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differentiate your approach and assessment methods.
know your learners/strengths
and needs/ learning styles
Model collaborative work - cooperation before collaboration. Give students opportunities to practise.
Teachers need to be flexible in order to be responsive to student learning.
Assessment as learning - knowing where they are.
Conferencing with students - check ins.
Guided teaching and assessment as learning.
Variety of manipulatives - students have a choice.
Teach whole child - mental health and learner profile.
Flexible learning opportunities.
RIGHT TOOLS AND THE RIGHT PROMPTS AT THE RIGHT TIME.
Use COP.
Feedback daily. Conferencing. Start where they are (Diagnostics).
What are the barriers for each child's learning.
Understand our students.

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IEPs - align prompts to student abilities (differentiate). 

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IEPs - align prompts to student abilities (differentiate). 

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Use diagnostic assessments to inform prompts used.

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Differentiate our prompts (level of difficulty, learning style).

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Differentiate our prompts (level of difficulty, learning style).

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Collaboration needs to be modelled and taught. Identify strong collaborators and those that need support. 

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Collaboration needs to be modelled and taught. Identify strong collaborators and those that need support. 

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What prompts are teachers using? Teachers keep track of their prompts. Teachers intentionally plan for prompting. What are the prompts you have intentionally planned in the rich tasks. Prompting for gradual release. 

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What prompts are teachers using? Teachers keep track of their prompts. Teachers intentionally plan for prompting. What are the prompts you have intentionally planned in the rich tasks. Prompting for gradual release. 

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When do students move to independent work? 

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When do students move to independent work? 

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Groupings - so everyone has a voice.

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By clicking on the Pink Plus sign in the corner you can add a statement anonymously. 

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By clicking on the Pink Plus sign in the corner you can add a statement anonymously. 

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We agree with the statement: To support all learners our staff needs to...

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We agree with the statement: To support all learners our staff needs to...

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Our students are able to use tools and teacher prompts while working in collaborative groups. Students need to connect and apply skills, processes and concepts while working independently. Teachers need to be responsive to each student by learning how to use the right prompt at the right time to foster independence.  

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Our students are able to use tools and teacher prompts while working in collaborative groups. Students need to connect and apply skills, processes and concepts while working independently. Teachers need to be responsive to each student by learning how to use the right prompt at the right time to foster independence.  

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To create this learning environment..."                         Do we need to focus on the physical environment? Classroom communities seem to be stronger than ever with students ready or getting ready to cooperate, collaborate, and learn from each other. Smaller classes and support staff add these positive environmentsShould this read, “To support all learners our staff…”

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To create this learning environment..."                         Do we need to focus on the physical environment? Classroom communities seem to be stronger than ever with students ready or getting ready to cooperate, collaborate, and learn from each other. Smaller classes and support staff add these positive environmentsShould this read, “To support all learners our staff…”

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" skills, processes and concepts"                                   Do we want to focus on all these?  One? Two?Skills - examples - estimate, measure, collect data, count

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" skills, processes and concepts"                                   Do we want to focus on all these?  One? Two?Skills - examples - estimate, measure, collect data, count

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Processes (as stated in the curriculum) - problem solving, reasoning and proving, reflecting, selecting tools and computational strategies, connecting, representing, communicating

Concepts -  Sometimes called “Big Ideas” in math

Examples - distributive property, number quantities can be regrouped, equivalency,

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Do we want to use the word “tools” to expand the scope on what students use to support themselves as learners (i.e. Chromebooks with assistive technology)