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anonymous

Differentiating Instruction: Why Bother? August 2005 Volume 9 Number 1 - Middle Ground - 2 views

www.nmsa.org/...Default.aspx

shared by anonymous on 07 May 10 - Cached
  • It would be correct to say that one of them taught math, the other taught me English.
    • anonymous
      anonymous on 07 May 10
       
      Interesting distinction.
  • But he worked hard to know us as individual students and to make the class work for us as individual students.
    • anonymous
      anonymous on 07 May 10
       
      Step 1 in differentiating
  • He met during class with small groups of students
    • anonymous
      anonymous on 07 May 10
       
      Step 2 Working with small groups according to their needs and interests.
  • ...6 more annotations...
  • he gave me personal projects
    • anonymous
      anonymous on 07 May 10
       
      One method of differentiating.
  • He saw that I needed to learn at a different pace and even in different directions than did some of my peers in his class—and he saw to it that my needs were a part of his plans, as were the needs of my various classmates
    • anonymous
      anonymous on 07 May 10
       
      Such an important piece of instruction
  • Here is the real reason it's worth the bother to differentiate instruction in the middle grades. Our success as teachers in helping students see themselves as competent in the subjects we teach will affect the rest of their lives.
    • anonymous
      anonymous on 07 May 10
       
      A serious responsibility of teachers.
  • Pre-assess at the outset of each unit
    • anonymous
      anonymous on 07 May 10
       
      Study Island, Quia quizzes can help with preassessment.
  • use diagrams or pictures
    • anonymous
      anonymous on 07 May 10
       
      Data projector is a great tool for this.
  • Differentiated homework can provide a great opportunity for students to "work backwards" to master missing skills, to extend content to challenge advanced learners, and to link applications of content to student interests
    • anonymous
      anonymous on 07 May 10
       
      Do we assign homework that is of value for all?
anonymous

Nonfiction: why it's important - Reading | GreatSchools - 0 views

www.greatschools.org/...n-fiction-why-its-important.gs

shared by anonymous on 22 Mar 13 - No Cached
    • anonymous
      anonymous on 22 Mar 13
       
      Teach more expository text that demands sustained reading. Websites promote scanning and skimming for information
  • by the end of 4th grade, students' reading should be half fiction and half informational. By the end of 12th grade, the balance should be 30 percent fiction, 70 percent nonfiction.
  • students today are asked to read very little expository text — as little as 7 and 15 percent of elementary and middle school instructional reading, for example, is expository…Worse still, [this reading is] too often of the superficial variety that involves skimming and scanning for particular, discrete pieces of information; such reading is unlikely to prepare students for the cognitive demand of true understanding of complex text.”
  • ...1 more annotation...
    • anonymous
      anonymous on 22 Mar 13
       
      Goal for teachers to increase student proficiency of complex reading skills for expository reading.
anonymous

BuzzMath - Effective Math Problems, Math Activities, Instant Feedback - 0 views

www.buzzmath.com

shared by anonymous on 24 Mar 13 - Cached
    • anonymous
      anonymous on 24 Mar 13
       
      Perhaps a good alternative to Study Island? Great feedback and examples. For middle school students.
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