Posted in ★ Vocabulary. on March 30, 2014|
altruistic dearth indomitable repose assent diffident infallible temerity
benefactor discrepancy plod truculent chivalrous embark pungent
unfeigned clemency facile remiss virulent
–>WORDS ONLINE HERE<–
- Path (feel)
- Auto (self)
- Scrib (write)
- Vac (empty)
- Port (carry)
- Terr (earth)
Quiz (in the format of past quizzes) will be Friday the 4th
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Posted in ★ Vocabulary. on February 9, 2014|
Posted in ★ Vocabulary. on December 8, 2013|
Posted in ★ Vocabulary. on October 14, 2013|
Posted in ★ Vocabulary. on September 14, 2012|
Posted in ★ Vocabulary. on December 20, 2011|
Posted in ★ Vocabulary. on May 10, 2011|
Here’s what’s important;
- What is differentiated instruction?
- Differentiation is not a procedure, but rather a concept.
- In it’s essence, differentiation is responding to the learning needs of all students.
- It is anticipating, recognizing and appreciating student learning differences.
- It is understanding the differences and incorporating them into our planning.
A differentiated approach to teaching requires four key elements to be successful
- Knowing the students. Not shallow trivia like birthdays or favorite foods, but more meaningful interests and their readiness for a particular course of study. Not only does this mean how best they learn (visual, auditory, kinesthetic, etc.) but in the International/IB school world, it means having an awareness of cultural predispositions, language issues, issues of family, issues of spirituality, and issues of economics. It also helps for teachers to know themselves.
- Knowing the curriculum. Having an in-depth understanding allows a teacher to distinguish between enduring understandings and peripheral information that may be interesting but not truly essential.
- A repertoire (this mean a lot, a bunch, a variety) of instructional strategies, Strategies that are not only engaging, but are engaging while actively working to satisfy desired learning outcomes while simultaneously covering the curriculum. Consider the concept of the learner profile. Consider the concept of multiple intelligences. Now ask yourself “How am I/how could I best reach students considering their strengths and the variety of ways they learn?
- Flexibility and a collaborative, social atmosphere in the class, and among teachers.
A DIFFERENTIATED CLASSROOM DOES NOT HAVE A LESSON PLAN FOR EVERY STUDENT. IT DOES, HOWEVER, PROVIDE ENOUGH FLEXIBILITY OF INSTRUCTION, ACTIVITIES AND ASSESSMENT (FORM. & SUM.) THAT A DIVERSE GROUP OF LEARNERS WILL FIND A GOOD FIT MOST OF THE TIME.
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