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Summary of strategies discussed during JigSaw activity:

- Formative assessment at the end of each week

- Students teach themselves

- Separate students based on what they have learned throughout the week

- Rotate to different teachers

- Guided reading small groups for ESL’s

- Appetizer, Entrée, and dessert

o   Students choose activity, major assignment, and consolidation

- Students have different options on how they show their learning

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Video Analysis  Activity:

Video 2

Grade 7: World History

Video 2:

Learning Menu

Appetizer: One task. Choosing one method for one subject

Entree’:  2 tasks. Choose another method of study. Master the information  in different ways, read

Quiz: quiz themselves

Dessert: summary (overview): Graphic organizer, website, brochure

Benefits of this strategy:

Differentiated Instruction

Think critically

Discussions

Helps them master through paraphrase

Problem solving

Self-directed

Group 1 :  Grade 5 Math

Setting the goal (Ensure knowledge is obtained for each student)

Rotate the students (Discuss the topics) with students and teachers

Students would go to teachers if they wanted to excel or students needed to learn the information they would go to other students

Group 3

Grade 2 Math

Tables (With white boards on top)

Lesson ( explain the topic)

Computer - Play a game

Game was used to practice the topic

Next - Another game to evaluate (The better they got the higher there evaluation)

Teacher sits with the students with problems while other students play the games

Names of the Program: Turtle Planet and Game box

Group 4

Grade 5 English (Writing period)

Reading a novel

Use engagement (1)

Group discussion - With initial template

Pull students aside who are weaker (to share their ideas first before you write your response - Think before sharing

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Video 3
Grade  2 math
- Teacher introduces math concept (e.g. additions & subtractions)
- after intro, have students practice concepts using online games
- only once the practice games are completed, students can move one to the IPads
- performance is tracked by software
teacher can take aside those students who need the most help and work with them

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Video One - Keisha, Anna, Lorenzo, Michelle H

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Video One - Keisha, Anna, Lorenzo, Michelle H

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Gr. 5 Math
- Objectives are taught
- Students formatively assessed
- Students placed into Reteach or Enrich groups based on formative assessment results
- Teachers rotated between student groups

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Video 5

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Video 4 - Grade 5 Writing

- The teacher had the students write on something they had just discussed. The idea was that talking about your ideas helps prepare you for writing. She had most students work together, but pulled some target students aside to provide more scaffolding in the group. She made the pedagogy of talking about writing more explicit with this group, while the others worked independently. She then consolidated with positive reinforcement.

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Video 1:
- the classroom teacher teaches an objective and then there's a formal assessment in which based on those responses, the students are then separated into 2 groups (enrich & reteach)
- this video is quite dated (2011) and we're wondering how effective this type of strategy is in modern learning; how might the students in the "reteach" group feel? Is this separation between groups really the best practice?

Video 2:
-Grade 7, Social studies
-Teacher gave students multiple options to show their learning and allows them to work at their own pace
-Gave students a "learning menu" consisting of an appetizer, an entree and a desert. Students choose one task from each of these categories and get it assessed by the teacher before moving on to the next section

Video 3:
- Grade 2 math -tech comes into
play
- planet turtle math game; must score 80% to move on
- the kids use whiteboards and fingers to solve problems
- assessment 6-8 weeks

Video 4:
- Grade 5, Writing
- Respond to text by analyzing an author's viewpoint
- Students worked independently for this task and the teacher worked with a small group of students to provide more opportunities to respond and discuss their ideas
- At the end, the teacher gave positive praise and reassurance to the students.

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Video 1

Grade level: 5

Subject: Math (can be used for all subjects)

Strategies & structures used:

- Teach and reteach method used by teachers

- A teacher would teach material (i.e. math) and students rotate to a neighbouring classroom with a teacher that reteaches the same material

- Every week formative assessments were done (on Fridays - assessment for learning)

Video 2:

Grade level: 6+

-student choice is an important part of differentiation
-the choice of the assignment was the structure of an assignment (graphic organizer, website, brochure) which helped students summarize content

-Making a menu activity

Video 3:
We should be able to provide students with different ways of practicing math as one way may be better than a different one. For example we are able to teach students as a whole class and provide worksheets as well as technology to master a concept in mathematics.  For example a student was solving a math problem on the laptop and having a whiteboard where they can write out the answer.

Video 4 :

Grade 5, Writing: Respond to a text by analyzing an author’s viewpoint

Tech Teaching, Structure was provided as a whole group as well as in smaller groups in order to engage with them one on one. Moreover, she reinforced their thought processes that promoted self efficacy / engagement.

Strategies

-review what viewpoint is – access prior knowledge

-brainstorming ideas, coming up with one start statement

-sharing quotes, which allow opportunities for ELL to practice their oral skills

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Section 4 PJ

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PJ Section 1 - Nicole, Madison, Deanna & Marian

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PJ Section 1 - Nicole, Madison, Deanna & Marian

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Differentiating in Math Using Computer Games

Grade 2 Math

Strategies used:

Differentiated instruction (using different technologies -- iPods, Macbooks, computer software--math games)

Whole group, small group (guided math), individual instruction

Constant assessment - students had to complete one thing to move on to the other

Individual white boards

Encouraged to use multiple types of strategies when it comes to adding and subtracting (writing it down, using hands, virtual manipulatives)

Structure might not work for every class/school - grants for technology

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Section 4 PJ- Daniel, Eddie, Marieanna, Aldo

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Section 4 PJ- Daniel, Eddie, Marieanna, Aldo

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P/J Section 3 - Kayla, Emily, Rachel, Adnan & Deidre-ann 

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P/J Section 3 - Kayla, Emily, Rachel, Adnan & Deidre-ann 

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Video 1 -
- grade 5 math; school wide initiative

-enrich/reteach program

-formative assessment on Fridays to determine if the students understand

-then students are divided into a group that understands and doesn't

-meet with their group 30 mins each day of the next week: either enriched lessons or reteach lessons

Video 2 -
Grade 6 and above geography

Use step by step menu method (appetizer: different things to choose from, entry: graphic organizer, travel broacher, dessert: put into website for consolidate) read, draft of content, give lots of choices, visual, graphic, website, design travel brochure, will use this method for grade 6 and above

Video 3 -

Planet Turtle
-  Immediate feedback·         Reinforces work they were doing as a class·         Basic practice for whole class, not individual ·         Constantly being assessed in order to move to next level/concept

DreamBox
-  Used once they complete Planet Turtle·         More individualized based on skill/level·         Constantly being assessed in order to move to next level/concept

Use all tools available to them; hands, computer, manipulatives

Every 6 weeks do a benchmark exam to track progress

Worksheets don’t have levels to move on to

Video 4 -
Strategies
- Brainstorming ideas to support evidence in their writing
- Positive encouragement occurring while students are completing the task
- Multiple scaffolding taking place in the classroom
-
Structures
- Working in small group and having a larger group present in the classroom
- Once completed students in smaller groups were able to share their work
- Illustrates the importance of discussion to support the comprehension of ELA students and
challenging students through positive encouragement

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Section 4 P/J:Amna, Vanessa, Sarah, Justin, Nelany 

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Section 4 P/J:Amna, Vanessa, Sarah, Justin, Nelany 

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Video1 : Grade 5: reteach and enrich: they did formative assessment and based off of that they divided that class up and performed different activities.

Video2: Grade 7 social studies: idea of differentiated instruction: broke it down into a whole unit with minds on, action and consolidation. The students had options of how to approach an activity.

Video 3: Grade 2 Math class: the teacher used technology to teach addition and subtraction. Plant Turtle was used to differentiate their learning and also they used round tables that were white boards where they practiced some examples.

Video 4: Grade 5 writing: the teacher used small group support (by the choice of students). All of their ideas were visualized, example written down on chart paper, white board etc.

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Section 1 Michelle J, Michelle P, Raluca, Emily R

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Section 1 Michelle J, Michelle P, Raluca, Emily R

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-Video 2
-Choices
-Won't work for everything

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PJ Section 004- Sha, Alexa, Taminder, Sabrina

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PJ Section 004- Sha, Alexa, Taminder, Sabrina

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Summary of all 4 videos

- use of technology for differentiated instruction
- the environment facilitated further group learning (white board table)
- providing students with choice through techniques such as learning menus
-smaller groups of students were given direct, explicit instruction to support their needs

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PJ001 Britney O, Daniel D, Dale L, Brianna G

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PJ001 Britney O, Daniel D, Dale L, Brianna G

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-create guided groups between classes within the same grade level
-do formative assessment weekly to grasp what the students know before moving on
-discuss with grade partners what the students understand and where you think the students got lost

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I/S section 3 - Ben, Jessica, Eddie, Muntaha & Nicole

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I/S section 3 - Ben, Jessica, Eddie, Muntaha & Nicole

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- Cue words, individualized programing and assessment, need to include different manipulatives
-  Class profiles: help teachers fast track some info, but dive deeper into other topics
- Small directed group work
- Providing support will help encourage students who are intellectually low
- During a class wide culminating task and individually interview each student to help provide specific feedback. Address common themes of successes or struggles
- Providing choice during assessment, get their feedback
- Graphic organizers, anchor charts

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Differentiating in Math Using Computer Games

Grade 2 Math

Strategies used:

Differentiated instruction (using different technologies -- iPods, Macbooks, computer software--math games)

Whole group, small group (guided math), individual instruction

Constant assessment - students had to complete one thing to move on to the other

Individual white boards

Encouraged to use multiple types of strategies when it comes to adding and subtracting (writing it down, using hands, virtual manipulatives)

Structure might not work for every class/school - grants for technology

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PJ section 1 - Robin, Sam B, Amanda, Marilyn, Brittany B

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PJ section 1 - Robin, Sam B, Amanda, Marilyn, Brittany B

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Video 4

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Foundations small group_video 4 analysis.PNG

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P/J 3 - Purple  (Samantha, Janet, Yolanta, Sadia, Samreen, Seshi) 

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P/J 3 - Purple  (Samantha, Janet, Yolanta, Sadia, Samreen, Seshi) 

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Video 1
Video Strategies:

Reteach and Enrich (students are split up into different groups based on their level of understanding of the concepts and readiness to learn)

All teachers collaborate and work together

Differentiated Instruction based on their readiness to learn

A common time was set aside each week dedicated to reteach and enrich programs

Grade and subject specified in the video was Grade Five Math

Video 2
- Grade 6 classroom, studying social studies
- Strategies/structures: giving options and flexibility by allowing each student to have a choice (i.e. graphic organizers, visual such as travel brochures)
- Introduces these different strategies through a form of a menu. Under each menu topic (i.e. appetizers, entrees), there are choices the students can select to express their learning

Video 3
-differentiated teaching math with computer games
-using planet turtle + dream box
-planet turtle used for whole group instruction, dream box used be

Video 4

Read a text then they would have, Text-talk time

-Which was sharing your thinking in whole group

-While the instructor is working with small group the rest of the class responds independently while the instructor is working with small group (same task but done differently, one was independent writing and one was small group discussion, this works toward structure and classroom management as the class was left with a task)

-Small group discussion, more opportunity to speak (ESL students)

-Talking about ideas so they could write sentences

-Combining different strategies and differentiated instruction about one text, adding support from teacher increases confidence in students

-A strategy that was used while in small group by asking open-ended questions so the students could use critical thinking, praising the students for their work they had done

-Focus of writing standard of supporting a topic and drawing evidence from text to

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IS section 3 Anthony, Anthony and Brooklyn

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IS section 3 Anthony, Anthony and Brooklyn

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Grade 5 English
-Questions presented verbally and on paper
-Same expectations and work for all students
- Extra support provided to ELL and students with IEP in small groups
- Give confidence to learners

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Teach and Reteach Video
Grade 5  Math
- Teachers would   spend the  week teaching  an objective and  at  the end give a formative assessment
-  Based on the  formative assessment,   the students  would  either go  to  reteach,  where they  would  spend  more  time  with the concept, or  enrich,  where  they  would expand upon the  learning.
- This holds students accountable to specific learning expectations, and not moving on until they know, as opposed to just going through the textbook

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IS Section 3 - Sanjana, Somayeh, Muna, Francesca, Samina

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IS Section 3 - Sanjana, Somayeh, Muna, Francesca, Samina

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VIDEO: https://www.teachingchannel.org/video/differentiating-instruction-strategy

Differentiating Instruction Using Learning Menus

Grade 7, World History

Used a learning menu: gives students options to do different activities to reach the same expectations

Lots of options (choice)

Students can work on own pace

Different sections

Appetizer: different literary skills, then get checked with teachers, get grade, go to next section

Entrée → deeper understanding of content (after content, then quiz, students can choose how to present information, eg: bullet points vs paragraphs, must finish quiz to do next section)

After all sections, then do dessert, which is overview of the entire chapter

Learning menu helps them get them the most important information

Strategies:

Graphic organizers (allows students to paraphrase the info to demonstrate understanding of main ideas, to structure their writing)

Layouts to guide writing

Travel brochure: persuasive, using own words

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PJ Section 3: Red Table - Ermanno, Hasiba, Barbara, Katie, Jordan, Geoff

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PJ Section 3: Red Table - Ermanno, Hasiba, Barbara, Katie, Jordan, Geoff

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KC: Video on computer programs for math in a Grade 3 classroom (Planet Turtle and Green Box - similar to Prodigy).

With this, constantly being challenged because they need to achieve to progress.

Moves Ss from using their hands for math, to using technology.

Note: This class has a LOT of tech - none of the members in the group had ever seen that much tech in a classroom.

---

EG: "Reteach and Enrich: How to Make Time for Every Student"

School-wide initiative, video focused on Grade 5 math.

Each week is focused on a specific topic or subject, with goals shared across grade teams.

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JB&BV: Video #3, recipe writing.

Grade 6 students (approx.)

Appetizer: Some form of introduction, based on students' level of comfort.

Entreé: "Meat" of the topic. Students using infographic/brochure/other method to organize their thoughts.

Dessert: Conclusion - again, can be done in any form.

Using graphic organizers assists teacher to see where students are in their progress - where strengths and areas of potential improvement are.

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HM: Video #4 on Critical Thinking and Writing

Students work in groups and large gruops with assigned tasks (writing summaries, etc on a book read).

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Grade 5
- Deliberate speech
- Vocab of substance
K-2
- Benchmark assessment 3 weeks (ongoing)
Grade 7
- DI Product using "the menu"
Grade 5
- End task was open-ended question
Grade 2
- Balance of technology/where it fits
- Developing fine motor skills
- Advocate for resources