➤ | Pre-reading/Assessment |
➤ | Formative assessment |
➤ | ‘Teaching up’ as a way for time management of DI |
➤ | ‘Growth mindset’ as an essential model for leadership |
➤ | KUDs are not achieved by increasing the workload but by establishing (and teaching to) appropriate levels of challenge |
➤ | Teach up - Focus on high expectations |
➤ | I need to differentiate as much for teachers as I would with my students |
➤ | Curriculum is the least influential factor to student success |
➤ | Assist teachers in how to scaffold in teaching up |
➤ | When kids can’t see bridge to the other side let them know “ I’ll be the bridge for you” |
➤ | Offer real world issues to solve to engage students |
➤ | Classroom environment is key to learning |
➤ | Links with formative assessment, UbD |
➤ | If you hit these targets, you will hit success |
➤ | Standards need to be packaged together and made to give meaning |
➤ | Pre-assessment as simple pattern recognition |
➤ | Unpacking standards for clarity in terms of KUDs |
➤ | Progression of assessment pieces and differentiation decisions that were made to implement KUDs and allow for choice |
➤ | Curriculum no matter how good is just a lump of clay |
➤ | Five essential elements of differentiation |
➤ | Create a whole school definition of differentiation |
➤ | Communication with teachers is vital in the common goal of differentiation |
➤ | Differentiation is vital to engage students |
➤ | Perspective on approaching differentiation as a way of thinking not strategies |
➤ | Differentiation is not an extra |
➤ | Creating more of a community in the class/year group |
➤ | Habrowski’s approach |
➤ | The cogs working together |
➤ | Environment must be flexible but predictable |
➤ | Pre-assessment task analysis |
➤ | Know/Understand/Do |
➤ | Encourage all teachers to do a pre-assessment |
➤ | Begin with the end in mind. What will you understand? |
➤ | Serving ingredients versus cooking |