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CURRICULAR ADAPATIONS (Role of the teacher (Skills (Focus on essential…
CURRICULAR ADAPATIONS
Role of the teacher
Organizers of learning opportunities
Organize class for efective activity
Exploration as a priority
Focus
Less on knowing all answers
Most on reading their students
Coach and mentor
Give students responsability for their learning
Teach them how to handle that responsability
Commitment to
Content
Create a variety of ways for students to gather ideas and info
Process
Develop varied ways for students to explore their ideas
Product
Develpo varied ways for students to express their learning
Skills
Focus on essential information
See individuals as well as group
Give students a voice
Think of many ways to accomplish a common goal
Avoid potential problems
Share responsability of teaching and learining with students
Diagnose students needs
Organization and planning of wide range of material
Keys to success
Be clear on instructions
Give meaning to the lesson
Use assessment as a way to extend rather than measure learning
Design activities that emphasize critical thinkinf and creativity
Give students choices and options about their tasks
Differentiated Instruction
Differences
Key elements for learning and teaching
Learning needs
Talents
Potential
Undesrtandings
Interests
Readiness
Multiple options
Aquiring information
Content
Make sense of ideas
Process
Express what they learn
Product
It is NOT
Individualized instruction
Chopped up instruction
Grade some students harder or easier than others
Giving some students more or less work to do
It IS
Adjusting the nature vs quantity of assignment
Assestment to gather info of each student
Offering multiple aproaches for learning
engaging, relevant and interesting learning experiences
Student centered
Challenge the student
Responsable for their own growth
Responsable of their own learning
Active in making decisions
evolutionary, constantly in adjustment & refined when needed
making learning meaningful
Maximize student capacity
Advanced vs Struggling Learners
Advanced
Encourage new discoveries & ideas rather than good grades
Help them develop their abilities
Help them develop a sense of self-efficacy
Help them set high goals and work hard
Struggling
Focus on positives and strenghts
Concentrate on tasks that are relevante to them
Focus on teaching the main ideas and key concepts
Find the way to make learning accesible
Grading
Based
Individual goals
Progress in reaching those goals
Graded against themselves rather than with others
Traditional letter grades + additional info
Numeric superscript
1= above grad elevel
2= at grade level
3= below grade level
Two grades
Traditional one (A, B ,C D)
Another on based on the progress toward reaching a personal goal when compared to class
Important
Help parents and students understand the importance of this information
Help everyone see and undertsand the students progress
Purpose
Chart students growth
Skills
Knowledge
Use info to plan appropriate learning experiences
Record-keeping system
Elect label grade w/ key concept
Mantain a folder to keep a record and all the work and progress
Give students the responsability o
Select work that best shows what they´ve learn
record-keeping their own work
Not all work has to be "formally" graded
Let stsudents have an active participation in grading and communicate info to their parents
Learning Environment
Evolving community of learners
Teachers and students collaborates on
Growth
Well-being
Success
Responsability
Learning
Characteristics
Everyone feels welcome
Possitive attention from the teacher
Acknowledge of classmates in posittive ways
Designated space to talk about the day
Respect
Acceptance
Security
Success
Valuable
Worthy
Solve problems in constructive ways
Safety
Abscence of physical danger
Abscence of emotional danger
Never be thpugh as "fool" or stupid"
Goal
Help each student grow as much as possible
Teacher gets excited about growth of students
Students chart their own growth
Keys to Success
Teach students to be contrbuting members of team
clearness on
what to do
How to do it
Expectations
Quality
Flexibility
Tasks
Assessement
Time
Grouping
Mind
Students & Parents
Students
Deal with them based in their differences
Help he grow
Strenghts
Weaker areas
Engage them in the function of their class
Let them establish class rules
Colaborate with them to set individual goals
Keep track of their progress
teach them to help one another succeed
Assess individua and group goals
Teach them how to be active partners
Help them find their own voice
Parents
Develop a clear and possitive understanding about the benefits of diferentiated instruction
Let them know that the main goal is the growth of their children
Let them know that you have the best understanding of their children needs
Let them know that their perspectives are important
Parents of advanced learners
Rebuild their trust
Let them see your investment in improving their child´s potential
Help them understand that challenge and risk are incompatible
Let them know that your goal for each student to work a "little to hard", but w/ a support system that leads to success
Help them understand that learning is impaired when the student feels overtaxed
Team Work
Parents
Teachets
School
Create inviting places for them to join and participate
Proactive communication
Strategies for Managing
Key strategies
Differentiation must be based on
Student readiness
Interests
Learning Profile
Differentiating must start
At a pace that´s comfortable for the teacher and student
At the teacher´s and student´s respective beginning points
At the teacher´s and student´s point of readiness
Anchor Activity
To work on when students finish their tasks
Maintains productive work
Effective use of time
Instructions
Responsable students can share them w/ peers
Tape-record directions
Carefully and clear
"Home base"
seat for the beginning and ending of class
Organize students & material effectively
Alternative plans for getting help
Ask peer for clarification
"Expert of the day"
specially skill student that acts like a consultant
Teacher
identify when is it ok to come to you
Avoid noise
that is
Opressive
Distractin
Teach them
Whisper
Talk quitely
Use a signal
Assign student to monitor noise levels
Turn in work
"Expert ode the day"
Check over peers work
Evaluate quality
Sign if finished
Responsability for learning
Give it to students as much as possible
Critique one another´s work
Keep records of own work
Minimize movement
Let your students know what they can and can´t do
"Gopher" of each wor group
Closure
Give advance warning of deathline
Learning contract
Anchor activity
Sudents options
Homework assigments