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Resources and Downloads for Differentiated Instruction

Resources and Downloads for Differentiated Instruction
Tips for downloading: PDF files can be viewed on a wide variety of platforms -- both as a browser plug-in or a stand-alone application -- with Adobe's free Acrobat Reader program. Click here to download the latest version of Adobe Reader. Click on any title link below to view or download that file. Resources On This Page: Lesson Plans & Rubric - Reteach and Enrich Sample materials used to teach, assess, reteach, and enrich one week's fifth grade math objective: differentiating prime and composite numbers. Back to Top Tools for Data Assessment Teachers at Mesquite meet weekly with the student achievement teacher to review the most recent assessment data and plan instruction for each student accordingly. 5th Grade Math Formative Assessment Tracking Sheet Sample spreadsheet used to track student performance on each objective. Culture Websites & Readings Related:  SNI, BTMCoaching & Professional Learning

versbebujo | Projektnapló Nehezebb falat lett, mint amire számítottam. Már rutinosan tudunk keresgélni, de ha a keresésnél már pontos definiciókra van szükség - ha arra is figyelni kell, hogy a találatokat hogyan cimkézzük, és még a helyesírás is fontos, no ez már igencsak homlokráncolós feladvány. Az már csak hab a tortán, hogy felezett létszámmal indulunk neki a hétnek, gyámhatósági eljárás, rendészeti eljárás, csonttörés és influenza-szerű betegségek okán. Párokban dolgoztak akik voltak, de lesz még dolgunk a gyűjteményekkel. Most még így állnak: Zenés feldolgozások A költőről Plan for Diverse Learners In The Wizard of Oz, Dorothy and crew are so intimidated by the Wizard's enigmatic personality that they struggle to talk with him on equal footing. Fear and frustration overwhelm them as they blindly accept a suicide mission to slay the Witch of the West. In return, they each receive a treasured prize: a heart, a brain, courage, and a way home. Ironically, they already have these gifts -- which they only discover after unveiling the man behind the curtain posing as the grumpy wizard. Differentiated instruction (DI) casts a spell on educators as to how it meets all students' needs. The DI elements were first introduced to me in How to Differentiate Instruction in Mixed-Ability Classrooms by Carol Tomlinson, and my understanding later deepened thanks to my friend and mentor, Dr. Image Credit: John McCarthy Content, process, and product are what teachers address all the time during lesson planning and instruction. Differentiating Content Watch an overview video from Khan Academy.

Math Coach Building Number Sense Daily Estimation: acing_math Math Card Games Teacher Resources The Library of Congress offers classroom materials and professional development to help teachers effectively use primary sources from the Library's vast digital collections in their teaching. Find Library of Congress lesson plans and more that meet Common Core standards, state content standards, and the standards of national organizations. Discover and discuss ways to bring the power of Library of Congress primary sources into the classroom. Go to the blog Subscribe to the blog via e-mail or RSS. Using Primary Sources Discover quick and easy ways to begin using primary sources in your classroom, with teachers' guides, information on citing sources and copyright, and the Library's primary source analysis tool. TPS Partners The Teaching with Primary Sources Program builds partnerships with educational organizations to support effective instruction using primary sources. The Teaching with Primary Sources Journal

SNI a, b és BTMN tanulók ellátása SNI a) 121. § (1) 29. a) értelmében megismerő funkciók vagy a viselkedés fejlődésének organikus okra visszavezethető tartós és súlyos rendellenességével küzd · organikus háttér bizonyítása gyermek-neurológus vagy gyermek- és ifjúságpszichiáter orvos · bármely intelligencia övezetben szórt IQ képességprofil- pszichológus · - hangsúlyos tanulási zavarok izoláltan vagy kevert előfordulás: dyslexia - az olvasási készség zavara, dysgraphia - az írás-helyesírás zavara, dyscalculia – a számolási készség zavara, kevert zavar, kevert specifikus fejlődési zavarok - gyógypedagógus Ellátása: · integrált oktatás / nevelés · pedagógiai célú rehabilitációs, gyógypedagógus által · heti kötelező óraszám 15 %-ában kötelező tanórai foglalkozásokon túl szervezhető (közoktatási törvény 52. § 6. bek.).Tanulási Képességet Vizsgáló Szakértői és Rehabilitációs Bizottságnál kötelező felülvizsgálat Az ellátáshoz szükséges gyógypedagógiai / fejlesztőpedagógiai végzettség feltételeket SNI b) • kevert zavar Ellátása: · Nev.

Standards Increasing the effectiveness of professional learning is the leverage point with the greatest potential for strengthening and refining the day-to-day performance of educators. Standards for Professional Learning is the third iteration of standards outlining the characteristics of professional learning that lead to effective teaching practices, supportive leadership, and improved student results. Learning Forward, with the contribution of 40 professional associations and education organizations, developed the Standards for Professional Learning. (See the Standards Revision Task Force and the Standards Advisory Team.) The standards make explicit that the purpose of professional learning is for educators to develop the knowledge, skills, practices, and dispositions they need to help students perform at higher levels. Watch Stephanie Hirsh give an overview of the standards These standards call for a new form of educator learning.

Teach21 Project Based Learning You have been asked by your school principal and local Parent Teacher Organization (PTO) to address the mounting problems around the school grounds. Parents and teachers have noted that the outside area needs substantial improvement. The principal agrees that the greenery and bushes are overgrown and the perimeter of the building is in poor condition. She has challenged your class to tour the outside area and create a needs assessment for the school. Furthermore, she has asked that you develop an action plan to implement the improvements needed, as well as an estimate of the budget this project would require. PHASE 1: (approximately 1 Week) Introduce project to students through the Entry Event. Students then take a walk on the school grounds examining the current conditions of the school landscaping. Mini-Lessons taught on perimeter and area within the mathematics classroom. Assign group tasks for measuring and estimating costs. PHASE 2: (approximately 1-2 Weeks) Additional Teacher Notes

Interview with Educator Heidi Echternacht Q: What do you say to educators who say they don’t have time to be more connected? Time is definitely a precious thing! An even less talked about consideration regarding connected education is ENERGY! I may have some time, but by the end of the day, my energy is generally running below zero! It’s important for people to think about the on-the-job intensity of teaching in terms of “throwing an eight-hour birthday party for five, nine, or 14-year-olds at your house and including 20 -30 children, (your child’s class size)”–and then do it again tomorrow–and then do it again the next day in correlation with reading, writing and math standards, with an added backflip of integrating differentiated and personalized birthday party experiences for each child. On the other side, I would say that teachers, as exhausted and stretched as we are, are in need of friends, colleagues and people who know what we are going through. Early childhood folks are a particularly wonderful group of people.

Mental Disorders: The Facts Behind the Marketing Campaign “There are no objective tests in psychiatry-no X-ray, laboratory, or exam finding that says definitively that someone does or does not have a mental disorder.” “It’s bull—. I mean, you just can’t define it.” — Allen Frances, Psychiatrist and former DSM-IV Task Force Chairman Allen Frances, Psychiatrist and former DSM-IV Task Force Chairman “Virtually anyone at any given time can meet the criteria for bipolar disorder or ADHD. Read more: Psychiatrists Admit Disorders Are Not Diseases Introduction: 120 million people worldwide have been diagnosed with mental disorders and placed on psychiatric drugs as ‘treatment.’ 1) There are no medical or scientific tests that can prove mental disorders are medical conditions. Read More >> 2) Yes people experience depression, anxiety and sadness, children do act out and/or misbehave, and yes, some people can become irrational and/or psychotic. 3) Why safe effective medical treatments to mental difficulties are kept buried. Read More >>

Are You a Teacher-Leader? - Getting Smart by Susan Lucille Davis - edchat, edreform, leadership Teachers are master problem-solvers. They learn quickly to adjust on the fly as they react boldly and deftly in a moment’s response, whether to students’ endless questions about how to and what if, to the numerous disruptions blaring from a PA system, or to adapting their lesson plans because the Internet is down…again. When it comes to their own classrooms, teachers do not hesitate to meet daily obstacles and challenges head-on. But solving the problem of changing and reforming the very nature of the schools they work in is a different story. Why? What We Talk About When We Talk About Teacher-Leaders I recently put this question – why isn’t every teacher a teacher-leader – in somewhat different form, to the new teachers at my school who meet weekly to discuss issues and best practices in education. Do you feel a sense of purpose? A sense of purpose provides direction and motivation in any teacher-leader’s professional life. Are you focused on what matters most – students’ learning?

brain-related research Advice From Teachers to Parents | Pete Mason Like many teachers, I have a good relationship with the parents of my students. I have been both a general education teacher (social studies and math) and a special education teacher, and found both ups and downs working with a variety of parents. I spoke to colleagues from across my teaching career and asked them what they would say to parents of their students, to provide perspective towards the workload that teachers have on their plate for 180 days of the year, plus professional development, planning, research and coordinating with fellow teachers on interdisciplinary curriculums. Our combined input has led to the following pieces of advice that hopefully sheds some light on this side of the teacher-parent relationship and encourages open communication for the benefit of students. Mind you, these are not a list of gripes, or an unfiltered telling off of parents. - Teach your children to be prepared; it's not just for the Boy Scouts. - Make sure your child comes to school on time.

Minden, amit a diszlexiáról tudnod kell A diszlexia elnevezés használatos az olvasás elsajátításának zavarára, de már maga a szó is sokkal szélesebb fogalomra utal. A kifejezés ugyanis két tagból áll, az egyik a görög eredetű "disz", amely nehézséget jelöl, a másik a "lexia" a szintén görög eredetű "lexis" szóból, amely "szavakat, beszédet" jelent. Tehát szó szerint is a szavakkal kapcsolatos zavarról van szó, de ma már tudjuk, hogy a diszlexia ennél még összetettebb jelenség. A diszlexia a tanulási zavarok fogalomkörébe tartozó intelligenciaszinttől független olvasási és helyesírási gyengeséget jelent. Átlagosan intelligens gyermekek veleszületett vagy korai gyermekkorban szerzett képtelensége arra, hogy az olvasást és írást a szokott módon elsajátítsák. A diszlexia okai megkésett idegrendszeri fejlődésre, illetve genetikai okokra, kromoszóma rendellenességre is visszavezethetők. A diszlexia főbb tünetei: Óvodásoknál: Mozgás területén: Irány és tájékozódás területén: Beszéd területén: Általános iskolában: Képességfejlesztés

A Place for Learning: The Physical Environment of Classrooms I was supervising a teacher who was enrolled in our program at the University of Massachusetts Amherst that focused on developing student self-knowledge, ego strength, trust and community in classrooms. We had created a manual with over 50 classroom lessons. She was teaching at a high school in an economically depressed district in northern Appalachia. She called me in a state of frustration. Students Take Ownership So I visited the class. I suggested that she ditch the exercises and work with the class to totally change the physical environment. They spent six weeks doing little else. There are at least two lessons from this story. The physical structure of a classroom is a critical variable in affecting student morale and learning. The Custodian’s Favorite Arrangement Here's a related story. A Short Course in Classroom Arrangement It's conventional wisdom that different types of instruction require different seating arrangements. More Ideas, More Resources Well-Being and Motivation