"Agency in my class today is..."

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• Students have voice, choice, and ownership.

• They ask questions and guide our inquiries.

• They choose how to show their learning.

• They set goals and reflect on progress

Voice: Sharing your thoughts during class discussions.

Choice: Picking how you want to show what you’ve learned (drawing, writing, presenting).

Ownership: Setting goals and working hard to reach them.

• Choice – students have opportunities to make decisions about their learning and how they show their understanding.
  

• Empathy – students listen to and respect others’ ideas, working together with kindness.
  

• Responsibility – students take ownership of their actions, materials, and learning goals.

Agency in my class today is students use their voice to share ideas, have choice in how they learn and show their work, and take ownership by checking their progress and taking responsibility for learning.

Voice: Sharing their thoughts during class discussions.

Choice: Picking how they want to show what they have learned throughout the day.

Voice

Choice

Ownership

Students are actively involved and are given the choice how to show their learning.

Students are encouraged to set goals and reflect.

2. Learners taking small steps to show independence, like making choices and solving problems on their own.

3. Students being curious, asking questions, and showing me their learning in different ways.

4. My little ones showing confidence by trying, even if it’s new or tricky.

5. Giving learners the chance to explore, decide, and celebrate their own learning journey.

Anne Kristine Causinng - KG

Agency is sometimes implemented in my class.

• “Agency in my class today is students taking responsibility.”

• “Agency in my class today is students supporting each other.”

• “Agency in my class today is students sharing new ideas.”

• افتح Padlet واعثر على قسم مجموعتك.

• ضمن المجموعة، اختر موضوعًا من مادتك (مثال: الأعداد الأوّلية في الرياضيات).

• خلال 30 دقيقة، صمِّم خطة تدريس متمايز تتضمن:

  • الموضوع والمادة

  • استراتيجية التمايز المستخدمة

  • المواد/الأدوات التي سيستخدمها الطلاب

  • خطة التغذية الراجعة

  • استخدام البيانات: ما الأدلة التي ستجمعها وكيف ستتصرّف وفق إشارة المرور لديك في الحصة التالية (أخضر/كهرماني/أحمر)

• قدِّم عملك في 3 دقائق أو أقل.

• انشر عملك في قسم Padlet المخصّص.

Place Value – Mathematics (Grade 4)

Differentiation Strategy:

• By Readiness (tiered tasks: concrete → pictorial → abstract)

• By Process (choice of strategy: manipulatives, visuals, expanded notation)

🌍 Provocations (to spark curiosity)

• Green (Confident learners): “Why does the number 4,526 mean four thousand five hundred twenty-six, and not forty-five twenty-six?”

• Amber (Developing learners): “If you saw the number 2,305 in the newspaper, how would you show it using a place value chart?”

• Red (Struggling learners): “If I give you $34, how can you show this with notes and coins?”

📌 Materials Students Will Use

• Base-ten blocks / place value charts

• Digit cards (to build numbers)

• Counters or cubes

• Whiteboards/markers

• Differentiated worksheets (color-coded levels)

📝 Practical Real-Life Examples & Tiered Tasks

Green (Confident learners – Abstract / Independent)

• Road sign: “The town is 4,526 km away.” → What is the value of the 5?

• Solve: “A concert had 7,342 people. How many are in the hundreds place?”

• Extension: Write a shopping bill total as digits and words (e.g., $1,347 = one thousand three hundred forty-seven dollars).

Amber (Developing learners – Visual / Supported)

• Use a place value chart to break down: “2,305 new books in the library.”

• Represent 3,241 with base-ten blocks: 3 thousands, 2 hundreds, 4 tens, 1 one.

• Match digit cards to real-life numbers (bus numbers, phone numbers, room numbers).

Red (Struggling learners – Concrete / Hands-on)

• Count money: Show $34 using 3 ten-dollar notes and 4 one-dollar coins.

• Group counters into hundreds, tens, and ones when asked to show 142.

• Compare two numbers: “Which is bigger — 54 seats in the cafeteria or 540 seats in the auditorium?”

🔄 Feedback Plan

• Teacher circulates, giving immediate verbal feedback.

• Mini whiteboard checks: e.g., “Build the number 4,206.”

• Exit ticket: “The number of students in our school is 1,248. What digit is in the hundreds place?”

📊 Data Use (Traffic Light System)

• Green (Confident): Identifies, builds, and decomposes numbers independently → Next lesson: compare and order larger numbers.

• Amber (Developing): Understands with visual/pictorial support → Next lesson: practice with base-ten charts before abstract tasks.

• Red (Struggling): Misidentifies place value → Next lesson: re-teach using manipulatives and guided practice.

Differentiated Instruction Plan (French)

Topic and Subject:

French – Family Members (maman, papa, frère, sœur, etc.)

Differentiation Strategy used:

Beginners: Match family words with pictures (flashcards).

Intermediate: Write short sentences (J’ai une sœur. Mon père s’appelle Ali.).

Advanced: Create a mini family tree and present it to a partner.

Materials students will use:

Flashcards, worksheets, mini whiteboards, paper for family trees.

Feedback plan:

Teacher asks quick questions (Qui est-ce ?) and corrects.

خطة درس لغة عربية – KG

الموضوع: الحروف – حرف ب

الصف: KG

1. الأهداف التعليمية

• أن يتعرف الطفل على شكل حرف ب.

• أن يميز صوت حرف ب في أول الكلمة.

• أن يذكر كلمات تحتوي على حرف ب.

2. إستراتيجية التمايز (Differentiation Strategy)

• المتعلمون البصريون: مشاهدة بطاقات وصور تبدأ بحرف ب (بطة – باب – بصل).

• المتعلمون السمعيون: سماع أغنية عن حرف ب وترديد الصوت مع المعلمة.

• المتعلمون الحركيون: تشكيل حرف ب باستخدام المعجون أو بأجسامهم.

• المتعلمون المتقدمون: تكوين جملة قصيرة فيها كلمات بحرف ب.

• المتعلمون الذين يحتاجون دعم: مطابقة الحرف مع صورته أو تلوين دائرة فيها حرف ب.

3. المواد المستخدمة

• بطاقات حرف ب + صور

• أغنية قصيرة (فيديو/صوت)

• معجون/صلصال

• أوراق تلوين

4. خطة التغذية الراجعة (Feedback Plan)

• مديح وتشجيع فوري (ملصقات/تصفيق).

• أسئلة قصيرة: “ما اسم هذا الحرف؟ أعطيني كلمة تبدأ بحرف ب.”

• مشاركة جماعية: كل طفل يرفع البطاقة الصحيحة عند سماع صوت الحرف.

5. استخدام البيانات (Data Use)

• Green (أخضر): الأطفال الذين يتعرفون على الحرف بسرعة → أنشطة إثرائية (تكوين كلمات/جمل).

• Amber (برتقالي): الأطفال الذين يتعرفون على الحرف بصعوبة → أنشطة تكرار وترديد مع الأغنية.

• Red (أحمر): الأطفال الذين لم يميزوا الحرف → جلسة دعم فردية مع بطاقات وصور إضافية.

Mr. Mohammad Hosny

Mr Osama

Ms Hebah

Ms Doha

Ms Rama

Ms Bashayer

Ms Arwa

Ms MohimenMs Manal

Ms Rima

Ms Amani

Ms Tahani

1. Warm-Up (5 minutes)
• Sing a number song (e.g., “One, Two, Buckle My Shoe”).
• Count fingers together, “Let’s count 1–5!”

2. Presentation (10 minutes)
• Show number flashcards (1–5).
• Say the number and show with fingers.
• Use real objects (5 blocks or toy animals). Example: “This is number 3. Look1, 2, 3 blocks.”

3. Activity (10 minutes)
• Option A (Sorting): Give kids small counters (beans, buttons, or toys). Ask them to put the right number on mats/cards (e.g., “Put 2 on number 2”).
• Option B (Hop & Count): Place numbers 1–5 on the floor. Children jump to the number you call.

4. Wrap-Up (5 minutes)
• Quick review game: Hold up a card and let children shout the number.
• End with clapping: “Let’s clap 4 times together 1, 2, 3, 4!”

Differentiation:
• Some children count with support, others count independently.
• Advanced children can try numbers 6–10.

Materials:
• Number flashcards (1–5)
• Blocks/toys/buttons for counting
• Floor number cards

I will provide more opportunities for student-led discussions and allow students to set personal learning goals for our next writing project.

Most of the time we differentiate the amount of work given to the emerging students. We should focus on different strategies to assist the emerging students rather than only lessening the workload.

This session has motivated me to think of different strategies I can implement in my classroom to assist and extend all of my students.

Anne Kristine Causing - KG

Using various strategies to tap in on how lessons can be changed to suit all students and how this data can be used to create future meaningful lessons. In addition, how resources can be re-used.