper level.

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check for understanding, variety of assessments, questioning, multiple assessment checks during lesson, formal and informal

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Student needs, student backgrounds, give each student the chance to respond

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Student needs, student backgrounds, give each student the chance to respond

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Modeling different ways to find the same answer

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Modeling different ways to find the same answer

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Make connections about why the material is meaningful

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Make connections about why the material is meaningful

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Student focused on task, less negative behaviors, students asking the Why?

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Student focused on task, less negative behaviors, students asking the Why?

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Something that hasn't been mentioned yet:

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Something that hasn't been mentioned yet:

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Setting high expectations, and creating relationships

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student engagement, quality of relationships with students,

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high student participation, excitement, eagerness, praising

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high student participation, excitement, eagerness, praising

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Differentiation for all levels of students

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Differentiation for all levels of students

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Give a variety of student outcomes/choices to show learning

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Give a variety of student outcomes/choices to show learning

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Students actively participating in lessons (everyone engaged)

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Students actively participating in lessons (everyone engaged)

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Model multiple ways to arrive at a solution

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Model multiple ways to arrive at a solution

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Have a variety of ways that students can show learning. This allows them to add creativity, ingenuity, and critical thinking.

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we use all grade levels to get something across from elem through HS, continuous professional growth, community of learners means everyone from students, staff, parents working towards same goal.  It is all of our responsibility to educate.
The collaboration is great.

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Get to know your students

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Formative assessing during the lesson and making adjustments to instruction.

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Formative assessing during the lesson and making adjustments to instruction.

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What do you want the students to accomplish? 

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What do you want the students to accomplish? 

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Where did the student start? Where is a reasonable place to end based on growth?
What will you do if they already know?
What will you do if they don't reach the goal?