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Differentiation

Differentiation. Back to the basics. GoOD MORNING!. Please help yourself to breakfast and find a seat. There is an index card at each seat. Write the city and state in which you were born. Have a SUPERFANTASTIC day!. Brain Teaser.

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Differentiation

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  1. Differentiation Back to the basics

  2. GoOD MORNING! • Please help yourself to breakfast and find a seat. • There is an index card at each seat. Write the city and state in which you were born. • Have a SUPERFANTASTIC day!

  3. Brain Teaser • Unscramble the following letters. What do they have in common? • OCNJBHATLNYDC

  4. Brain Teaser • OC–NJ–BH-ATL-NY-DC

  5. Brain teaser • Unscramble the following letters. What do they have in common? • GTDIIEPRTIESL

  6. Brain Teaser • GT-DI-IEP-RTI-ESL

  7. DIFFERENTIATION – Five and five

  8. The Basics of Differentiation • Differentiated Instruction Applied- Elementary Edition • - Differentiation is responding to the needs of students to help them progress in their learning. • -Differentiation is valuable in the adaptation of learning to students with special needs. • -Differentiation works because it creates in all students a motivation to learn at higher levels. • -To identify student needs, interests and the intentional use of data assures the greatest possibility of designing effective teaching and learning. • -Pre-assessments to learning will help teachers key in to student readiness. • The Basics of Differentiation Video - PD360

  9. Brainstorm Activity: • Taking only a few minutes, brainstorm the different ways teachers could easily gain information on student interests and readiness to learn. Narrow the list to practical ideas applicable in the classroom. • THINK/PAIR/SHARE • For our next PLC, bring the interest surveys and learning profile surveys from your homeroom. Be ready to share how you have used the surveys to plan instruction.

  10. FORMATIVE & SuMMATIVE ASSESSMENTS • Formative assessments • * on-going assessments, reviews, and observations in a classroom • * used to improve instructional methods and student feedback throughout the teaching and learning process. • For example, if a teacher observes that some students do not grasp a concept, she or he can design a review activity or use a different instructional strategy. Likewise, students can monitor their progress with periodic quizzes and performance tasks. • The results of formative assessments are used to modify and validate instruction.

  11. FORMATIVE & SuMMATIVE ASSESSMENTS • Summative assessments • * used to evaluate the effectiveness of instruction • * at the end of a unit, an academic year or at a pre-determined time. • The goal of summative assessments is to make a judgment of student competency after an instructional phase is complete. • Summative evaluations are used to determine if students have mastered specific competencies and to identify instructional areas that need additional attention.

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