<?xml version="1.0"?>
<rss version="2.0">
   <channel>
      <title>Think Tac Toe/What Works Clearinghouse by Kristin Murray</title>
      <link>https://padlet.com/kristin_murray1/shjotir3o183</link>
      <description>Choose an approved strategy from the What Works Clearinghouse site.  Explain how the strategy either embeds differentiation in its structure, or how the strategy could be adapted for diverse learners.  Enter the strategy name where it says &quot;title&quot; on the padlet.</description>
      <language>en-us</language>
      <pubDate>2019-06-16 23:55:59 UTC</pubDate>
      <lastBuildDate>2019-06-24 15:47:10 UTC</lastBuildDate>
      <webMaster>hello@padlet.com</webMaster>
      <image>
         <url></url>
      </image>
      <item>
         <title>Ron &amp; Sabrina&#39;s Writing</title>
         <author></author>
         <link>https://padlet.com/kristin_murray1/shjotir3o183/wish/368670544</link>
         <description><![CDATA[<div>The Wilson Reading System® is a reading and writing program. It provides a curriculum for teaching reading and spelling to individuals of any age who have difficulty with written language. <br><br><em>Program Differentiation</em><br>-  Embedded assessments allow for needs based student instruction.<br>-  Provides learning activities that range from emerging literacy level.<br>- Uses hands on active learning.<br>- Student choice not specified.<br>- Learning based on prior knowledge.<br>- Learning provided at multiple modalities and multi sensory activities.<br><br><em>Differentiating Instruction Diagnostically</em>;</div><div>        - Teachers are instructed to plan and teach diagnostically based on student mastery of concepts taught. Teachers who work with Wilson programs are required to write their own lesson plans to diagnostically differentiate instruction to various students in a classroom based on need and mastery of previously taught material. Teachers assess student mastery by analyzing student outcomes on formative and summative assessments and daily observations.</div>]]></description>
         <enclosure url="" />
         <pubDate>2019-06-21 17:24:51 UTC</pubDate>
         <guid>https://padlet.com/kristin_murray1/shjotir3o183/wish/368670544</guid>
      </item>
      <item>
         <title>Ginny and Charlee Writing</title>
         <author></author>
         <link>https://padlet.com/kristin_murray1/shjotir3o183/wish/368673575</link>
         <description><![CDATA[<div>Classwide Peer Tutoring<br>Interest - teacher chooses, student doesn't have much choice<br>Readiness - grade appropriate not readiness appropriate.  No formative data that we could find on site.<br>Learner Preference - get to work with their peers.<br>As far as differentiation, we could not see how this is differentiated.<br>Only 1 study done with only 218 students.<br><br></div>]]></description>
         <enclosure url="" />
         <pubDate>2019-06-21 17:55:20 UTC</pubDate>
         <guid>https://padlet.com/kristin_murray1/shjotir3o183/wish/368673575</guid>
      </item>
      <item>
         <title>Martin, Fred, &amp; Andy</title>
         <author></author>
         <link>https://padlet.com/kristin_murray1/shjotir3o183/wish/368674377</link>
         <description><![CDATA[<div>Reciprocal Teaching: Students and teacher take turns leading a dialog regarding segments of text. DI is present by allowing students who are interested in having an active role/voice the opportunity to do so. </div>]]></description>
         <enclosure url="" />
         <pubDate>2019-06-21 18:01:35 UTC</pubDate>
         <guid>https://padlet.com/kristin_murray1/shjotir3o183/wish/368674377</guid>
      </item>
      <item>
         <title>Elementary Science!</title>
         <author>kristin_murray1</author>
         <link>https://padlet.com/kristin_murray1/shjotir3o183/wish/368964661</link>
         <description><![CDATA[<div>This approved strategy embeds differentiation in its structure through an inquiry based, hands on, exploratory, group centered approach in which students make predictions, gather data, use their prior knowledge, and formulate questions!</div><div><br></div>]]></description>
         <enclosure url="" />
         <pubDate>2019-06-24 15:44:37 UTC</pubDate>
         <guid>https://padlet.com/kristin_murray1/shjotir3o183/wish/368964661</guid>
      </item>
      <item>
         <title>Peer-assisted learning strategies</title>
         <author>kristin_murray1</author>
         <link>https://padlet.com/kristin_murray1/shjotir3o183/wish/368964750</link>
         <description><![CDATA[<div>Reportedly helpful for ED and ELL students, in particular. There may be challenges for students who do not have strengths in the role of assisting others in this way. Teacher would have to build capacity. this is a way to pair of students to support one another while encouraging them to coach and tutor one another</div><div>usually done with a high performing student supporting a lower level student</div><div>doesn't always work as students start to become disengaged and parents may not be thrilled their high level kiddo is always working with a low level kiddo, so caution to teachers </div><div><br></div><div><br></div>]]></description>
         <enclosure url="" />
         <pubDate>2019-06-24 15:45:24 UTC</pubDate>
         <guid>https://padlet.com/kristin_murray1/shjotir3o183/wish/368964750</guid>
      </item>
      <item>
         <title>Achieve 3000</title>
         <author>kristin_murray1</author>
         <link>https://padlet.com/kristin_murray1/shjotir3o183/wish/368964899</link>
         <description><![CDATA[<div>1) Program is tailored to each student's reading level</div><div>2) Readiness (entry points) at each student's instructional level</div><div>3) Interest: wealth of articles on topics of interest (center activity)</div><div><br></div>]]></description>
         <enclosure url="" />
         <pubDate>2019-06-24 15:46:51 UTC</pubDate>
         <guid>https://padlet.com/kristin_murray1/shjotir3o183/wish/368964899</guid>
      </item>
   </channel>
</rss>
