Creating and Leading a Differentiated Classroom
September 26 - 27, 2014
Chiangmai, Thailand

A summary of responses to the following query on the workshop evaluation form:

“Theory/Skills acquired from the workshop that you can use immediately”:  

Homework checker

Looking at standards and finding the KUDs

Changing my mindset - more student led

How to conduct a differentiated class

Good differentiation starts with good planning

Teaching up was an interesting concept.  Often high ability kids spend too much time ‘not learning’.

Big picture of DI - 4 gears with leadership

Formative and Pre-assessment for groups

Tri-mind activities

Make sure to break down all steps/skills students need in order to master the end goal.

Recorded feedback

Different strategies for group management

Math ticket

Connections with students

Ideas for simple formative assessment at lesson culmination

Importance of a supportive learning environment

Assessment strategies to make sure students arrive at the destination

Exit cards,  Stop light

KUD (Knowledge, Understand, Do)

Pre-assessment ideas

Effective grouping of students

Flexibility with tasks and learning tools

Implementing the KUDs

Adapting instructions to ensure steady progress for each learner

Readiness vs Ability grouping

Considering kids’ learning profiles

The idea of planning for the most advance learners first

Sternberg’s 3 types of intelligences (analytical, practical, creative)

Windshield check

Focus on students’ role in the class and ownership level

Instructional strategies

Use daily formative assessments to inform instruction

Homework checker strategy

Take more time for persistent assessment

Connecting what we do to real world

Clearly state end goal and provide learners with different ways to get to their destination

More teamwork across the subjects

Planning a focused curriculum using KUDs

Classroom environment/routine