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Differentiating content involves: providing students with additional resources that match their levels of understanding

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Differentiating content involves: providing students with additional resources that match their levels of understanding

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K-N-W Chart - What do I Know, Need to know & Want to know

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Differentiating process involves: giving choices about how students express their understanding. 

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Differentiating process involves: giving choices about how students express their understanding. 

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Use tiered activities through which all learners work on building the same important understandings and
skills but proceed with different levels of support, challenge or complexity

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Differentiating product involves: providing challenge, variety, and choice / giving students options about how to express required learning. 

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Differentiating product involves: providing challenge, variety, and choice / giving students options about how to express required learning. 

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Work with students to develop rubrics that match and extend students’ varied skill levels.

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Differentiating the learning environment involves: allowing for individual work preferences.

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Differentiating the learning environment involves: allowing for individual work preferences.

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Help students understand that some learners need to move around to learn while others do better sitting
quietly.

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I will allow students some more freedoms in where they sit (seats/bean bags) and how they learn and reflect (devices or paper)

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By providing students with additional resources or by modifying tasks to fit the students' level.

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Have some students working up at the white board (kinesthetic learners)
Some students who need more focus could be outside the door working in a small group.
Others could remain in the classroom and pair up with a classmate to talk about the content (audio learners)
Some could make a poster.
Jigsaw method could assist by bringing all the content together in different ways.

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Content will be differentiated by using frayer models to enhance scientific vocabulary and encourage students to not just define the term, but apply it to a question & create an image.

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Give students opportunities to develop different options for their assessments. I will create a single rubric that focuses on standards, and then allow students time to discuss and develop the best way for them to show their knowledge. Engage with Arts, Music, Drama, Writing, etc.

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We are doing poetry in unit 5. Students will be asked to demonstrate their learning via analysis essays, organizers that allow them to chunk stanzas, or through one-pagers that allow them to identify literary elements.

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Providing students with different leadership roles that will challenge them based on current skills and qualities in the upcoming coaching and leadership unit. Roles ranging from equipment monitor through to class teacher.

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by Providing students with work based in their Needs Auditory-Kinesthetic -visual

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Provide different types of assessments and give students choice & voice

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Using a variety of delivery formats, like videos, visuals, hands-on discovery etc.

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Giving students options of how to express required learning (such as write a letter, develop a mural, compose a play, etc)

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Allow students to use different tools to find answers and and audio and visual help.

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Ensure that students know the different levels of work. Provide more scaffolding for who and when needed

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A choice board, create a resource and explain the concept. Allow students to choose if they want to present it as a poster, story, song or pod cast