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DI seen from Kimberly's math class - Coggle Diagram
DI seen from Kimberly's math class
Content
Diversified learning goals
10/20/30 pts choices (leveled w/ difficulties) > require 100 pts to finish the project.
Start by reflection
allow S to set targets / seek solutions / assessment as learning
the task is fully informed
Adjustable learning pace & teaching content
S can adjust their learning pace by combining choices to complete the individual project
tiered tasks on project
scenario-based math challenge
Include multisensory pedagogical design in individual projects
Encourage recalling past experience to do self-reflection
Process
Equipped S w/ prior knowledge
self-reflection / continual project
Identified learners' needs + group learning
Heterogenous grouping
Effective questioning tecniques
Scaffolded questions in pre-lesson discussion
Question as feedback > Trigger thinking by students
S choice of learning paths
Decide the combination of individual project
Diversified / tiered learning tasks
Timely feedback to support diverse needs
Effective use of class size
Discussion: whole class
Math challenge: group
Project: individual
Product
Formative assessment for learning
Diversitfied assessment methods
Solving math problems
completing a project / mini-projects
Environment
All S participated in the math challenge
roles were given
reader
processor
checker
follower
S with diff strengths (Multiple intelligence) can help each other
Cheerful atmosphere
Math challenge = competition
Handy tools all around + Flexible workspace
work anywhere (on floor / on desk)
easy access to draft papers / crayon / calculators / stationery