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Readiness

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differentiating content, process and product

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Challenge is always, always individual.

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More independent planning, designing and monitoring-more agency.

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(the) equalizer

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Plan so that you stretch a student with his or her strong points [...] and support the student in his or her weaker areas [...]

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Use the 'equalizer' tool as a guide to help differentiate content, process, and product.

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use readiness level as a focus

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Timing

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"When modeling has served its purpose for a student, the teacher needs to remove the "training wheels" . I plan on giving students more open-ended opportunities when they are ready for them.

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Your students' sense of self-efficacy comes from recognizing their power after accomplishing something they first thought was just "too big" for them.

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Challenge is always, always individual

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Playing by ear

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Instincts

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“Teach up” and plan so that you encourage your students to “work up”

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Designing and implementing lessons that grow student independence. The have the independence across the 4 stages:
1. Skill building
2. Structures independence
3. Shared independence
4. Self-guided independence
Every child is different and therefore everystage  will be different for each child. With continued modeling from teachers and peers, a greater culture of independence should occur over time.

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Readiness

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Challenge is always, always individual

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Plan so that you stretch a student with his or her strong points and support the student in his or her weaker areas.

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To continue to monitor student progress in order to modify free play and instruction to meet student needs

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Transformational

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Stretch and bend an idea

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Differentiate instruction in my classroom based on the readiness levels of my students. 

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Differentiate instruction in my classroom based on the readiness levels of my students. 

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Simple to complex: students need to see the big picture of a topic without many details (to achieve a basic framework of understanding)

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Simple to complex: students need to see the big picture of a topic without many details (to achieve a basic framework of understanding)

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Independent

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"playing by ear"

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Beyond

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Genuine Challenge

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Our best teaching happens when we give students a genuine challenge and then help them successfully meet it.

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It helps to have a comprehensive guide for planning,and monitoring the effectiveness of differentitated lessons.

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Yakira Teacher led and student led workshops in all areas of learning. 

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Yakira Teacher led and student led workshops in all areas of learning. 

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Readiness

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Achieve the optimal balance

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A task that's a good match for student readiness extends tat student's knowledge, understanding, and skills a bit beyond what the student can do independently.

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I want to shift from a skill building and structured independence style to a more shared independence. I want to allow students to have the opportunities to show their independence and understanding.

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Readiness

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Continuum & Skills

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Matching pacing to students' needs

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Readiness, interest, and learning profile

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A task that's a good match for student readiness extends that students knowledge, understanding, and skills a bit beyond what that student can do independently.

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Using the equalizer tool to move students through the continuum as their readiness levels change and develop.

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Students need to become familiar with key information or material about an area of study before they can successfully look at its implications, meanings, or interrelationships

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competency

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...beyond their particular “comfort zones”...

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Supporting students in stretching to achieve their next level of competency.

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Expert teachers often do the equivalent of “playing by ear” when they differentiate instruction in their classrooms based on the readiness levels of their students.

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readine

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...differentiate instruction according to student readiness...

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A task that's a good match for student readiness extends that student's knowledge, understanding, and skills a bit beyond what the student can do independently.

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Differentiating the product.

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Students should always have to run ideas through their minds and figure out how to use them.

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Students should always have to run ideas through their minds and figure out how to use them.

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Strategy "Dependent to Independent": help students develop independence and move from a more concrete "skeletal" understanding to be able to work at a deeper and more abstract level.

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Strategy "Dependent to Independent": help students develop independence and move from a more concrete "skeletal" understanding to be able to work at a deeper and more abstract level.

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pitching

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appropriate challenge levels for students' current point of development

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Challenge

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Students need to delve into the meanings of stories not just the events.

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Push students a little beyond their comfort zone and then provide support in bridging the gap between the known and unknown.

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Scaffolding instruction supports students and extends readiness

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Scaffolding instruction supports students and extends readiness

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Debra - One readiness is scaffolding instruction so that it challenges the student enough to reach the next level.

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Debra - One readiness is scaffolding instruction so that it challenges the student enough to reach the next level.

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...they are not proficient, they often need to practice...

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...they are not proficient, they often need to practice...

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When students encounter an idea that is new to them or a skill with which they are not yet proficient, they often need to practice it in a manner that's similar to the way they experienced the idea or skill in class.

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When students encounter an idea that is new to them or a skill with which they are not yet proficient, they often need to practice it in a manner that's similar to the way they experienced the idea or skill in class.

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depth

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Readiness

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"Working with concrete information should open a door for meaningful abstraction later:

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playing by ear

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Building skills with students in order for them to complete tasks that are more open-ended.

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Having the students reflect upon and graph their progress since Septemeber.

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Having the students reflect upon and graph their progress since Septemeber.

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A task that's a good match for student readiness extends that student's knowledge, understanding, and skills a bit beyond what the student can do independently.

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Bridge

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Bridge the gap

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Varied ways to express learning (including on assessments)

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Teach up

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Teach up and plan so that you encourage your students to work up

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Differentiated

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Structured independence

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Creating lessons where students are independent and accountable.. learning contracts, menus, personal agendas, tic-tac-toes or learning tickets

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Curriculum that is good for students pushes them a bit beyond what they find easy or comfortable.

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Strategies that will help student build their own skills at their own pace in order to achieve their full potential.

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Development

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"Appropriate challenges...ongoing development"

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Adapt

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optimal balance

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Readiness

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Plan so that you stretch a student with his or her strong points [...] and support the student in his or her weaker areas [...].

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[...] be ready to match students to tasks that will stretch them.

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[...] be ready to match students to tasks that will stretch them.

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Shared independence

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Challenge is always, always individual.

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Multifaceted

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differentiated

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...ongoing challenges...