Differentiating Your Classroom with Ease - The Brown Bag Teacher For me, differentiating no longer means creating separate games/activities/learning targets. It doesn't mean that some students do more work or students are being taught different content. It does mean tweaking activities, so they have the just-right scaffolds and pushes for my students. To me - right now - differentiation means... Believing these things, our team has developed structures and organization to help us be intentional in our planning. What do I need? Like most teacher stories, it all starts with school supplies. How do you group and organize for your groups? We flexibly group our friends into these 3 groups - green (below grade-level), yellow (on grade-level), and blue (above grade-level) for math and reading. Color-coding groups really helps with planning and organizing my small-group materials. Right behind my teacher table, I also keep these color-coded bins organized and stocked for Guided Math. What does DI actually look like in your Reading Block?
Making a Difference Published Online: September 10, 2008 Published in Print: September 10, 2008, as Making a Difference Interview Differentiated instruction—the theory that teachers should work to accomodate and build on students' diverse learning needs—is not new. A former elementary school teacher of 21 years (and Virginia Teacher of the Year in 1974), Carol Ann Tomlinson has written more than 200 articles, chapters, and books, including The Differentiated Classroom: Responding to the Needs of All Learners and Fulfilling the Promise of the Differentiated Classroom: Strategies and Tools for Responsive Teaching. Anthony Rebora, editorial director of the Sourcebook, recently talked to Tomlinson about the theory of differentiated instruction and its use in schools today. —Photo by Jay Paul Differentiated instruction is a term that is interpreted in a lot of different ways. As I see it, there are three ways to deal with students’ differences. What are the hallmarks of a well-run differentiated classroom?
DI: Success for Every Student Teachers all over the United States are seeking new and better ways to meet the needs of all of their students so that they can reach their full potential and be successful academically. The "No Child Left Behind Act" signed into law in 2002 has created an even more compelling reason for teachers to take a closer look at their teaching practices. The focus of this law is to close the achievement gaps between different groups of students. Implementing the concepts and principles of differentiated instruction is one way to begin closing this gap. get started now Lesson 1: Differentiated Instruction at a Glance (Flash required) Differentiated instruction is not a new idea in education. Curriculum Associates is offering this course to help you as a teacher bring differentiated instruction into your classroom. Each lesson includes text and audio instruction, examples, handouts, a reading assignment, and a lesson review with which you can assess your own learning progress.
home 7 Neuroscience Fundamentals For Instructional Designers - eLearning Industry The brain is a beautiful thing. It's also one of the most complex and complicated structures known to man. Every emotion, thought, and memory involves countless chemical reactions and neural pathways. To learn new information, our minds must be primed for the task. Which is why eLearning professionals should consider these 7 neuroscience fundamentals for their Instructional Design. 1. Our brains are often likened to machines. 2. Learning isn't as simple and straightforward as some might think. 3. The human memory is finite. 4. It probably comes as no surprise that humans love rewards. 5. Everyone needs a bit of personalized praise from time to time. 6. It's a known fact that stress wreaks havoc on the body. 7. Joyful and positive eLearning experiences are more memorable. These neuroscience fundamentals give you the opportunity to create personalized eLearning courses that motivate, inspire, and engage your online learners. Would you like to learn more about the psychology of learning?
Differentiated Instruction and Universal Design for Learning NCTM News Bulletin (April 2008) by Nancy Berkas and Cyntha Pattison Planning differentiated mathematics lessons requires a fundamental understanding of the mathematics content. However, understanding content is not enough by itself to address the needs of every student. It is important to understand the possibilities and ramifications of the research related to the response to intervention (RTI) model. RTI, or a similar model that redistributes the responsibility for the learning of every student to the classroom teacher, calls for highly knowledgeable educators who spend as much time planning as they do facilitating or teaching the core lessons. Not all students are alike. Rose and Meyer (2002) note that UDL is a new approach to curriculum—goals, materials, methods, and assessment—that rests on the belief that every learner is unique and brings different strengths and weaknesses to the classroom. The UDL framework establishes three References Hitchcock, Chuck, Anne Meyer, David H.
DI: What's it all about? Tes Teach with Blendspace | Create & Find Free Multimedia Lessons Save time by using free lessons & activities created by educators worldwide! Be inspired! Combine digital content and your files to create a lesson Tes resources YouTube Links PDFs PowerPoint Word Doc Images Dropbox Google Drive Blendspace quick start resources Save time by using free lessons & activities created by educators worldwide! Combine digital content and your files to create a lesson Tes resources YouTube Links PDFs PowerPoint Word Doc Images Dropbox Google Drive Blendspace quick start resources Students are not hard-wired to learn in different ways – we need to stop using unproven, harmful methods In our series, Better Teachers, we’ll explore how to improve teacher education in Australia. We’ll look at what the evidence says on a range of themes including how to raise the status of the profession and measure and improve teacher quality. In health there are well-established protocols that govern the introduction of any new drug or treatment. Of major consideration is the notion of doing no harm. In education there are no such controls and plenty of vested interests keen to see the adoption of new strategies and resources for a variety of ideological and financial reasons. Teachers need to be critical consumers of research – as with medicine, lives are also at stake – yet with the best will in the world and without the knowledge and time to do so, decisions may be made to adopt new approaches that are not only ineffectual, but can actually do harm. Lack of evidence Psychologists and neuroscientists agree there is little efficacy for these models, which are based on dubious evidence.