https://padlet.com/jbhunt/41lrayoajtuv en-us 2017-05-01 14:45:56 UTC 2026-03-14 11:20:02 UTC hello@padlet.com tlozolins https://padlet.com/jbhunt/41lrayoajtuv/wish/170474024
When doing projects I give them several options on what format they can turn it in. Also, in PE we may differentiate by using a different size ball, changing the rules. When teaching I use varies ways to teach a lesson, I may use technology, I may just talk, I also, try to slow the pace down for certain classes.]]> 2017-05-08 11:16:35 UTC https://padlet.com/jbhunt/41lrayoajtuv/wish/170474024 jlstrickler https://padlet.com/jbhunt/41lrayoajtuv/wish/170484114 With 3 different sections of English, and multiple ability levels in each section, I have differentiated more this year than my (few) others combined. I've used NewsELA quite a bit to pull the same passage at various levels, and actually copied them into Google Docs to further edit for clarity. I've just checked out two of the links-- Rewordify and SAS Writing Revision-- these look like fantastic tools to implement immediately! 

I have found this year while teaching split block students, their awareness of what most of us would consider "common knowledge", is missing. That has been an unexpected, but added, piece of differentiation. For example, we are currently reading Drums, Girls & Dangerous Pie, and the main character, Steven, used the phrase "get some OJ" in a sentence. Later in the block, as students were self-identifying unfamiliar vocabulary words, I had 3 students who didn't know what OJ meant. Unfortunately, there were no context clues to help them understand this phrase, but it's stopping to explain these details which is helping them both comprehend, as well as expand their "worldly knowledge". ]]> 2017-05-08 12:15:11 UTC https://padlet.com/jbhunt/41lrayoajtuv/wish/170484114 kkevans https://padlet.com/jbhunt/41lrayoajtuv/wish/170488251 I have been all about the idea of choice this year, and really intrigued by the concept of choice-based learning. Giving students choices helps them select something within a range where they feel comfortable working and learning. This also takes the spotlight off those students that might normally receive an assignment with an altered format to meet their needs. When students have choice, there is no real distinction that one student may be working at a higher level than another, except of course to the teacher. ]]> 2017-05-08 12:36:27 UTC https://padlet.com/jbhunt/41lrayoajtuv/wish/170488251 kmmartin2 https://padlet.com/jbhunt/41lrayoajtuv/wish/170555030 For my advanced students, I have a unit that is designed around student choice and scaffolded learning. I have the class read a novel together to set up a common talking point. The students then select a novel to read from a list of five all ranging in lexile levels, length, content, and genre. However, all five novels relate back to themes present in the whole class novel. Students are able to become masters of their own content at the level and pace that best suits their instructional levels. It is really amazing to see the kind of development and growth that takes place during this unit. ]]> 2017-05-08 16:15:14 UTC https://padlet.com/jbhunt/41lrayoajtuv/wish/170555030