Strategy 1: Teach to Developmental Needs
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Applications of Universal Design in Elementary and Secondary Education - 0 views
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Text Structure Worksheet 3 | Answers - 0 views
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education writing classroom resources midlevt midleved text structure worksheet
shared by Sheri Edwards on 03 Dec 13
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"7. Have you ever wondered what the inside of a volcano looks like? Deep underground is a magma chamber. The magma chamber is under the bedrock of the earth's crust. The conduit or pipe runs from the magma chamber to the top of the volcano. The conduit connects the magma chamber to the surface. Most volcanoes also have a crater at the top. Volcanoes are quite a sight, and you can enjoy this site all over the universe. Volcanoes are found on planets other than Earth, like the Olympus Mons on Mars.
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Evaluating Sources: The CRAAP Test - Information Literacy Research Skill Building - Lib... - 0 views
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evaluating sources research information literacy literacy skill libguides washington state university
shared by Sheri Edwards on 18 Jun 14
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"Currency The timeliness of the information: When was the information published or posted? Does the time period that the information was published matter in relation to your topic? When was the information last revised? (onine often found in the footer area) If reviewing a web source, are the links current or are they broken? Relevance or Coverage The importance of the information in relation to your topic: What is the depth of coverage? Is the informtion provided central to your topic or does the source just touch on your topic? Is the information unique? Who is the intended audience? Basically, is the information at the appropriate level for your research or does it target a different type of audience? Is better information available in another source? Authority Consider the source: Can you tell who wrote it? If the author is not identified who is the sponsor, publisher, or organization behind the information? Are the author's credentials or organizational affiliations listed? Is contact information available? Is the source reputable? Accuracy The reliability, truthfulness, and correctness of the informational content: Where does the information presented come from? Are the sources listed? Are the sources reputable? Can you verify the information in other sources or from your own knowledge? Corroborate! Does the language or tone seem free of bias or ideologically based arguments? Purpose or Objectivity The reason the information exists: What is the purpose of the information? Inform? Teach? Sway opinion? Sell? Entertain? Can you determine possible bias? If you can are they clearly stated or do they become apparent through a close reading? Does the point of view appear objective? Does the site provide information or does it attempt to debunk other information? (Weighing positive evidence versus negative evidence) "
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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.