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Inclusion and Differentiation - Coggle Diagram
Inclusion and Differentiation
Inclusion
Definition: PPPB (Presence, Participation, Progress, A sense of belonging)
HIGH-QUALITY CURRICULUM AS THE FOUNDATION FOR EFFECTIVE DIFFERENTIATION
KUD
Understand
Students will understand that。。。 Understand 需要时大概念
Do
compare/examine/describe。。
Know
一个事实，数据，术语，公式。。
rules
Start with U
Students will understand that …
Students will know …
Students will be able to (do) …
•Essential questions should be a question to get students thinking about the big ideas, be open ended so that more than one solution is possible
•Keep the know to information that will help students to unpack the big ideas.
•The use of doing with hands rather than minds when articulating the Dos
•e.g. students will … choose a topic would be better phrased as … identify and research an issue of (topic)
•Understandings are not skills or facts
•Understandings should follow the format of students will understand THAT …
Be careful not to write too many objectives for one lesson
A S S E S S M E N T F O R E F F E C T I V E
D I F F E R E N T I AT I O N
Preassessment
Differentiation
readiness
“…an individual’s current proximity to, or proficiency with, a specific set of knowledge, understanding, and skills designated as essential to a particular segment of study.”
Difference between readiness and abilities
Readiness refers to where a student is in their grasp of learning goals at a point in time, according to recently gathered assessment data that is relevant to those learning goals
Readiness varies from lesson to lesson and from skill to skill.
Ability refers to a more static notion of who will succeed or not.
方法
Process
分组
Product
Content
