Recent Changes

Thursday, February 4

  1. page Lesson Plan 2 - Marissa edited ... · Develop a sense of distance or close proximity can be conveyed through the amount of detail …
    ...
    · Develop a sense of distance or close proximity can be conveyed through the amount of detail used in compositions.
    Student Groupings:
    · TierTier 1: Low
    · Tier

    Students with no experience with Photoshop,
    or are not comfortable using computer media
    to create a poster.
    Tier
    2: Middle
    · Tier

    Students who are comfortable using Photoshop,
    or who have experience using a computer media
    design program.
    ·Tier
    3: High
    Students who have experience working with a
    computer media design program.

    Materials:
    · Magazines
    (view changes)
    6:58 am

Wednesday, February 3

  1. page Resources edited ... http://www.eric.ed.gov:80/ ERICDocs/data/ericdocs2sql/ content_storage_01/0000019b/ 80/3d/4e/f…
    ...
    http://www.eric.ed.gov:80/ ERICDocs/data/ericdocs2sql/ content_storage_01/0000019b/ 80/3d/4e/f0.pdf
    - methods used to reduce boredom and frustration and increase students academic motivation
    http://www.saskschools.ca/curr_content/bestpractice/tiered/index.html
    - compact sight with information about assessment, examples, definitions. Very short and sweet.
    daretodifferentiate.wikispaces.com/file/view/TieredAssignments.doc
    - word document that contains definitions and another version of the 6 ways to tier.
    __http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/3d/5b/d1.pdf__ - developing strategies that meet the variety of learning styles of students.
    http://leading4learning.com/Finding_the_Answer.pdf - examples of how tiering was effective in a New York
    McQuarrie, L, McRae, P, & Stack-Cutler, H. (2008). Differentiated instruction provincial research review: choice, complexity and creativity. Alberta Initiative for School Improvement (AISI). -an AISI project that gave some insight into how to use technology for differentiation
    Rakow, S. (2007). All Means all: classrooms that work for advanced learners. Middle Ground: National Middle School Association, 11 (1), 10-12.
    - an article about differentiation in the classroom and forms of projects
    Roberts, J, & Inman, T. (2007). Strategies for differentiating instruction best practices for the classroom. Waco, Texas: Prufrock Press Inc.
    -book on how to implement differentiated strategies in the classroom.
    Tomlinson, C. (1999). The Differentiated classroom. New Jersey: Pearson. P. 83-87
    -book on how to implement differentiated instruction
    Tomlinson, C.A, & Strickland, C.A. (2005). Differentiation in Practice. Alexandria, VA, USA: Association for Supervision and Curriculum Development.
    -book on how to use differentiated instruction

    (view changes)
    10:25 pm
  2. page Definition and Description edited ... assignments are designed for different abilities and learning styles. students work at varied…
    ...
    assignments are designed for different abilities and learning styles.
    students work at varied degrees of difficulty on their tasks, they work on the same "big ideas" but at different levels of thought.
    tiered instruction is a means of teaching one concept and meeting the different learning needs in a group.
    Tiered assignments should be:
    -Different work, not simply more or less work
    ...
    -Requiring the use of key concepts, skills, or ideas
    6 Categories of Tiering
    ...
    as your guide.guide (knowledge, comprehension, application etc.)
    2. Tiering by Complexity: Tasks are varied in order to reflect students readiness. Tasks vary from introductory to more concrete and abstract advanced work. One thing to be aware of when tiering by complexity is that you give more advanced students higher level work and not just more work.
    3. Tiering by Resources: By using materials at different levels of reading or complexity you can tier dependent on resources available. Students can still do the same activity they just use different resources to get to the same outcomes.
    ...
    6 levels was adapted from:
    http://www.derry.k12.nh.us/dvs/staff/cmccallum/differentiation/tiered.pdf
    Definitions from:
    http://www.saskschools.ca/curr_content/bestpractice/tiered/index.html
    daretodifferentiate.wikispaces.com/file/view/TieredAssignments.doc

    (view changes)
    10:15 pm
  3. page Definition and Description edited ... -Requiring the use of key concepts, skills, or ideas 6 Categories of Tiering ... Challenge…
    ...
    -Requiring the use of key concepts, skills, or ideas
    6 Categories of Tiering
    ...
    Challenge Level: Use Bloom’s taxonomy as a guide to developDeveloping different tasks at variousvarying challenge levels.levels and using Bloom's taxonomy as your guide.
    2. Tiering by Complexity: When you tier by complexity, you provideTasks are varied tasks that address a student’s level of readiness,in order to reflect students readiness. Tasks vary from introductory levels to more abstract, less concrete,concrete and abstract advanced work. Be carefulOne thing to providebe aware of when tiering by complexity is that you give more advanced work to thestudents higher level student, rather thanwork and not just more
    ...
    by Resources: UseBy using materials at variousdifferent levels of reading levels andor complexity toyou can tier by resources. Students using tiereddependent on resources may be engaged inavailable. Students can still do the same activity, (such as find five examples of contributions made by Native Americans ), oractivity they may be working on a different, but related activity. (such as one group researching plants ofjust use different resources to get to the desert, while another researches animals of the desert).same outcomes.
    4. Tiering
    ...
    Outcome: Students all use the
    ...
    materials, but what they do with the materials is different.use them to complete different work.
    5. Tiering
    ...
    Process: Students work on the same outcomes, but use a different processprocesses in order to get there.achieve the same outcomes.
    6. Tiering by Product: Groups are formed based on learning preference,By using Gardner’sGardner's multiple intelligences.intelligences groups are created to reflect learning preferences or student interest.
    6 levels was adapted from:

    http://www.derry.k12.nh.us/dvs/staff/cmccallum/differentiation/tiered.pdf
    (view changes)
    9:54 pm
  4. page Resources edited ... http://www.eric.ed.gov:80/ ERICDocs/data/ericdocs2sql/ content_storage_01/0000019b/ 80/3d/4e/f…
    ...
    http://www.eric.ed.gov:80/ ERICDocs/data/ericdocs2sql/ content_storage_01/0000019b/ 80/3d/4e/f0.pdf
    - methods used to reduce boredom and frustration and increase students academic motivation
    Danzi, J, Reul, K, & Smith, R. (2008). Improving student motivation in mixed ability classrooms using differentiated instruction. Retrieved from http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/3d/4e/ f0.pdf
    Lopez, D.M, & Schroeder, L. (2008). Designing strategies that meet the variety of learning styles of
    students. Retrieved from http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/3d/5b/d1.pdf
    Mawhinney, T.S. (2000). Finding the Answer. Principal Leadership, 4(1), Retrieved from
    http://leading4learning.com/Finding_the_Answer.pdf
    McQuarrie, L, McRae, P, & Stack-Cutler, H. (2008). Differentiated instruction provincial research review: choice, complexity and creativity. Alberta Initiative for School Improvement (AISI).
    Rakow, S. (2007). All Means all: classrooms that work for advanced learners. Middle Ground: National Middle School Association, 11 (1), 10-12.
    Roberts, J, & Inman, T. (2007). Strategies for differentiating instruction best practices for the classroom. Waco, Texas: Prufrock Press Inc.
    This book gives an in-depth look at practical components of differentiating a classroom. It begins with how to set up a classroom that includes all students, and moves into ways to work with them; including many real life examples that can be applied at a variety of levels.
    Tomlinson, C. (1999). The Differentiated classroom. New Jersey: Pearson. P. 83-87
    Tomlinson, C.A, & Strickland, C.A. (2005). Differentiation in Practice. Alexandria, VA, USA: Association for Supervision and Curriculum Development.

    (view changes)
    6:42 pm
  5. page Resources edited ... http://www.eric.ed.gov:80/ ERICDocs/data/ericdocs2sql/ content_storage_01/0000019b/ 80/3d/4e/f…
    ...
    http://www.eric.ed.gov:80/ ERICDocs/data/ericdocs2sql/ content_storage_01/0000019b/ 80/3d/4e/f0.pdf
    - methods used to reduce boredom and frustration and increase students academic motivation
    Danzi, J, Reul, K, & Smith, R. (2008). Improving student motivation in mixed ability classrooms using differentiated instruction. Retrieved from http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/3d/4e/ f0.pdf
    Lopez, D.M, & Schroeder, L. (2008). Designing strategies that meet the variety of learning styles of
    students. Retrieved from http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/3d/5b/d1.pdf
    Mawhinney, T.S. (2000). Finding the Answer. Principal Leadership, 4(1), Retrieved from
    http://leading4learning.com/Finding_the_Answer.pdf
    McQuarrie, L, McRae, P, & Stack-Cutler, H. (2008). Differentiated instruction provincial research review: choice, complexity and creativity. Alberta Initiative for School Improvement (AISI).
    Rakow, S. (2007). All Means all: classrooms that work for advanced learners. Middle Ground: National Middle School Association, 11 (1), 10-12.
    Roberts, J, & Inman, T. (2007). Strategies for differentiating instruction best practices for the classroom. Waco, Texas: Prufrock Press Inc.
    This book gives an in-depth look at practical components of differentiating a classroom. It begins with how to set up a classroom that includes all students, and moves into ways to work with them; including many real life examples that can be applied at a variety of levels.
    Tomlinson, C. (1999). The Differentiated classroom. New Jersey: Pearson. P. 83-87
    Tomlinson, C.A, & Strickland, C.A. (2005). Differentiation in Practice. Alexandria, VA, USA: Association for Supervision and Curriculum Development.

    (view changes)
    6:38 pm

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