Best Practices and Differentiated Instruction

Comment

Comment by andrew aker on May 2, 2012 at 12:16am

Hi guys, do any of you know of any info on autism available in Chinese or international autism support groups?  I've got one student with autism and info is so sparse here in China.   I can speak Chinese but it is limited in that I am unable to communicate deeper level autism knowledge to her parents.  :|

Comment by Dan Gillmor on April 20, 2012 at 11:05am

Thanks Jamie - the students seemed to take a great deal away with them in the process. I really enjoyed the challenges that it brought to their level. It caused them to up their game quite a bit and they were really engaged in the process.

Comment by Jamie House on April 20, 2012 at 9:08am

That's impressive. 

Comment by Dan Gillmor on April 18, 2012 at 9:34pm

This was an interesting case study that my student in social 10 participated in. The class utilized a variety of tools and activities in completing this assignment in current events. Check it out http://dangillmor38.wordpress.com/2012/04/08/activism-or-slacktivis...

Comment by Jamie House on February 15, 2012 at 12:35pm

More notes from Dr. Tomlinson's visit:

See page two - four http://www.livebinders.com/media/get/MTkwODM1NQ==

Comment by Jamie House on February 3, 2012 at 11:04am

GAME PLAN FOR ASSESSMENT

• What's the learning target (KUD's)?  The K's and D's are easy.  The U's are the hard part and common      core demands U's.  Brain research has shown that people      can't learn without making sense (I can explain how it works and why) and seeing meaning (I see what people can do  with it and/or how it connects to the world). The U's are the  sense and meaning.
• What prerequisite skills am I  assuming students have?  
• Where is everyone in relation  to the KUD's  and the prerequisite skills?
•  What am I going to do with the information I get to move everyone forward - in UNDERSTANDING as well as  knowledge and skills?  If kids don't have the basics, that doesn't mean they can't get the understandings.

•  How will I keep track of everyone's   progress?  YES!  Make a simple chart.  Keep checking it off as you see students  move forward.
• How can I involve student in  more fully understanding and investing in their growth?  In other words, can the kids tell you  what they're learning and how well they're learning?

• How can assessment help students better understand how DI works and how they can best contribute  to their success?

 

 

We have to know at the outset where students should end up and what they should be able to do with what they've learned when they get there. 

Comment by Jamie House on February 3, 2012 at 9:34am

We're working with Dr. Tomlinson today on formative assessment.  I'll fill you in.

Comment by Jamie House on October 24, 2011 at 8:11am

We've made some updates to our site.  Also, I'm presenting at at confernece in Decbember about how we got DI up and running (or strolling) in our district.  Please share some of the things you've done.

Comment by Morgan Kolis on March 13, 2011 at 4:33pm

Two Posts on Differentiation-

 

"Differentiation." Stop Rolling Your Eyes-

http://mlkolis.blogspot.com/2010/07/differentiation-stop-rolling-yo...

 

More on Differentiation- http://mlkolis.blogspot.com/2011/03/more-on-differentiation-real-st...

Comment by saraallen91 on January 9, 2011 at 12:53am

This is a DI Wiki I discovered a few weeks ago, and it's been a great resource for me so far: http://daretodifferentiate.wikispaces.com/Choice+Boards

• ‹ Previous
• 1
• 2
• 3
• Next ›
• Page