https://padlet.com/sk8ergrl989/j4dq3wrnbrx8 A summation of the things I've learned by reviewing the information provided to me. en-us 2016-09-10 02:44:48 UTC 2025-04-21 17:27:25 UTC hello@padlet.com sk8ergrl989 https://padlet.com/sk8ergrl989/j4dq3wrnbrx8/wish/122903161 There are 4 main ways of student learning, although there are many names for each type: ]]> 2016-09-10 02:59:58 UTC https://padlet.com/sk8ergrl989/j4dq3wrnbrx8/wish/122903161 sk8ergrl989 https://padlet.com/sk8ergrl989/j4dq3wrnbrx8/wish/122903978 There are many tools to determine how students learn, and build their learning profiles: 

◊ Journals
◊  Games
◊ Checklists
◊ Observation
◊ Personal Surveys/Assessments

Teaching Meta-cognition Skills also helps, as it teaches students to take charge of their own learning. When students learn how they learn, and learn how to help themselves learn, it can be partnered with differentiation to ensure that the teacher and the students are doing everything they can to learn according to the individual.

]]> 2016-09-10 03:33:58 UTC https://padlet.com/sk8ergrl989/j4dq3wrnbrx8/wish/122903978 sk8ergrl989 https://padlet.com/sk8ergrl989/j4dq3wrnbrx8/wish/122904070 One size does not fit all. If all students receive the same learning, (box), some students won't be able to see the end game. That's why we need differentiation. Learning that helps all students. ]]> 2016-09-10 03:38:37 UTC https://padlet.com/sk8ergrl989/j4dq3wrnbrx8/wish/122904070 sk8ergrl989 https://padlet.com/sk8ergrl989/j4dq3wrnbrx8/wish/122904114 There are many areas that can benefit from differentiation:

◊Content
◊Process of Teaching
◊Product ]]> 2016-09-10 03:41:52 UTC https://padlet.com/sk8ergrl989/j4dq3wrnbrx8/wish/122904114 sk8ergrl989 https://padlet.com/sk8ergrl989/j4dq3wrnbrx8/wish/122904153 Scaffolding is different from differentiation. Scaffolding breaks up the information into chunks, while differentiation involves changing/adapting the lesson. Some ways to incorporate scaffolding are:

◊Show and/or demonstrate for students before sending them off on their own.
◊Ask students to share/use their own experiences to help them learn.
◊Use discussions wisely, but definitely use them.
 ◊Pre-teach difficult vocabulary that students may run into during reading assignments. 
◊Use graphic organizers, pictures, charts, and other visual aids as tools, not the product.
◊Use the "Pause, Ask Questions, Pause, Review" technique which involves providing time for students to think and review to check for understanding. ]]> 2016-09-10 03:44:04 UTC https://padlet.com/sk8ergrl989/j4dq3wrnbrx8/wish/122904153 sk8ergrl989 https://padlet.com/sk8ergrl989/j4dq3wrnbrx8/wish/122904229 Some students get done before others, it's a fact of life. Instead of dreading it, make it a part of the plan. Use anchor activities to "hold over" students until it's time to move on, to begin the day, or when a student is waiting for help: 

◊Silent Reading
◊Journals
◊Vocabulary Work
◊"Problem of the Day" Worksheets
◊Learning Centers
◊Spelling Practice
◊Agenda Notes]]> 2016-09-10 03:48:21 UTC https://padlet.com/sk8ergrl989/j4dq3wrnbrx8/wish/122904229 sk8ergrl989 https://padlet.com/sk8ergrl989/j4dq3wrnbrx8/wish/122904282 Students can be grouped in multiple ways, and how we group them matters. However, the grouping depends on the goal of the activity. Groups should be flexible in that they can be changed according to the need of the task.

Use Homogeneous Groups: 
◊To encourage "medium level" groups to work at a higher level
◊To encourage those who don't usually participate to take charge
◊Students who are at the same level, have the same hair color, same number of siblings, etc. 

Use Heterogeneous Groups:
◊To help those who are struggling
◊NOT to use as a "disciplinary" technique. 
◊Students at different levels, from different cultures, different backgrounds, etc,]]> 2016-09-10 03:51:00 UTC https://padlet.com/sk8ergrl989/j4dq3wrnbrx8/wish/122904282 sk8ergrl989 https://padlet.com/sk8ergrl989/j4dq3wrnbrx8/wish/122904381 Three main types of strategies for Student-Lead Groups: 
◊Problem-Solving Partners
◊Cooperative Teams
◊Collaborative Groups

Use the first for short, specific task items. 
Use the second for longer, more difficult tasks.
Use the third for open-ended questions, or tasks that cover a lot of content area. 

Groups can also be teacher lead. This allows the teacher to reach a small group of students, or individuals. ]]> 2016-09-10 03:56:56 UTC https://padlet.com/sk8ergrl989/j4dq3wrnbrx8/wish/122904381