➤ | 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 |