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HELLO THIS IS THE PRINCIPAL FROM WINCHESTER HIGHSCHOOL PLZ GIVE ME MONEY FROM UR BAGS

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Helen Teague                                                                Our Main Link for Today:
https://padlet.com/tech4Me
Helen's Contact Email: emailteague@gmail.com
PM Session Padlet Links:
Scott:
Peggy:
Wendy:
Kelly: https://padlet.com/kmccabe8/d9ora2gxrmyp

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Peggy- 7th Math: Pair Share with Math problem share, algorithms, word problems. Peer Feedback ccss: multiple ways to solve problems
Wendy- 1-8: Peer Feedback for Presentations
Kelly- K-8 Library: Reactions to Book Talks to Introduce new books in the library. Looking at book covers. Interesting aka something a student wants to know, more information "interest peaker"
Scott- Special ED- methods for learning math. Number Lines, manipulatives. P-start to get a sense of number. number lines are faster than manipulatives; M=preference for number lines. I= relationships emerge

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https://nm.pbslearningmedia.org/

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KWL - shapes- Jennifer
Libby- Playlist template and changed background and added content for solar ecliipse (added) link
Sandra- Organizational chart-- family tree use same features or use own photos--- standards for sequencing, connections.

Template Tie-In:
Math-Algorithms, Fact Families, Online flashcards,
Science: Lifecycles, Bios, Scientific Method, Phases of the Moon, Cause and Effect, Food Chains,
All Subjects: Directions
Reading: Characters in books, Parts of speech, Readers Theater,
Francisco: Spain,
Annette: Rocks and Gemstones new padlet creation

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Key Word: Option
By allowing student choice, tech can be a way to allow them to demonstrate a concept. i.e. videotape themselves doing an assignment instead of writing a paper

record themselves reading, solving a math problem

any given small group with large ability levels, set up grade level reading materials via Newsela and getepic and Scholastic  and students' choose articles based on reading level. (BookFlix.com)

Have students collaborate and assign pairs or small groups a group of story elements and put the list together and collaborate and share the results

Peer editing -- PMI

Level text among all students and remember to differentiate among upper level learners too. Add creativity component through tech

Pacing lessons for each student's learning level and tailoring lessons to individual learning styles

Use Google Drive - set up assignment in drive and share with each other, commenting on each others' work, peer editing..."they take it in a direction that I did not think about."

Depending on the level: writing skills, students tell the teacher everything that describes the topic, all students can use the Smart board (with different colors of pen) and draw and then caption and add details for a complete sentence...and then discuss as a class, how to make the sentence better... and then be more descriptive and then go toward creating a short story

Outside of the Classroom to continue the learning: create slides of the topic, writing about what they know first, then going online and researching further and compare and add to what you original

For Very Young Children, start with modeling! narrate actions and curriculum principles for students to implement.

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Richard: formative assessment and summative assessment
students post anon and/or with name
K*W*L / What interests me / Something I could research
No repeating of answers

Word Wall Padlet or Padlet component

Global Word Wall
Test Vocabulary Word Wall
Brainstorm
Compile Media all in one place - Project Resources

Put links to the correct documents to summarize units

Pictures to add captions
One thing is wrong/right/needs work

Creating project descriptions/ add rubric to different parts of the assignments. Attach Resources

Adding a rubric components

For PE-- use a lesson
Safety rules padlet or padlet component/ introductory content videos
Videos of finished products

Use for Graphic Organizers- essays, etc...

Attach padlet the district website with learning modules for sessions that are taught

Reflections components  (and add yours too!)

Personal organizer

"Something I want to research more...."
5 minutes

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Happy New Year!

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https://padlet.com/tech4Me/lym58bfbeefh

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Helen Teague                                                                Our Main Link for Today:
https://padlet.com/tech4Me
Helen's Contact Email: emailteague@gmail.com
PM Session Padlet Links:
Scott:
Peggy:
Wendy:
Kelly: https://padlet.com/kmccabe8/d9ora2gxrmyp

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An Example of Differentiation via Content/Process/ Product

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An Example of Differentiation via Content/Process/ Product

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Source: http://www.ascd.org/publications/books/108028/chapters/Differentiation@-An-Overview.aspx

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Key Elements of Differentiation                               Source: http://www.ascd.org/publications/books/108028/chapters/Differentiation@-An-Overview.aspx   

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Key Elements of Differentiation                               Source: http://www.ascd.org/publications/books/108028/chapters/Differentiation@-An-Overview.aspx   

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Key Elements of Differentiation

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Vintage Article: Scaffolding for Success by Jamie McKenzie

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Vintage Article: Scaffolding for Success by Jamie McKenzie

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How to Differentiate Instruction from Teachnology

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How to Differentiate Instruction from Teachnology

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How to Differentiate Instruction

Unfortunately, our images of school are almost factory images, so school is very standardized. But kids don't come in standard issue. The challenge is having teachers question the standardized notion of school and then helping kids realize there's a better way to do school. (Carol Ann Tomlinson, Associate Professor of Educational Leadership, Foundations, and Policy; The Curry School of Education, University of Virginia)

Effective teachers have been differentiating instruction for as long as teaching has been a profession. It has to do with being sensitive to the needs of your students and finding ways to help students make the necessary connections for learning to occur in the best possible way. In this day and age, we have extensive research available to us to assist us in creating instructional environments that will maximize the learning opportunities that will assist students in developing the knowledge and skills necessary for achieving positive learning outcomes.

What The Research Tells Us About Differentiate Instruction

There are three bodies of research worth mentioning. They are:
1) Brain-based Research 2) Learning Styles and Multiple Intelligences 3) Authentic Assessment Brain-based Research on Learning
Research on the brain has been used to inform educational practice for many years and is becoming more and more popular. Brain-based research helps us to know the many influences that can affect learning. The more we understand about "how" students learn best given the variables affect learning, the better equipped we are to provide instruction that will maximize learning outcomes.

Other valuable links on this topic can be found at:
https://www.teach-nology.com/litined/brain_learning/ Learning Styles and Multiple Intelligences
Learning styles research is predominantly used to understand learning preferences that students use to receive and/or process information. Obviously, the ideal is to create instruction that will address all three learning styles: Visual, Auditory, and Kinesthetic.

Howard Gardner's Theory of Multiple Intelligences has received an overwhelming response from educators in the past several years. Gardner offers seven different ways to demonstrate intellectual ability and has recently added an eight intelligence. Understanding how students demonstrate their intellectual capacity is an important factor in designing instruction that will meet the specific learning needs of students who may be dominant in one or several intelligence as opposed to other forms of intelligence. More information on these topics can be found on:
https://www.teach-nology.com/teachers/methods/multi_intelligences Authentic Assessment
Not enough can be said about authentic assessment. Basically, what it means is that students are tested on what they have been taught and hopefully, what they have learned. The greatest implications are that: curriculum is aligned with what is expected to be learned; strategies used to teach are according to students' needs; and assessment instruments used are flexible and adequately and appropriately used to measure on-going performance. The bottom line is that authentic assessment offers students the opportunity to "measure up" to the standards that are aligned to the curriculum. For more information on this very important topic, go to:
https://www.teach-nology.com/currenttrends/alternative_assessment/
After having read what the research has to offer on differentiated instruction, specifically, brain-based research on learning, learning styles and multiple intelligences, and authentic assessment, you are now ready to plan.
Step 1- Know Your Students Determine the ability level of your students.
This can be done by surveying past records of student performance to determine capabilities, prior learning, past experiences with learning, etc.
Survey student interests.
It is also important to get to know your students informally. This can be done by an interest inventory, an interview/conference, or asking students to respond to an open-ended questionnaire with key questions about their learning preferences (depending on the age group).
Is behavior management a problem?
This is key when planning for activities that require less structure. However, it is still important to determine learning styles and preferences for students who may have a hard time controlling their behaviors. Sometimes knowing preferences can help to motivate students to attend to any tasks that are presented.
Step 2- Have a Repertoire of Teaching Strategies
Because "one size does not fit all," it is imperative that a variety of teaching strategies be used in a differentiated classroom. Among many teaching strategies that can be considered, there are four worth mentioning: direct instruction, inquiry-based learning, cooperative learning, and information processing models.
Direct Instruction
This is the most widely used and most traditional teaching strategy. It is teacher centered and can be used to cover a great amount of material in the amount of time teachers have to cover what students need to learn. It is structured and is based on mastery learning. More information can be found on:
https://www.teach-nology.com/teachers/methods/models/ Inquiry-based Learning
Inquiry-based learning has become very popular in teaching today. It is based on the scientific method and works very well in developing critical thinking and problem solving skills. It is student centered and requires students to conduct investigations independent of the teacher, unless otherwise directed or guided through the process of discovery. For more information, go to:

https://www.teach-nology.com/currenttrends/inquiry/
Cooperative Learning
Probably one of the most misunderstood strategies for teaching is "cooperative learning." Yet, if employed properly, cooperative learning can produce extraordinary results in learning outcomes. It is based on grouping small teams of students heterogeneously according to ability, interest, background, etc. However, one of the most important features of cooperative learning is to pick the best strategy that will be used to assign the task for students to accomplish. The more popular strategies include JigsawII, STAD-Student Teams, or Group Investigation. For more information, go to:
https://www.teach-nology.com/currenttrends/cooperative_learning/ Information Processing Strategies
Teaching students "how to" process information is a key factor in teaching students how to strategically organize, store, retrieve, and apply information presented. Such strategies include, but are not limited to, memorization, KWL, reciprocal teaching, graphic organizing, scaffolding, or webbing. More information on this topic can be found at:
https://www.teach-nology.com/teachers/methods/info_processing/Step 3- Identify a Variety of Instructional Activities
Engaging students in the learning process using activities that motivate and challenge students to remain on task is probably one of the most frustrating events in the teaching learning process. But if you know your students' profiles, you have a better chance at keeping them on task to completion of any given assignment or activity. In a differentiated classroom, activities are suited to the needs of students according to the mixed ability levels, interests, backgrounds, etc. For example, if you have English language learners in your class, you need to provide activities that are bilingual in nature or that provide the necessary resources for students to complete the activity with success. Good activities require students to develop and apply knowledge in ways that make sense to them and that they find meaningful and relevant. Ideas for activities can be found at:
https://www.teach-nology.com/teachers/lesson_plans/ Step 4- Identify Ways to Assess or Evaluate Student Progress
Once again, we cannot assume that "one size fits all." As a result, varying means of student assessment is necessary if students are to be given every opportunity to demonstrate authentic learning. Authentic assessment has been around for a long time and is now taking the limelight as we attempt to measure students' progress in a fair and equitable way. A variety of assessment techniques can include portfolios, rubrics, performance-based assessment, and knowledge mapping. For more information on this topic go to:
https://www.teach-nology.com/currenttrends/alternative_assessment/
Differentiated instruction is about using teaching strategies that connect with individual student's learning strategies. The ultimate goal is to provide a learning environment that will maximize the potential for student success. The important thing to remember is to hold on to the effective teaching strategies that lead students to positive learning outcomes and to make adjustments when necessary. It's about being flexible and open to change. It's also about taking risks and trying teaching and learning strategies that you would have otherwise ignored. It's about managing instructional time in a way that meets the standards and also provides motivating, challenging, and meaningful experiences for school age students who are socialized to receive and process information in ways that require differentiation of experience. These are very exciting times for the teaching profession, we are faced with a generation of learners who are challenging us to think about how we deliver instruction.
More On Differentiated Instruction Strategies

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Unfortunately, our images of school are almost factory images, so school is very standardized. But kids don't come in standard issue. The challenge is having teachers question the standardized notion of school and then helping kids realize there's a better way to do school.

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Disclaimer: On this page you can find the Common Core State Standards in Mathematics and English Language Arts. The standards are temporarily located on this page while we work to address technical challenges with CoreStandards.org. Thank you for your patience and we will share an update on CoreStandards.org when we have one.
English Language Arts Standards English Language Arts Standards (ADA Compliant) Mathematics Standards Mathematics Standards (ADA Compliant)

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Disclaimer: On this page you can find the Common Core State Standards in Mathematics and English Language Arts. The standards are temporarily located on this page while we work to address technical challenges with CoreStandards.org. Thank you for your patience and we will share an update on CoreStandards.org when we have one.

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Paperless Grading Using Flubaroo, Google Sheets, and Google Forms

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To many, going paperless seems like a daunting task. Most teachers have gotten into a comfort zone. They know how things run, they know how long tasks take, they have it down...

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Differentiation via Content / Process / Products                                               Teachers can differentiate at least four classroom elements based on student readiness, interest, or learning profile                                                                                                                                                                         Content – what the student needs to learn or how the student will get access to the information;                                                                       Process – activities in which the student engages in order to make sense of or master the content;                                                         Products – culminating projects that ask the student to rehearse, apply, and extend what he or she has learned in a unit;                               Learning environment – the way the classroom works and feels.                                                                                                                                              Content Examples of differentiating content:                                     * Use reading materials at varying readability levels                                    * Putting text materials on tape, podcast                                                       * Using spelling or vocabulary lists at readiness levels of students                                                                                                                                   * Presenting ideas through both auditory and visual means                       * Using reading buddies                                                                                   * Reteaching in small groups                                                                           * Extending thinking or skills in small groups                                                                                                                                                                 Process Examples of differentiating process:                                     * Using tiered activities through which all learners work with the same important understandings and skills, but proceed with different levels of support, challenge, or complexity;                                                  *Providing interest centers that encourage students to explore subsets of the class topic of particular interest to them;                                *Develop personal agendas (task lists written by the teacher and containing both in-common work for the whole class and work that addresses individual needs of learners) to be completed either during specified agenda time or as students complete other work early;  *Offer manipulatives or other hands-on supports for students who need them;                                                                                                    *Vary the length of time a student may take to complete a task in order to provide additional support for a struggling learner or to encourage an advanced learner to pursue a topic in greater depth.                                                                                                                                                                                                                                       Product Examples of differentiating products at the elementary level include the following:                                                                               Giving students options of how to express required learning (e.g., create a puppet show, write a letter, or develop a mural with labels)        Using rubrics that match and extend students' varied skills levels Allowing students to work alone or in small groups on their products; Encouraging students to create their own product assignments as long as the assignments contain required elements.                                                                                                                                                                     Learning Environment Examples of Differentiation                                      Provide places in the room to work quietly and without distraction, as well as places that invite student collaboration;                                  Provide materials that reflect a variety of cultures and home settings;                                                                                                      Communicate clear guidelines for independent work that matches individual needs;                                                                                   Develop routines that allow students to get help when teachers are busy with other students and cannot help them immediately; andHelping students understand that some learners need to move around to learn, while others do better sitting quietly                                                                                                                                                         References:                                                                                                       Dack, H., & Tomlinson, C. A. (2015). Inviting All Students to Learn. Educational Leadership, 72(6), 10-15.                                                                                                                                                                     Tomlinson, C. A., & Murphy, M. (2015). Leading for Differentiation: Growing Teachers Who Grow Kids. ASCD.                                                                                                                                                                          Tomlinson, C. A. (2014). Differentiated classroom: Responding to the needs of all learners. ASCD.                                                                                                                                                                                                  Tomlinson, C. A. (August, 2000). Differentiation of Instruction in the Elementary Grades. ERIC Digest. ERIC Clearinghouse on Elementary and Early Childhood Education.                                                                  

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Differentiation via Content / Process / Products                                               Teachers can differentiate at least four classroom elements based on student readiness, interest, or learning profile                                                                                                                                                                         Content – what the student needs to learn or how the student will get access to the information;                                                                       Process – activities in which the student engages in order to make sense of or master the content;                                                         Products – culminating projects that ask the student to rehearse, apply, and extend what he or she has learned in a unit;                               Learning environment – the way the classroom works and feels.                                                                                                                                              Content Examples of differentiating content:                                     * Use reading materials at varying readability levels                                    * Putting text materials on tape, podcast                                                       * Using spelling or vocabulary lists at readiness levels of students                                                                                                                                   * Presenting ideas through both auditory and visual means                       * Using reading buddies                                                                                   * Reteaching in small groups                                                                           * Extending thinking or skills in small groups                                                                                                                                                                 Process Examples of differentiating process:                                     * Using tiered activities through which all learners work with the same important understandings and skills, but proceed with different levels of support, challenge, or complexity;                                                  *Providing interest centers that encourage students to explore subsets of the class topic of particular interest to them;                                *Develop personal agendas (task lists written by the teacher and containing both in-common work for the whole class and work that addresses individual needs of learners) to be completed either during specified agenda time or as students complete other work early;  *Offer manipulatives or other hands-on supports for students who need them;                                                                                                    *Vary the length of time a student may take to complete a task in order to provide additional support for a struggling learner or to encourage an advanced learner to pursue a topic in greater depth.                                                                                                                                                                                                                                       Product Examples of differentiating products at the elementary level include the following:                                                                               Giving students options of how to express required learning (e.g., create a puppet show, write a letter, or develop a mural with labels)        Using rubrics that match and extend students' varied skills levels Allowing students to work alone or in small groups on their products; Encouraging students to create their own product assignments as long as the assignments contain required elements.                                                                                                                                                                     Learning Environment Examples of Differentiation                                      Provide places in the room to work quietly and without distraction, as well as places that invite student collaboration;                                  Provide materials that reflect a variety of cultures and home settings;                                                                                                      Communicate clear guidelines for independent work that matches individual needs;                                                                                   Develop routines that allow students to get help when teachers are busy with other students and cannot help them immediately; andHelping students understand that some learners need to move around to learn, while others do better sitting quietly                                                                                                                                                         References:                                                                                                       Dack, H., & Tomlinson, C. A. (2015). Inviting All Students to Learn. Educational Leadership, 72(6), 10-15.                                                                                                                                                                     Tomlinson, C. A., & Murphy, M. (2015). Leading for Differentiation: Growing Teachers Who Grow Kids. ASCD.                                                                                                                                                                          Tomlinson, C. A. (2014). Differentiated classroom: Responding to the needs of all learners. ASCD.                                                                                                                                                                                                  Tomlinson, C. A. (August, 2000). Differentiation of Instruction in the Elementary Grades. ERIC Digest. ERIC Clearinghouse on Elementary and Early Childhood Education.                                                                  

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What differentiation is... and what it is not... Why use technology for differentiation? What is the role of technology as a tool for differentiation? How does dif...

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Differentiation Resources
http://www.slideshare.net/twaterman/differentiation-and-technology
http://www.ascd.org/publications/books/108028/chapters/Differentiation@-An-Overview.aspx