I'm done with my work... now what? - ExitTicket Free Student Response Solution ExitTicket Free Student Response Solution. I’m done with my work… now what?
The best defense is a good offense: I was taught you can prevent the bulk of classroom behavior issues by keeping students engaged in a focused, structured and exciting learning activity. My first year teaching saw many early finishers turn into bastions of chaos in my otherwise productive paradise. I quickly learned the importance of having a known procedure to direct students that finish their work early. Over a few years, my back-pocket activities began to incorporate more educational technology. Here are a few pointers that might help you use ExitTicket to do the same. It’s important to first identify what type of extra assignment will serve your needs. The secret to my classroom management strategy’s success has likely been my wife’s baking. ExitTicket has a few measures of recognition already built into the system. ExitTicket lets you cram as many aces up your sleeve as you could want. Differentiated Remediation Puzzles Research Personal Knowledge.
Differentiated Instruction: Resource Roundup. Understanding Differentiated Instruction Summer DI Readings List: 150+ Seedlings for Growing Stronger Learners: Browse a bountiful reading list as you plan your garden of differentiated-instruction methods and strategies for the year. (Edutopia, 2015) Myth-Busting Differentiated Instruction: 3 Myths and 3 Truths: Get to the bottom of common misconceptions about differentiated instruction. For a quick reference on what differentiated is -- and what it isn't -- Differentiation Is / Differentiation Is Not, a set of infographics from ASCD, is also worth checking out. (Edutopia, 2015) Defining Differentiated Instruction: Take a look at a few specific examples to better understand differentiated instruction in practice: using graphic organizers, offering alternative assignments, and providing extended work time.
(Edutopia, Updated 2014) Differentiation Concept Map: Reference a flowchart that shows key elements of differentiated instruction and relationships among those elements. Differentiation Is Just Too Difficult: Myth-Busting DI Part 3. What if you could predict the winning numbers to the biggest prize of a major lottery?
Would you play? Here are the odds for two lotteries: Powerball: 1 in 175,223,510 Mega Millions (California): 1 in 259 million If you could reduce the odds to 1 in 3 attempts or 1 in 1 attempts, would you play then? I would. Teaching curriculum and ensuring that all students achieve can sometimes feel like long odds because of the many obstacles that exist in education. Sometimes, starting to implement differentiated instruction (DI) is foggy at best. Answer: themselves, their colleagues, and their students. By just looking inside their classrooms, teachers see mixtures of skills, personalities, and paces for developing understanding. Intuitive Differentiation Teachers differentiate every day based on observations of student response to work. Give students choices for work options? If you answer yes to any of these questions, you have differentiated.
Intentional Differentiation Gaming the System. Response: Several Ways To Differentiate Instruction. (This is the first post in a two-part series on differentiation) I posed this question last week: "What is the best advice you can give to a teacher about differentiating instruction?
" I've shared my response in an Ed Week Teacher article that I've co-authored with my colleague, Katie Hull Sypnieski. It's titled "The Five By Five Approach To Differentiation Success. " I'll limit my contribution here to sharing a useful link to The Best Resources On Differentiating Instruction. Experts in the field, though, have agreed to share their responses here, so today I'm pleased to publish answers from Carol Tomlinson and Rick Wormeli. Response From Carol Tomlinson Carol Tomlinson is an internationally-recognized leader and author in the field of differentiated instruction.
My journey with differentiation began in my middle school classroom when it was quite clear that my one-size-fits-all approach to teaching was, in fact, not fitting many of my students. There were many more questions, of course. Q&A with Carol Ann Tomlinson. Question 1: Dear Carol, I like your model for differentiation as it uncomplicated and makes sense.
It incorporates the learning environment, relevant curriculum, effective assessment, clear instruction, and flexible classroom management. Good differentiation is good teaching and leads to effective learning. Question: At the start of the academic year with new groups are there some specific strategies/approaches that you can suggest to help create the right Learning Environment to support effective differentiation? Thanks, Jackie Houghton Bangkok Patana School Thailand Answer: Jackie - To answer this question fully would take a whole book, so I’ll share a few thoughts about what’s at the core of creating a supportive learning environment. While those can serve as good first steps, everything that happens in the classroom either contributes to a positive learning environment or erodes it. Question 2: Hi, Thanks for this opportunity.
Much appreciated. Daretodifferentiate - home.