Strategy 1: Teach to Developmental Needs
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Five Special Strategies for Teaching Tweens | MiddleWeb - 0 views
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competence and achievement; opportunities for self-definition; creative expression; physical activity; positive social interactions with adults and peers; structure and clear limits; and meaningful participation in family, school, and community.
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physical movement. It’s not enough for tweens to move between classes every 50 minutes (or every 80 minutes on a block schedule)
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show students that not everyone starts at the same point along the learning continuum or learns in the same way.
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model asking difficult questions to which we don’t know the answers, and we publicly demonstrate our journey to answer those questions.
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We don’t limit students’ exposure to sophisticated thinking because they haven’t yet mastered the basics
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invite individual students to acquire, process, and demonstrate knowledge in ways different from the majority of the class if that’s what they need to become proficient.
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can teach a global lesson on a sophisticated concept for 15 minutes, and then allow students to process the information in groups tiered for different levels of readiness.
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present an anchor activity for the whole class to do while we pull out subgroups for minilessons on basic or advanced material.
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we should never let the test format get in the way of a student’s ability to reveal what he or she knows and is able to do
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In differentiated classes, grading focuses on clear and consistent evidence of mastery, not on the medium through which the student demonstrates that mastery.
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grade all the projects using a common scoring rubric that contains the universal standards for which we’re holding students accountable
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Of course, if the test format is the assessment, we don’t allow students to opt for something else. For example, when we ask students to write a well-crafted persuasive essay, they can’t instead choose to write a persuasive dialogue or create a poster. Even then, however, we can differentiate the pace of instruction and be flexible about the time required for student mastery.
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llow tweens to redo work and assessments until they master the content, and we give them full credit for doing so
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When we formally assess student writing, we focus on just one or two areas so that students can assimilate our feedback.
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