Enter 2 Questions you have

Enter 1 thing you would like to take forward to your departments

Discuss key terminology:

Equity Education

Respectful Tasks

Flexible Grouping

Zone of Proximal Development

Case Study 1: High School English Literature Class

Scenario: In a 10th-grade literature class, the teacher recognizes the diverse reading levels and ability of students. The teacher bases this understanding on the summative assessments he/she has conducted.

Differentiated Task: The teacher assigns tasks such as

Short Answer, Personal Opinion questions as a starter activity for all students. He/ She then assigns the following: 1. Research-based exploration on thematic analysis and poetic devices (GnTs),

2. Inferring Author's intent and purpose (HAs),

3. List themes and Poetic Devices, or basic research on historical context of the poem (LAs).

Case Study 2: Art Class

Scenario: An art teacher in a 3rd-grade class has students with varying motor skills.

Differentiated Task: The teacher asks students with less refined motor skills to first focus on drawing straight lines, while others get to draw a model aeroplane.

Case Study 3: EIP

Scenario: In a 9th-grade EIP project, the teacher offers a group project with different roles based on the learning profile.

Differentiated Task: The roles offered to students are as follows:

1. Project Manager

2. Collaboration Manager

3. Technology and Media Specialist

4. Research and Development Manager

5. Product Manager

1. The Zone of Proximal Development

   OR

2. A respectful task for all groups of students.

Based on your responses, the learning pathways are as follows:

1. Pairs - Resources - Do - Exit Slip (Back of the class)

2. Group (<3/5) - Knowledge - Resource - DO - Exit Slip

3. Group (>3/5) - Understanding - Do - Exit Slip

• are based on the same learning goal

• are focused on essential understandings

• require students to think critically and/or creatively

• require students to work just beyond their current readiness

• can be assessed with the same criteria

• differ in depth and complexity

  Example in psychology :

• Learning about Hormones: all students have to understand the basic functions of hormones and the manner in which they impact human behaviour.

• students are assigned the task: You have developed a Hormone -in-a-pill. Create a compelling argument advocating the use of this pill stressing on the importance/ use/ key features of this hormone.

• students are assessed with the same criteria; they can decide which manner they want to collect information in and which manner they present their learning

• the current readiness level is just that they are learning to gather information and are learning to apply information using their prior learning ( role of neurotransmitters; critical review of research; applying ethical principles in research)

• simple to complex levels: basic facts, nature , functions etc to a discussion on the complex interplay between hormones and behaviour.

Pre- Assessment:

1.Assess the student's prior knowledge of Arabic vocabulary related to family members.

2.Determine which vocabulary they already know and understand.

Identifying ZPD: Identify a set of new family-related vocabulary words that are slightly beyond the student's current understanding but can be grasped with assistance.

Instructional Strategies:

1.Scaffolding Techniques: Introduce the new words by providing contextual clues, visuals, or associations. For example, show pictures of family members and label them in Arabic.

2.Interactive Activities: Engage the student in interactive activities. Create a family tree together, using the new vocabulary. This collaborative task can provide the necessary support within the ZPD.

3.Peer Collaboration: Pair the student with a peer who has a similar language proficiency level. Encourage them to discuss and practice the new vocabulary together.

4.Feedback and Adjustments:

1. Continuously monitor the student's progress and provide immediate feedback.

2. Adjust the level of support based on the student's responses. If they are struggling, offer more guidance; if they are excelling, provide opportunities for independent practice.

5.Independent Practice:

1. Once the student demonstrates a good understanding of the new family-related vocabulary with support, encourage independent practice. This could include writing short sentences about their own family in Arabic.

6.Extension Activities:

1. For students who quickly grasp the new material, provide extension activities that challenge them further. This might involve more complex sentence structures or exploring cultural aspects related to family in Arabic-speaking countries.

1. For visual learners a flow chart is shown which can be converted to a Java code.

2. For students with strong verbal skills, an algorithm (basically instructions written in simple language) is shown which can be converted to a Java code.

3. If the students are not comfortable or confident with writing codes at this point in time, they will be asked to remove the errors from the given code.

In all the above cases, students will be allowed to refer their Java programming notes to understand the syntax of the java statements.

task 1 - Collaborate to make the model in the given time - two students will be making phospholipid bilayer; another will make proteins; another will make cholesterol and glycoproteins.

Task 2 - Each student will demonstrate one type of movement - diffusion, facilitated diffusion, osmosis, active transport.

a) read the question and understand the data given

b) find what is required --- for those with basic understanding

c) what will be the process

d) complete the process----for those who know more than the basic

e) find the requirement

f) check if it is maxima or minima ---advance learners