Advanced Organizer 3 by Mallory Puckett https://padlet.com/mallory_puckett12/im328gsc4myu SED 402- Mallory Puckett en-us 2016-09-05 23:58:20 UTC 2016-09-08 17:51:55 UTC hello@padlet.com Differentiated Instruction mallory_puckett12 https://padlet.com/mallory_puckett12/im328gsc4myu/wish/121646565 2016-09-06 00:00:09 UTC https://padlet.com/mallory_puckett12/im328gsc4myu/wish/121646565 Why do we need differentiated instruction? mallory_puckett12 https://padlet.com/mallory_puckett12/im328gsc4myu/wish/121646651 There are multiple ways for students to reach a goals and master content. As teachers, we have to realize that students are different and not all students learn the same.  We need differentiated instruction to reach out to all the unique needs students in our classes.]]> 2016-09-06 00:01:16 UTC https://padlet.com/mallory_puckett12/im328gsc4myu/wish/121646651 6 Scaffolding Strategies to Use With Your Students mallory_puckett12 https://padlet.com/mallory_puckett12/im328gsc4myu/wish/121646687 2016-09-06 00:01:53 UTC https://padlet.com/mallory_puckett12/im328gsc4myu/wish/121646687 How will I apply this to my own teaching? mallory_puckett12 https://padlet.com/mallory_puckett12/im328gsc4myu/wish/121646774 We can use students' prior educational and personal experiences, interests, readiness levels, and motivations to differentiate instruction.]]> 2016-09-06 00:03:17 UTC https://padlet.com/mallory_puckett12/im328gsc4myu/wish/121646774 What is scaffolding? mallory_puckett12 https://padlet.com/mallory_puckett12/im328gsc4myu/wish/121646809 When you scaffold instruction, you're breaking it down into pieces and teaching piece-by-piece. Each piece has its own tool or activity to pair along with it. ]]> 2016-09-06 00:03:42 UTC https://padlet.com/mallory_puckett12/im328gsc4myu/wish/121646809 How can I apply this to my own teaching? Six strategies to make a note of: mallory_puckett12 https://padlet.com/mallory_puckett12/im328gsc4myu/wish/121646832 1. Show & Tell:
Demonstrate what you are teaching. Provide a visual.

2. Tap Into Prior Knowledge:
Ask students to share their experiences or ideas.  Help make the content relevant to their lives.

3.  Give Time to Talk:
Students need time to process information and share it with others.

4. Pre-teach Vocabulary:
Introduce vocabulary to students through photos, and in context of things they are interested in. Don't use dictionaries until you've given the students a chance to be introduced to vocabulary and discussed it with them.

5. Use Visual Aides:
Graphic organizers, pictures, and charts are very helpful.  These are NOT products, but tools used to learn.

6.  Pause, Ask Questions, Pause, Review:
Check for understanding.  If students struggle with answering questions, give them time to discuss with their neighbors and then review.

]]> 2016-09-06 00:03:57 UTC https://padlet.com/mallory_puckett12/im328gsc4myu/wish/121646832 Student Learning Groups mallory_puckett12 https://padlet.com/mallory_puckett12/im328gsc4myu/wish/121646930 2016-09-06 00:05:19 UTC https://padlet.com/mallory_puckett12/im328gsc4myu/wish/121646930 Heterogenous Grouping vs. Homogeneous Grouping:  What does it all mean? mallory_puckett12 https://padlet.com/mallory_puckett12/im328gsc4myu/wish/121648339 Homogeneous groups consist of students who are all on the same level of ability.
Example: A group of students who have a "B" average in their Algebra class working together.

Heterogeneous groups consist of students who represent each level of ability in the classroom.
Example: A group of 3 students work together on a group project in their English class. One student has an "A" in the class, the second has a "B," and the third student has a "C" average.]]> 2016-09-06 00:20:05 UTC https://padlet.com/mallory_puckett12/im328gsc4myu/wish/121648339 How do I decide which type of grouping to use? mallory_puckett12 https://padlet.com/mallory_puckett12/im328gsc4myu/wish/121648411 First, think about the purpose of the activity. Do you want struggling students to get help? Heterogenous groups are best. Do you want students at the middle ability level to work at a high standard? You should use homogeneous groups for that.]]> 2016-09-06 00:20:26 UTC https://padlet.com/mallory_puckett12/im328gsc4myu/wish/121648411 Ability & Instructional Grouping mallory_puckett12 https://padlet.com/mallory_puckett12/im328gsc4myu/wish/121648570 2016-09-06 00:21:57 UTC https://padlet.com/mallory_puckett12/im328gsc4myu/wish/121648570 Grouping by Ability: Heterogenous Groups and their Expectations mallory_puckett12 https://padlet.com/mallory_puckett12/im328gsc4myu/wish/121648738 Group work should be both challenging and meaningful. Students should each have a role in the group and work cooperatively. Teachers should observe all groups and monitor progress.]]> 2016-09-06 00:23:52 UTC https://padlet.com/mallory_puckett12/im328gsc4myu/wish/121648738 Scaffolding is NOT... mallory_puckett12 https://padlet.com/mallory_puckett12/im328gsc4myu/wish/121649354 Scaffolding is not differentiation, but they work well together. Scaffolding is the first step to instruction- what you do to follow up on instruction is differentiation. This can include modifying an assignment or providing an alternative assignment.]]> 2016-09-06 00:29:38 UTC https://padlet.com/mallory_puckett12/im328gsc4myu/wish/121649354 Group Guidelines mallory_puckett12 https://padlet.com/mallory_puckett12/im328gsc4myu/wish/121653564 1. Each member of the group has to be included. 

2. Each member of the group should have their own job.  The task assigned to them is vital to completing the assignment.

3.  Each member of the group must work to complete the task.

4. Each member of the group is held accountable individually, and each group is accountable collectively.]]> 2016-09-06 01:15:44 UTC https://padlet.com/mallory_puckett12/im328gsc4myu/wish/121653564 How can I use it?  Three Types of Grouping. mallory_puckett12 https://padlet.com/mallory_puckett12/im328gsc4myu/wish/121660944 1. Problem-Solving Partnerships
There should be two to three students working in a small group together. The assignment should be short and shouldn't take longer than one or two class periods.  The assignment should have multiple correct solutions, allowing students to discuss their choices and any misconceptions.  New ideas and concepts are shared between students in the group and the whole class.

2.  Cooperative Teams
There should be three to four students in the group. The assignment should take several days or up to a few weeks to complete. Each student should equally contribute to the group assignment and have a clear task within the group.  The group should be fully aware of expectations and cooperate with one another.

3. Collaborative Groups
There should be anywhere from three to six students in each group. The assigned work can take a few short days or up to an entire month to complete. The project can be open-ended and cover a large span of material. Student roles within the group are more flexible and communication between group members is important. Suggestions for improvement and peer evaluations are useful. ]]> 2016-09-06 02:15:23 UTC https://padlet.com/mallory_puckett12/im328gsc4myu/wish/121660944 Flexible Grouping mallory_puckett12 https://padlet.com/mallory_puckett12/im328gsc4myu/wish/121664162 2016-09-06 02:36:32 UTC https://padlet.com/mallory_puckett12/im328gsc4myu/wish/121664162 What is Flexible Grouping? mallory_puckett12 https://padlet.com/mallory_puckett12/im328gsc4myu/wish/121664454 When teachers are flexible with grouping, students are grouped and regrouped based on specific goals, activities, and individual needs.  ]]> 2016-09-06 02:38:24 UTC https://padlet.com/mallory_puckett12/im328gsc4myu/wish/121664454 Teacher-Led Groups:  How can I use them? mallory_puckett12 https://padlet.com/mallory_puckett12/im328gsc4myu/wish/121928665 Teacher-led groups are the most common type of grouping used in classrooms today. Teacher-led groups are efficient for introducing content and making conclusions. You can also give individual attention or instruction to the entire classroom based on the findings of smaller groups.  There are three types of using teacher-led groups:

 1.  Whole-Class Instruction
This can help identify students' prior knowledge and set a baseline for learning.

2.  Small-Group Instruction
Small groups can help teachers work with students who have similar needs.

3.  Students Working Alone in Teacher-Directed Activities
Individual work can help students refine their responses.  Then, they can share their work in a group.  ]]> 2016-09-06 19:11:16 UTC https://padlet.com/mallory_puckett12/im328gsc4myu/wish/121928665 Student-Led Groups:  How can I use them? mallory_puckett12 https://padlet.com/mallory_puckett12/im328gsc4myu/wish/121935489 Students control how the group functions and make decisions. They encourage students to take responsibility for their own learning. Student-led groups model "real life" situations and allow students to collaborate to solve problems, use social skills, and develop confidence in their own abilities. There are three types of student-led groups:

1.  Collaborative Groups
Team effort motivates students to share with one another and help one another. Collaborative group options:  Circle Sharing and Four Corners.

2. Performance-Based Groups
Students are grouped based on similar needs, not performance levels. They are used to develop certain skills or concepts with students.  Performance-based group options:  Group Study and Interview for Options.

3. Student Dyads or Pairs
Students work with a peer.  Student Dyad or Pairs options:  Partner Turns and Think, Pair, Share.]]> 2016-09-06 19:37:04 UTC https://padlet.com/mallory_puckett12/im328gsc4myu/wish/121935489 Anchor Activities mallory_puckett12 https://padlet.com/mallory_puckett12/im328gsc4myu/wish/121939294 2016-09-06 19:54:17 UTC https://padlet.com/mallory_puckett12/im328gsc4myu/wish/121939294 Metacognition Strategies for Instruction mallory_puckett12 https://padlet.com/mallory_puckett12/im328gsc4myu/wish/121939351 2016-09-06 19:54:39 UTC https://padlet.com/mallory_puckett12/im328gsc4myu/wish/121939351 What is Metacognition? mallory_puckett12 https://padlet.com/mallory_puckett12/im328gsc4myu/wish/121939534 Metacognition involves learning the ways you learn, and the best strategies that will help you learn new things. It sounds complicated, but some even refer to metacognition as "thinking about thinking." With metacognition, you can become aware of how you learn and take charge of your own learning]]> 2016-09-06 19:55:38 UTC https://padlet.com/mallory_puckett12/im328gsc4myu/wish/121939534 What are Anchor Activities? mallory_puckett12 https://padlet.com/mallory_puckett12/im328gsc4myu/wish/121995064 Think of anchor activities as independent assignments that have an extended due date. Students complete these ongoing tasks throughout a unit, semester, or grading period.]]> 2016-09-07 03:22:17 UTC https://padlet.com/mallory_puckett12/im328gsc4myu/wish/121995064 How can I use anchor activities? mallory_puckett12 https://padlet.com/mallory_puckett12/im328gsc4myu/wish/121996130 You could have each student work independently on their anchor activity, but you can also use anchor activities to create groups in your classroom. While half of the class works on anchor activities, you can work with the other half of the class on another activity or more instruction. You could create as many groups as you want and rotate the tasks.]]> 2016-09-07 03:33:48 UTC https://padlet.com/mallory_puckett12/im328gsc4myu/wish/121996130 How should I plan for anchor activities? mallory_puckett12 https://padlet.com/mallory_puckett12/im328gsc4myu/wish/121997201 The expectations for an anchor activity should be clear. Prior to assigning the activity, you should teach the tasks and practice what students will need to know to complete it. 
  • You need to decide how the activity will be monitored. Will there be a portfolio check, learning journals, teacher & student conferences, or peer reviews?
  • Decide how the activity will be graded.  How many points is it worth? It is a percentage of the students' final grade?  Will you create a checklist or a rubric to guide the students? 
]]> 2016-09-07 03:46:31 UTC https://padlet.com/mallory_puckett12/im328gsc4myu/wish/121997201 Types of Metacognition mallory_puckett12 https://padlet.com/mallory_puckett12/im328gsc4myu/wish/121999685 Most researchers agree that there are two main divisions of metacognition: Knowledge of cognition and regulation of cognition.

1.  Knowledge of Cognition:
Knowledge of what factors influence your learning, what strategies work for you, and what strategies to use based on specific situations that occur.

2.  Recognition of Cognition:
Planning and setting goals, tracking your own learning, and self-evaluation. 

]]> 2016-09-07 04:15:35 UTC https://padlet.com/mallory_puckett12/im328gsc4myu/wish/121999685 Metacognition Strategies:  How can I use it in my classroom? mallory_puckett12 https://padlet.com/mallory_puckett12/im328gsc4myu/wish/122000727 1. Encourage students to ask questions
2.  Foster self-reflection
3.  Encourage self-questioning
4. Teach strategies daily
5. Promote autonomous learning- Encourage challenging learning experiences
6. Provide access to mentors- these can include peers who are more advanced
7. Solve problems with a team- Cooperative learning and problem solving
8. Think aloud- Encourage students to report on their progress
9. Self-explanation
10. Provide opportunities for making errors- learn from your mistakes ]]> 2016-09-07 04:28:18 UTC https://padlet.com/mallory_puckett12/im328gsc4myu/wish/122000727 What can I differentiate? How? mallory_puckett12 https://padlet.com/mallory_puckett12/im328gsc4myu/wish/122149681 1. Content:  WHAT you teach.
  • Create learning targets from your standards, develop essential questions, highlight knowledge, skills, and understanding, and then differentiate the content based on student readiness.  
  • Provide student choice, use a variety of instructional materials and resources, or use leveled resources.

2.  Process:  HOW you teach.
  • Have students teach one another and collaborate, lead guided practice, and have discussions about what you are learning.  Lecture alone is ineffective.

3. Product:  The end result of what you teach.
  • This is how we know that students understand what we have taught them.  Teachers need to identify the essentials of the content- what is it that students MUST know?  Products should be relevant, measurable, and observable.
  • Modify and differentiate multiple versions of the assignment for various levels of student readiness, interests, or learning profiles. 
  • Decide on the scaffolded instruction you may need to incorporate- storyboards, timelines, revisions.
  • Coach for success! We want all students to succeed. Monitor the students and keep track of their pro
]]> 2016-09-07 15:24:39 UTC https://padlet.com/mallory_puckett12/im328gsc4myu/wish/122149681 Low-Prep Strategies mallory_puckett12 https://padlet.com/mallory_puckett12/im328gsc4myu/wish/122163755 Homework options
Books & materials choices
Reading buddies
Multiple prompts
Flexible seating
Think-Pair Share]]> 2016-09-07 15:51:12 UTC https://padlet.com/mallory_puckett12/im328gsc4myu/wish/122163755 High-Prep Strategies mallory_puckett12 https://padlet.com/mallory_puckett12/im328gsc4myu/wish/122163851 Peer tutoring 
Independent study
Multiple rubrics/assessments
Community mentors
Stations
Teams, games & tournaments]]> 2016-09-07 15:51:24 UTC https://padlet.com/mallory_puckett12/im328gsc4myu/wish/122163851