Group items tagged

Although a lesson could target 17 indicators under 5 different standards, we must prioritize objectives by choosing three which we will emphasize in terms of student learning outcomes.  The magic number seems to be “3″

Centering instructio

or asking students to write (this year in student blogs in my class) about how the texts connect both to the students themselves and to the other texts in the unit.

It is teaching towards each student's strengths, and allowing their weaknesses to develop into future strong points.

Quite frankly, the course of action begins with the very basics of how you run your classroom. Begin the year by getting a grasp of the strengths and weaknesses of your students through the use of the available data, like benchmark testing results, standardized test scores, pre-tests, student inventories, portfolios, guidance folders, and/or classroom grades from the previous year; although those important items are just the beginning of your learning process. They give results and information, but they do not tell you how the student got there.

a responsive classroom that differentiates is one where the teacher prides him or herself on getting to know the students as individuals. From my own experience, once you tap into that resource, you can more easily find ways to connect with everyone in the classroom.