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Third, Fourth, and Fifth Grade Math Differentiation | The 1:1 Classroom - 0 views

mrpullen.wordpress.com/...fth-grade-math-differentiation differentiation
shared by Gayle Cole on 19 Mar 13 - No Cached
  • Use pretests.  Break the pretest up into subcategories that align with what you’ll be teaching in this unit.  Any student who gets 90% or higher in a subcategory does not need to complete the regular assignments on that topic and instead goes right to challenge work when you are focusing on that material.
  • Many online games are easy to differentiate, as they offer a variety of levels of gameplay.  You can assign the proper level to your students or once again allow the students to find their level of best fit.
  • If you need more problems for your top students, check out the fun  competitions at www.onlinemathleague.com, work on differentiated basic fact practice at www.themathfacts.com, or allow students to work on specific levels on www.ixl.com. Whatever you do, do something to ensure that all of your students are working on something they don’t already have mastered.
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Simon Haughton's Blog: Edmodo - 0 views

www.simonhaughton.co.uk/edmodo edmodo collaboration groups flipped instruction resource library
shared by Gayle Cole on 20 Jun 13 - No Cached
  • Gayle Cole on 20 Jun 13
     
    Some outstanding ideas on using Edmodo - share with fourth and fifth grades
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HowStuffWorks "Understanding Bridges Videos" - 0 views

science.howstuffworks.com/ng-bridges-videos-playlist.htm steam bridges
shared by Jennifer Smith on 17 Nov 13 - No Cached
  • Jennifer Smith on 17 Nov 13
     
    one of several videos to establish foundations for fifth grade STEAM knowledge
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STEM Curriculum Resources by Dr. Wesley Fryer - 1 views

stem.wesfryer.com/home STEM STEAM Resources maker
shared by Jill Bergeron on 13 Jul 15 - No Cached
  • Jill Bergeron on 13 Jul 15
     
    Lots of resources here for STEM with a focus on fourth and fifth grade.
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The Backchannel: Giving Every Student a Voice in the Blended Mobile Classroom | Edutopia - 0 views

www.edutopia.org/...blended-classroom-beth-holland differentiation backchannel edutopia blended learning
shared by Jill Bergeron on 27 May 14 - No Cached
  • A backchannel (3) -- a digital conversation that runs concurrently with a face-to-face activity -- provides students with an outlet to engage in conversation.
  • TodaysMeet (4) would have let teachers create private chat rooms so that students could ask questions or leave comments during class. A Padlet (5) wall might have fueled students to share their ideas as text, images, videos, and links posted to a digital bulletin board. The open response questions available in a student response system like Socrative (6) or InfuseLearning (7) could have become discussion prompts to give each student an opportunity to share his or her ideas before engaging in class discussion.
  • To inspire questioning and wondering, Meghan Zigmond (10) put her first grade students in groups and allowed them to use a Padlet wall (11) to capture their questions as they read Douglas Florian's Comets, Stars, The Moon, and Mars: Space Poems and Paintings
  • ...4 more annotations...
  • They create a blended environment where teachers and students engage in both physical and online conversations so that learning is no longer confined to a single means of communication or even an arbitrary class period. Backchannels don't replace class discussions -- they extend them.
  • She used Socrative to capture her fifth graders' questions and answers throughout the presentation, giving them an immediate channel for their thoughts.
  • The backchannel gave every student an opportunity to express his or her views and to listen to voices that otherwise may not have been heard.
  • A backchannel creates ubiquitous opportunities (18). In a blended environment, students and teachers can communicate through multiple modalities, allow their thoughts to develop over time, and engage in authentic learning.
  • Jill Bergeron on 27 May 14
     
    This article provides three good tech tools for teachers who want to try a back channel chat and nearly a half dozen ideas for incorporating this type of technology into the curriculum. There are even suggestions for how to use it with students as young as 6 years old.
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Teaching Empathy: Turning a Lesson Plan into a Life Skill | Edutopia - 0 views

www.edutopia.org/...son-plan-life-skill-joe-hirsch empathy edutopia SEL social emotional learning
shared by Jill Bergeron on 12 Feb 14 - No Cached
  • academic rigor, with its unflinching emphasis on measurable success, seems strangely at odds with emotional intelligence, a soufflé of moods and feelings.
  • Designed around cooperative learning, your lesson plan can actively foster class-wide feelings of cohesiveness, collaboration and interdependence -- without sacrificing instructional time or learning goals.
  • In cooperative learning, students work together, think together and plan together using a variety of group structures designed along an instructional path.
  • ...12 more annotations...
  • Cooperative learning creates what Daniel Goleman calls "cognitive empathy," a mind-to-mind sense of how another person's thinking works.
  • The better we understand others, the better we know them -- pointing toward (among other virtues) greater trust, appreciation and generosity.
  • Dispatching students into "groups" with the hopes they'll become more empathetic carries the same potential for success as trying to hit a dartboard while blindfolded
  • o harness the power of cooperative learning as a tool for building empathy, teachers need a specific strategy, a best practice that works
  • Created in 1971 by psychologist Elliot Aronson (1) to defuse his volatile fifth grade classroom, the jigsaw method (2) has a long track record of successfully reducing classroom conflict and increasing positive educational outcomes. As an empathy builder, it also opens doors of opportunity.
    • Jill Bergeron
      Jill Bergeron on 12 Feb 14
       
      How jigsaw groups work
  • The fluid movement, flexible groupings and redistribution of responsibility force kids to be more actively engaged in what and how they learn.
  • jigsaw learning flows freely between group members. Familiar roles change, too.
  • Teachers re-outfit themselves as sideline reporters, monitoring, questioning and analyzing the action, while the quickest and slowest students suddenly discover themselves in supporting and leading roles they never quite imagined.
  • Creating points of contact between students who would otherwise not interact delivers a humbling but elevating awareness of the "other."
  • the hard currency is active listening, or the art of thinking about what the other person is saying.
  • And because each student has a purpose (a teaching role) and something valuable (new and necessary information), every learner is regarded as an asset, not a liability
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