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Concrete & Representational,
ELEM /MS/HS

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Using the Rubrics below!

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Free online storage and sharing with Screencast.com. 2 GB of storage and 2 GB of bandwidth per month for free. We won't compress, alter or take ownership of your content.

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Mindset Quiz and Score key

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Good read!

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The Force

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Power of Belief

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The Power of belief -- mindset and success | Eduardo Briceno | TEDxManhattanBeach

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FSAA guide

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Principles of Universal Design with Super Mario

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Free Text to Speech Reader

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Dyslexia and other reading-based learning disabilities are most common among students. NaturalReader text-to-speech makes learning more accessible by assisting with any reading, taking tests and promoting independence.

Students can have any text they need to read, read aloud to them so they can read along. Having the text provided both visually and auditory, allows the student to focus less on the act of reading, and more on the comprehension of the content. Other features like dyslexia font, flexible reading speeds, and highlighted text also ease the task of finishing readings.

For most students, learning does not stop when school ends. NaturalReader EDU enables students to be more independent and assists with learning at home. Whether they're doing homework, reading at home, or just surfing the web, our Chrome Extension and Mobile Application are always available.

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NaturalReader: Free Text to Speech for Online, Mobile App, Commercial license and Education with AI voices.

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Cleans up webpages for easier reading

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Produk judi slot saat ini telah semakin lebih barang-kali untuk dimainkan beserta bermain di situs ojekslot yang ialah web resmi dan nomor satu di Indonesia. Dari sini akan tersedia sangat banyak beragam sajian menarik yang harusnya bisa andaperoleh dengan mudah. Slot adalah sebuah permainan yang mana menggunakan perangkat dan tersedia hanya di gedung Sgd777 saja. Namun ketika ini permainan slot telah menjadi permainan slot online yang mana merupakan permainan judi yang berbasis online & bisa anda gunakan dengan hanya permainan dan bergabung pada situs ojekslot Terbaik kami.

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Kira Anda yang ialah calon member silakan mengisi formulir pendaftaran yang sudah kami berikan. Pertama isikan data diri Anda sesuai dengan KTP, kemudian tuliskan username serta buatlah password yang anda inginkan. Tidak lupa masukkan pula beberapa data penting meliputi nomor rekening bank, publikasi HP, alamat email yang masih aktif. Jika sudah jadi Anda bisa faksi submit di tombol paling bawah. Tunggu beberapa menit sekadar dan akun Anda akan segera kita proses.

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Untuk bisa memperoleh keuntungan dalam bermain slot online tetap pemain harus mampu melakukannya dengan jalan yang benar. Manfaatkan langkah-langkah yang jelas supaya Anda bukan salah dalam melakukannya. hal ini menghendaki supaya permainan dapat dilakukan secara lancar dan pastinya dikau akan mudah di memperoleh keuntungan. Dalam pembahasan kali itu kami akan melepaskan panduan secara betul bagaimana cara dalam memainkan permainan slot yang tepat. Oleh karena itu mainkan slot gam e terbaik kami dengan bergabung Dan daftarkan diri anda cepat mungkin dan nikmati berbagai macam permainannya hanya di ojekslot website resmi dan terpercaya. Berikut panduan bermainnya untuk anda.

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Mencari Tahu Kerja Mesin

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situs slot online terbaik dan terpercaya

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Ojekslot situs judi slot online juga slot joker123

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Produk judi slot saat ini telah semakin lebih barang-kali untuk dimainkan beserta bermain di situs ojekslot yang ialah web resmi dan nomor satu di Indonesia. Dari sini akan tersedia sangat banyak beragam sajian menarik yang harusnya bisa andaperoleh dengan mudah. Slot adalah sebuah permainan yang mana menggunakan perangkat dan tersedia hanya di gedung Sgd777 saja.

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Engaging, educational videos to help reinforce concepts taught in your classroom.

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Educational Hip-Hop Songs & Videos for All Subjects, K-12

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Flocabulary is a library of songs, videos and activities for K-12 online learning. Hundreds of thousands of teachers use Flocabulary’s educational raps and teaching lesson plans to supplement their instruction and engage students. Our team of artists and educators is not only committed to raising test scores, but also to fostering a love of learning in every child.

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It's time to improve literacy skills during social studies instruction and ensure that readers of all abilities have what they need to access grade-level social studies concepts.

Join us on Thursday, December 7 for a look at scaffolded materials that provide extra literacy support while building key social studies concepts and skills.

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Newsela | Content and assessment platform

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Content Aligned To National & State Standard, Flexible To Support Relevant Curriculum. Find the Perfect Piece Of Content For Lessons. Go beyond the book.

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Real-world math activities for students in all grade levels

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5.NBT.7 slant 5.OA.2 winter solstice HSS-IC.B.4 HSF-IF.C.8.b dollars spent to dollars earned cola per ounce HSN-RN Turkey total cost adding fractions with unlike denominators irrational numbers HSF.TF Starbucks HSF.IF.C.7.B Iditarod 5.MS Data conic surface area

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Make your own talking pictures!

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Helps students understand what they are reading

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Rewordify.com | Understand what you read

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Rewordify.com helps you read more, understand better, learn new words, and teach more effectively.

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cover and back

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People First

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Ghost Boy

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Kid President's Pep Talk to Teachers and Students!

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Providing daily standards-based instruction for learners with complex and multiple disabilities, such as autism and deaf-blindness, requires a variety of materials, strategies, and differentiation. Quality instruction cannot be provided without detailed, collaborative pre-planning . Planning is essential to the delivery of high quality instruction. Plans should include the identification of learning targets based on both academic standards and transition skills and concepts such as social emotional skills and life applied skills. Planning should include the integration of Universal Design, differentiation and individualized instructional strategies, tools and interventions. This section of the website provides guidance and resources as you plan to meet the needs of diverse learners across all learning environments (LRE's). Discussion will include unit planning, collaborative tiered planning (MTSS tiers of support), and daily planning. Co-planning is also addressed in further detail as it aligns with the Ohio Improvement Process (OIP) and State Professional Development Grant (SPDG) work around equity and inclusivity.

Important Concepts:

Planning for ALL students means that "tiers of supports" and instructional methods will be needed

Pre-planning directly aligns learning targets and standards to instruction and assessment

Planning should address and include both pre and post assessments, ensuring they are universally designed and tiered so all students can show what they know

Student specific accommodations, assistive technology (AT), and scaffolds should be included in tiered plans to ensure that individualized education program (IEP) requirements are met

Look to Science and Social Studies standards as they contain concepts that can guide unit themes at each grade level or grade band

Identify tools and materials for each lesson in advance so that they can be gathered and/or created ahead of time

Self-Check:

Are pre and post assessments accessible to all students so that they can each show what they know?

Are materials used in teaching each lesson individualized or adapted to meet the learner's needs/challenges and strengths?

Is the activity aligned to learning standards that are an age/grade match for all learners in the class?

Does the assessment measure student knowledge of the pre-determined learning target/standard?

How might having a plan change the outcomes for one or more students in the class?

Why are some students not participating or engaged in class activities? Could access to prepared materials change their ability to participate?

Planning Self-Assessment Checklist

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ohio center for autism and low incidence

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Ohio Center for Autism and Low Incidence

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Planning to Meet the Needs of Diverse Learners

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Providing daily standards-based instruction for learners with complex and multiple disabilities, such as autism and deaf-blindness, requires a variety of materials, strategies, and differentiation. Quality instruction cannot be provided without detailed, collaborative pre-planning . Planning is essential to the delivery of high quality instruction.

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cover and back

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cover and back

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cover and back

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Kid Snippets: "Math Class" (Imagined by Kids)

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Remember the Fibonacci sequence? It's a series of numbers in which each subsequent number is the sum of the previous two: 0, 1, 1, 2, 3, 5, 8, 13, 21, 34, 55, 89, and so on. One of the most fundamental concepts in mathematics, it is the basis for the Golden Ratio in architecture and nature, some financial markets, and is seen in the works of great composers such as Debussy and Bartok and in the novels of Dan Brown, Philip K. Dick, and Matt Reilly, among others.

Some students will be astounded to find so many Fibonacci numbers and their applications in their everyday world after just one introductory lesson from you. They will marvel at what was there all along, wondering why they had not seen them before. Other students, however, will not "tune in" so quickly and will need to study many Nautilus sea shells and pine cones before they see the sequence.

The differences between these two groups of students are many-fold: familiarity with the topic and reference points, neural development, language bias, and personal investment in school. Nevertheless, both groups of students are in your 47-minute, fifth period class, and worthy of developmentally appropriate instruction. What's a middle grades teacher to do?

Effective middle grades teachers know that one group size rarely fits all, so they use flexible grouping based on informed decisions. To guide their decisions about grouping, they can ask themselves the following questions:

Is this the only way to organize students for this learning? Do I always teach this way, and if so, why?

Where in the lesson could I create opportunities for students to work in small groups?

Would this part of the lesson be more effective as an independent or small-group activity?

Why do I have the whole class involved in the same activity at this point in the lesson?

Will I be able to meet the needs of all students with this grouping?

I've been using a lot of [insert type of grouping here-whole class, small group, or independent work] lately. Which type of grouping should I add to the mix?

If it's time for some flexible grouping in our lessons, we can group according to many different factors and structures, including whole class or half class, teams, small groups, partners, triads, quads, one-on-one mentoring with an adult or peer, learning centers, online wiki groups, readiness, interest, and learner profile.

Let's define those last three, in particular.

Readiness refers to how ready students are for more complexity in their lessons. As students develop proficiency, we move them into more challenging tasks, which may mean moving into differently focused or structured groups. Students struggling to read text appropriate for third graders shouldn't be asked to learn content by reading text written for eighth graders; students move on to negative exponents only after they understand exponents and reciprocals.

However, more complexity doesn't mean more workload. We change the nature of the task, not the quantity of the task. We don't give advanced students two labs to do, for instance, if the rest of the class is only doing one. Instead, we ask the advanced group to investigate something more complex than the rest of the class is investigating.

Interest refers to how we can help students learn the material in meaningful ways.

Learner profile refers to any factor that affects a student's learning: family situation, learning preferences, specific talents, cultural background, languages spoken in the home, economic stability or instability, access to technology, repeating or skipping a grade level, reading proficiency, and so on.

Making Sense

As we consider grouping students, two important cognitive science principles come to mind: 1) students learn best when information makes sense and is meaningful, and 2) there are two clear steps to every learning experience: accessing the information and processing the information. While these two principles intersect, when we consider flexible grouping, it's important that we consider them separately.

For example, in the initial "making sense" portion of a lesson, we often present information through lecture, demonstrations, videos, and assigned practice. Some students respond better to lecture than do others; some need to think individually before responding to the larger group; and some need to talk about a topic in order to understand it. Most students can learn through all three strategies but may achieve success sooner via one or more of them. We might form groups to meet these and other learning differences as students first begin to learn content.

To help students process the information into long-term memory, we may have to structure the groups differently-perhaps by interest, such as favorite sport, music group, or author. Students connect with and process the content when we help them see how it manifests in their lives: "I need to learn to read because I need to be able to read video game instruction manuals, posts on my social networking site, World of Warcraft magazines, and the rotating message signs on the front of city buses that I ride to and from school."

Offering different analogies and cultural references based on students' personal lives helps them remember the material and apply it in useful situations.

The research sections of the National Middle School Association website (www.nmsa.org) are full of presentations and citations about homogeneous versus heterogeneous grouping, as are the sites for other professional education organizations. In reviewing these sites and reflecting on current classroom practices, we find the wisest course is to keep classroom groups' membership dynamic, not static. We prefer semi permeable membranes. This means that we rarely maintain the same small group for a whole grading period, let alone a whole year. We're not afraid of temporary homogeneous grouping.

Being Flexible

We are vigilant in our formative assessments, too. If we discover that a student's assignment to one group is not working for him or the group, we give the student or group the tools to make it work or we move the student to another group. Kay Burke's What to Do with the Kid Who... (Free Spirit Publishing) has helpful advice regarding these tools.

We are usually thoughtful about students' group assignments, but sometimes we miss something or a variable doesn't turn up in the student's performance until he's with the group. Revising our decisions in light of the new evidence is better than adhering stubbornly to the original groupings.

If a student believes she has been placed in a group beyond her competence level and asks to be removed, we investigate to determine if we made a mistake in the group assignment or if the student just needs a vote of confidence or an additional tool to tackle the more complex tasks. If, upon investigation, the student's needs are better served by moving her to a slower paced, less-complex-task group, we move her.

Interestingly, she won't balk at the re-assignment nor will she feel like she is a slow learner, going to the "dummy" group. Students crave competence, and when they don't experience it, they shut down, looking for ways to escape. This need to escape is most commonly expressed in middle school with requests to get a drink of water, use the bathroom, or run an errand.

If a teacher has a classroom culture in which a subgroup within the class is considered the "dummy" group, it's time to suspend the curriculum and address the issue. Every person in the classroom, even the 4.0 students, should experience what it's like to be a complete beginner at something at least once a marking period. If students are not able to develop coping strategies for complex, difficult tasks in middle school when stakes are not so high, they won't develop the temperament and neural pathways for handling such demands in high school, college, and the working world where the stakes are much higher. For more on this, see my "Failure Preferred, Actually" column in the February 2009 issue of Middle Ground.

We also want to make sure students do not see differences in learning rate and style as weakness. Instead, students should recognize that all of us learn at different rates and in different ways, despite the fact that most schools are not designed to respond well to those who deviate-higher, lower, laterally-from the exact norm.

Grouping for Goals

Whatever we do, all groups must be doing respectful tasks-tasks that are developmentally appropriate, not busywork. For example, we don't tell students who can't identify historical themes in the Constitution to simply draw pictures of what is meant by each of the first 10 Amendments. Instead, we give them the tools to perceive those historical themes. Some of these tools are more concrete, while others are more abstract, but all of them focus on intended curriculum goals.

Even schools with predominantly one culture-social, national, economic, academic-are still abundantly diverse within those cultures. Some of those students need quiet reflection while others need interaction with others; some need more practice time than others; some can see the math applications in music and some will need specific analogies to make those connections clear. With these students, flexible grouping to maximize instruction is too important to receive only occasional attention. Instead, it's part of our weekly modus operandi.

Just like the Fibonacci sequence, re-grouping for flexible purposes weaves through much of our lives. And just like those numbers, each new learning is the sum of the previous learnings; those pairings and re-pairings matter. Orchestrated by informed, purposeful teachers, these groupings afford opportunities for student learning not to be missed.
Previously published in Middle Ground magazine, April 2010

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Flexible Grouping in the Classroom - AMLE

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Remember the Fibonacci sequence? It's a series of numbers in which each subsequent number is the sum of the previous two: 0, 1, 1, 2, 3, 5, 8, 13, 21, 34, 55, 89, and so on.

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HOW WHAT WHY

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Rita Pierson

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Every kid needs a champion | Rita Pierson | TED

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models demonstrated and discussed

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Handy chart containing UDL principles, guidelines and checkpoints

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Clearing the path for those with special needs, clears the path for ALL.

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Excellent Inclusion Information

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Making Collaboration Work in Inclusive High School Classrooms

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Making Collaboration Work in Inclusive High School Classrooms

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Recommendations for Principals

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Todd Rose/ Myth of Average

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The Myth of Average:  Todd Rose at TEDxSonomaCounty

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Great Book!

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Great Book!

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Great Book!

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Great Book!

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As a new teacher, I remember feeling overwhelmed by the wide range of abilities in my classroom. How was I supposed to meet all of my students' needs while simultaneously covering grade level content? As I learned more about differentiation, this became easier, but it still remained one of the most challenging aspects of teaching.

Now that I coach teachers in their first and second years, I can safely say that differentiation remains a huge challenge. I went out and asked the members of Teaching Channel's Coaching Think Tank to share their top differentiation strategies for new teachers. Check out these six tips for meeting the needs of diverse learners.

Equity Sticks

Autumn Bell, a math coach for Fresno Unified School District, recommends using equity sticks to randomly call on students during direct instruction. Autumn suggests that teachers plan a variety of different questions to ask. When calling on specific students, teachers can then ask them a question at their level. Autumn stresses that it's important to have high expectations for all students, but starting with leveled questions can help to build students' confidence in sharing their thoughts.

Sentence Frames

When supporting students to participate in discussions, Autumn shares how sentence frames can help students in answering questions. Michelle Rooks, an instructional coach for Teton County School District, also emphasizes the value of using sentence frames in both speaking and writing. The frames can give students a way to begin or access the task, and support all students' participation in the discussions and/or writing. Sentence frames also extend language skills and support organized thinking.

Multiple Ways to Express Understanding

All students are different, so why require them to all work on the same tasks? Stacy Davidson, an instructional mentor for Bellevue Public Schools, shares the importance of giving students different ways to respond to a task. Depending on their needs, students can respond verbally, through sketching, or by writing. When you're hoping to assess students' content rather than process knowledge, multiple ways of expressing understanding is key. Watch Learning Menus.

Share Air Time

During small group work, Stacy shares how teachers can use a colored cotton ball system to encourage equitable participation. Each student gets a set of colored cotton balls or cubes (one color per student), and put one of their balls in the center of the table every time they add to the discussion. Teachers can encourage groups to pay attention to the colors in the center, and to support each other in order to have a balance of colors. If a student hasn't contributed or has contributed very little, students can be supported to encourage their peer to join in. For example, they might say something like, "Amanda, do you have something to add?"

Excerpt Texts

According to Shelia Banks, an instructional coach for Jefferson Parish School District, excerpting texts can be a great way to meet the needs of diverse readers. Shelia shares how an excerpt from a complex text can be sufficient to give students access to the text. Struggling learners can work with shorter excerpts as long as the excerpt conveys the ideas and claims of the whole text. Shelia also shares how advanced learners can read longer texts, and suggests pairing those texts with additional texts representing contrary or similar information, expanding the students' access to claims and details.

Differentiate Rubrics

When creating rubrics to evaluate student performance, Shelia suggests differentiating rubric elements to meet the needs of all students. In one classroom, there will be a diverse mix of elements that need to be targeted for improvement. Some students may have mastered focusing on the task, but struggle with organizing their writing. Others may write well-developed papers, but lack focus. After identifying which rubrics elements certain students should focus on, Shelia suggests arranging students into homogeneous groups. These groups can work together to revise their papers using common rubric elements, and teachers can conduct mini writer's workshops based on what the groups need to grow.
What differentiation strategies have been working well for you?

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Meeting the Needs of Diverse Learners: Six Differentiation Strategies

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As a new teacher, I remember feeling overwhelmed by the wide range of abilities in my classroom. How was I supposed to meet all of my students' needs while simultaneously covering grade level content? As I learned more about differentiation, this became easier, but it still remained one of the most challenging aspects of teaching.

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Socrative empowers you to engage and assess your students as learning happens. Through the use of real-time questioning, result aggregation, and visualization, you have instant insight into levels of understanding so you can use class time to better collaborate and grow as a community of learners.

# data[].attributes.attachment_link.description
Socrative empowers you to engage and assess your students as learning happens. Through the use of real-time questioning, result aggregation, and visualization, you have instant insight into levels of understanding so you can use class time to better collaborate and grow as a community of learners.