#Satchat is a weekly Twitter conversation for current and emerging school leaders that takes place every Saturday morning at 7:30 EST. Co-founders and co-moderators are Brad Currie, Scott Rocco, and Billy Krakower. #Satchat's mission is to expand educator's Personal Learning Network (PLNs) that in turn will promote the success of all students.
WELCOME TO #satchat
Our Topic: Differentiated Instruction - What does it mean and how can we use #edtech to achieve it
Your Moderators: @TheBradCurrie@wkrakower@ScottRRocco
The chat starts NOW!
Please introduce yourself, where you are from and what you do in education.
Jeff Kuciapinski, Learning Supprt Teacher in the Philadelphia area. Differentiated Instruction could be defined as the use of multiple modalities to get standards across to the student. #satchat
Good morning, friends! Fourth grade teacher, inst tech guy, and man-who-is-applying-for-as-many-admin-jobs-in-Illinois-as-possible from Illinois! #satchat
#SaturdayMotivation#SaturdayMorning#satchat
☕Good Morning Patriots☕
The thief comes only to steal and kill and destroy; I have come that they may have life, and have it to the full."
~ John 10:10
Good day #satchat! This is Dru, proud principal of @HeritageMS_WCS in Westerville, OH. Ready 2 step up on the tweet up this morning! Let's get Differentiated!
WELCOME TO #satchat
Our Topic: Differentiated Instruction - What does it mean and how can we use #edtech to achieve it
Your Moderators: @TheBradCurrie@wkrakower@ScottRRocco
The chat starts NOW!
Please introduce yourself, where you are from and what you do in education.
Good morning! Up early getting my son ready for a rock climbing competition and trying to chat at the same time! I teach second grade in Michigan #satchat
In #love, we sometimes need to be willing to offend others who need to be offended ... And love/guide them through all of their negative/dramatic reaction ... without retracting what they needed to hear.
#leadership#leader#leaders#team#coaching#satchat
A1-I define differentiation as a dance between teacher and student- it is meeting each student where they are and rejecting a one-size-fits-all curriculum #satchat
Good morning #satchat, I am from New Jersey and going to Stockton University, this is only the second chat I have participated in , I can’t wait to see what awaits ! 🤗 #Gen2108
In reply to
@ScottRRocco, @TheBradCurrie, @wkrakower
A1 Differentiation-starts with creating a safe & supportive environment based on knowledge of students; Design lessons based on students' learning styles. Group students by shared interest/topic and/or ability for assignments. Assess learning using formative assessment #satchat
A1: Differentiated instruction offers students different way to learn the same thing - different pace, lesson, activity, finished product. It recognizes that Ss learn differently and Ts need to teach to each student’s strength #satchat
A1: Differentiating requires knowing the students in front of you, understanding their needs, it’s relevant and engaging and meets the needs of each individual learner! #satchat via: NSW Dept. Of Ed
A1: In plain words, differentiated instruction is teaching students in different ways aligned with their learning needs & cultural backgrounds. Versus teaching all students the same way. #satchat
Good morning #satchat, I am from New Jersey and going to Stockton University, this is only the second chat I have participated in , I can’t wait to see what awaits ! 🤗 #Gen2108
In reply to
@ScottRRocco, @TheBradCurrie, @wkrakower
A1 differentiation does away with the “one size fits all” mentality and looks at how best students learn and understand what is being taught. Cue that old cartoon with the animals where they have to climb a tree #satchat
It is critical we consider differentiation when planning, creating, managing and facilitating our school makerspaces. It is one of my 7 attributes that help to ensure makerspaces become exponentially powerful learning environments. #satchat#makingGREATmakerspaces
A1: How T's change their instruction to fit the different needs of the S's. We don't all learn the same, even as adults, so we can't expect S's to. #satchat
A1 #satchat Andrea from CT here - Ed PR and former English/journalism teacher. Differentiated instruction is not just about skill level - it can be applied to interests, as well, to allow each student to bring his or her passion into the classroom for better engagement.
A1. Differentiated instruction means multiple ways to demonstrate mastery of the same skill or content. E.g. isn’t a small group podcast the same thing as a Socratic Seminar? And isn’t recording a short @Flipgrid video the same as asking a student to share out verbally? #satchat
A1: Ensuring that all Ss get the level of learning/assessment they need to be successful. Kicking out the idea that all Ss get the same activity and that is the only way to assess them. Meet them where they are. #satchat
https://t.co/0cfVdPTgdN
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Differentiation is a form of tweaking - making sure each child is given a challenge that will encourage them but not discourage them. So important to make them feel that they can reach the goal in small steps. #satchat
A1 DI is about learner-responsive teaching. It's a teacher providing each student with what's needed to experience individual learning success. #SatChat
A1: For me the simple definition of differentiated instruction is being able to balance learning levels so that each student is being challenged juuuuuust a little outside of what feels comfortable. #satchat
A1: differentiated instructions is simply providing students different avenues to learning. I like to give my students as much choice in their learning as possible. #satchat
DI is finding a way to reach and engage all students where they are based on their needs with content, process or products. Focusing on the learner and what he/she needs to be successful is key! #EDU5720@JMcCarthyEdS#satchat
A1. Differentiated instruction levels learning for each individual student. Essentially allows learning & understanding to be achieved by all Ss. #satchat
A1 presenting/communicating/offering information in a variety of formats and levels to students. Assessments should be offered in a variety of methods also. #satchat
A1, with differentiated instruction, I believe it’s the way you teach your students. All students are not the same and all require different techniques and strategies when teaching #satchat
A1 I like Tomlinson's definition, too. In our #STEAM Lab, we focus on #PBL engineering challenges. Students have a choice of materials & creative freedom to design their own solutions. #satchat
A1 Differentiated instruction is meeting all Ss where they are in their learning. Giving learners what they need to grow and improve. Ts must be flexible. #SatChat#satchat
A1: DI allows teachers to help kids have success in the classroom. It involves ongoing formative assessment, collaboration over competition, using content to explore big-world problems, student choice, & valuing diverse learners. #satchat
A1: Differentiated instruction is meeting students where they are and teaching them the skills and content knowledge they need to achieve personal greatness. It involves intentional assessment, data analysis, and trusting relationships. #satchat
A1 I define differentiation as giving kids what they need when they need it. We may all be heading the same place, but not everyone will get there in the same way. #satchat
A1: Differentiation may be based on an individual students academic needs, language proficiencies, physical/social/emotional needs, interests, and/or culture. #satchat
A1. Differentiated Instruction is meeting a Ss Learning Style and Level of Readiness..I like the fingerprint comparison..every student is unique #satchat
A1 #satchat Andrea from CT here - Ed PR and former English/journalism teacher. Differentiated instruction is not just about skill level - it can be applied to interests, as well, to allow each student to bring his or her passion into the classroom for better engagement.
A1: Differentiated instruction is thoughtfully planned - it allows each student to show her strengths and allows the teacher to adjust the process or product more individually #satchat
A1: the balance of teaching and learning for each student. Removing the one size fits all and recognizing the abilities of each individual student. #SatChat
Well said, Dennis- In order to provide that kind of learning, teachers need to build trusting relationships with kids- take the time to really know their strengths and where they can grow #satchat
Q1 Diff Instruction is using methods and styles that allow the individual student to learn best. It means being comfortable with allowing students more choice over how they demonstrate learning, using multiple intelligences to reach every student #satchat#HTSDpride
A1-Ts make adjustments so that all ss are able to show their understanding of the concepts. Same outcome goal, just possibly a different process. #satchat
A1: differentiation is giving students what they need to succeed at a skill or standard. Providing challenges and opportunities for them to think and grow #satchat
A1 Great Q. Schools aim to differentiate instruction so that every S, from low ability through to outstanding ability, have the opportunity to stretch themselves further and break through their glass ceiling. Iwonder if a false ceiling isn’t created at times by some Ts?
#satchat
A1: Differentiated instruction is giving every kid what they need and presenting content in various ways to meet the learner at their level. Basically, teaching kids the same standard but in a way that makes learning attainable to them. 👍 #satchat
A1 Differentiated instruction is meeting all Ss where they are in their learning. Giving learners what they need to grow and improve. Ts must be flexible. #SatChat#satchat
A1) Not giving more.
Not giving the same.
Creating Learning Opportunities that truly measure a student’s current status and next steps for their instruction without watering down the expectations of learning. #satchat
A1 Approaches to differentiated instruction acknowledge & respond to people learning in different ways at different rates. I'm intrigued by universal design for learning ideas that favor multiple means of engagement, representation, action & expression. #satchat
#satchat A1: Differentiated instruction has certainly evolved. From PD to make lots of task choices (circa 2006) to same task & objectives today w/freedom to demonstrate the learning in a variety of ways. Many paths to get to same learning destination.
A1 When thinking DI, easiest way for me to wrap my head around it is w/ Bloom’s Taxonomy or Webb’s DOK. I think of working w/ students at different levels of thinking. #satchat
No kidding, right? She doesn't represent The United States in any way whatsoever. She couldn't even win a damn bronze medal in pole dancing. #SaturdayMorning#satchat
A1 Differentiation only possible when 1) all strengths & learning styles are equally valued, and 2) all areas of struggle or development are respected #satchat
A1: Differentiation is the adaptation of content, process, task, product or learning environment to meet the individual needs of ALL students! #satchat
A1. I believe there is a difference between differentiation and personalizing leavening. Diff is what we do TO students while PL is what we do WITH them. Diff is “level” based while PL is “skill” based. There is a time & place for both, but important to know difference. #satchat
A1: Differentiation is finding out where your students are, their interests, how they learn, & what their misconceptions are. Once you know, it's moving everyone forward! #satchat
A1: If students cannot learn the way we teach, we must teach the way we learn. We must work on our implicit biases to not place blame on the student's home life. Rather, we must build relationships with students, focusing on their specific background knowledge. #satchat
I never liked on formal lesson plans seeing the "differentiated instruction" box. True DI can't really be written in that box. It's sometimes on-the-fly adjustments. The box makes it seem too "one size fits all", and we all know thats not what it is. #satchat
A1 morning everyone! - think we have to see it thru student interests, culturally responsive focus, thoughtfully challenging, intriguing, and scaffoldable, constructivist philosophy #satchat
A1 to me it’s understanding that there is as much to learn throughout the process when the instruction or guidance is offered uniquely to each S based on where they are as there is with the finished product #satchat
A1: Differentiated instruction for me, is when I incorporate my philosophy of providing different Ss with different avenues of learning the core content. #satchat
A1: We do it – as a provider of free curriculum – by ensuring that materials come with excellent, integrated formative assessment. Think daily exit tickets.
Knowing where your all of your kids are *every day* is the foundation of effective differentiation.
#satchat
Yes! Thoughtfully is such an important word! Even when it's a sudden Instructional shift 2 support a student, it's done thoughtfully--not recklessly! #satchat
A1: Differentiated instruction is thoughtfully planned - it allows each student to show her strengths and allows the teacher to adjust the process or product more individually #satchat
A2: My favorite way to differentiate for individual students is to create learning experiences with choice for the whole class so no one is singled out. I think of RAFT for writing or even just manipulatives for math. #satchat
A1 Differentiation is all about using the right tools to reach every learner. Engaging discussion (small or whole group), writing, technology, vivid storytelling. What a kid needs you find how to reach them #satchat
A2 #satchat one tool that I know works for many Ts in my district is .@Newsela PRO which allows Ts to provide #differentiated reading levels for each student
A1: We do it – as a provider of free curriculum – by ensuring that materials come w superb, integrated formative assessment. Think daily exit tickets.
Knowing where your all of your kids are *every day* is the foundation of effective differentiation. @openupresources#satchat
A1) as a counselor, I differentiate my conversations with S’s by meeting them where they are. If they’re passionate about music, we discuss that. If it’s sports, I relate to them that way. Every child needs to believe they’re good at something. #satchat
A2: To effectively differentiate instruction for individual students, you need to first know who they are and who they are as learners. Once you do that, design instruction with their individual learning needs & strengths in mind #satchat
A2: Well embarrassing to share, but when I was a baby teacher I “differentiated” by giving less spelling words, math problems, for example. 🤦🏻♀️🤦🏻♀️🤦🏻♀️🤦🏻♀️🤦🏻♀️ #satchat
A2 #satchat one tool that I know works for many Ts in my district is .@Newsela PRO which allows Ts to provide #differentiated reading levels for each student
A2 I see that Hyperdocs are one way to do this. I started using them for teacher PD specifically to provide differentiation our training content. #satchat
A1 DI works best for me in an authentic manner. Havibg kids hekp identify learning needs and aid in goal setting allows for purposeful learning. Not only are they getting the instruction they need, they are learning the power of reflection and goal setting. #satchat
A2: As an English teacher, I tried to build choice into all of my assignments. Book choice, choice in writing topic, choice in how Ss showed what they had learned. Starting with Ss choice, it becomes easier to help Ss find what works best for them. #satchat
Great point Susan! And isnt it cool when a student is the one who provides the different way of looking at something that brings clarity for some of their classmates #satchat
There is a very distinct difference indeed! Differentiation is an iteration generated educator. Personalized learning is where learner is in charge of their learning and educator is now partner. #satchat
A1: Differentiated instruction is the opposite of going back to the same lesson year after year. It's not about what worked for last years kids or for that matter yesterdays kids. To me it really boils down to are you continually evaluating what your students need? #satchat
Just a ?...we all say we differentiate but has it worked? Does it truly occur at the level that it needs to? Differentiation often leads to lower curriculum expectations for students (ie reading same article lower Lexie). Let’s change the thought process to personalized #satchat
A2 Technology has allowed me to provide my students with instruction that better fits their needs. Lots of choices for teachers to use. #satchat@edmodo helps me to personalize learning
A1: Differentiation may be based on an individual students academic needs, language proficiencies, physical/social/emotional needs, interests, and/or culture. #satchat
A2: I've differentiated by creating leveled practice slips so Ss can choose the level where they feel most comfortable/challenged - In Math this is especially helpful to build confidence! Always allow for manipulatives, small groups, station rotations - SO MANY OPTIONS #satchat
Q1 Creating learning activities based upon student needs from data and adjusting the process and product to connect to the students interests and knowledge #satchat
A2 Work products are defined enough that every student can visualize the outcome but flexible enough that each student can use the assignment as an opportunity to be creative and explore something that matters to them.
#satchat
A2.2 Processes are clearly defined when students need to practice a specific skill and flexible when they need to practice choosing for themselves what to do. https://t.co/BAxauRhkdd#satchat
A2: you can plan for differentiation all you want, but constant conversation and getting to know your Ss seems to do it best: eventually, they'll tell you how they can learn/create something better and take the initiative to do it #satchat
A2 I like to give students choice and voice with assignments & assessments. It isn’t always easiest w/my planning, but student response indicates it’s worth it. #satchat
#satchat A2: On the daily: Ss pick how they want to present their learning. As long as they meet the task objectives, they can demonstrate their understandings in a multitude of formats & w/a tool of choice.
A2: One way that I used to differentiate my instruction was to allow for choice in product. Students could demonstrate the mastery of their learning in a number of different ways—not always on a traditional end of unit exam! #satchat
2: How I differentiate depends on the task at hand. Sometimes it is as simple as providing limited choices. Sometimes is it using exit tickets to group and then regroup based on specific needs. You have to differentiate how you differentiate! #satchat
A2: When individual differentiation becomes a natural next step, the T considers learning styles, S preferences, and goals based on their individua data. #satchat
In the 10 years I was Head of Curriculum (2 different schools) this was perhaps was one of my most frequently asked Qs. How will this extend each S in the class? #satchat
A1: Differentiation may be based on an individual students academic needs, language proficiencies, physical/social/emotional needs, interests, and/or culture. This is to support the learning success of students #satchat
A2. Assigning Twitter HW for at-home novel annotations is PERFECT differentiation. Pick 6 hashtags for the entire novel, & let students tweet (x) findings per night using whichever ones they encounter or understand the best. Encourage RTs / emoji / .gifs / videos/ etc.! #satchat
A2: By providing audiobooks to accompany novels or stories we're reading, creating hyperdocs that have various levels of support for Ss to work through as needed, allowing Ss to find ways that suit them best when studying, & creating #sketchnotesGO (Graphic Organizers). #satchat
A2- use data! By learning what they already know. By cultivating an environment that allows them to say what they don’t know. By giving choice. By providing varied tools and strategies. #satchat
A1: Love this definition too. DI recognizes that Ss learn in different ways and Ts can maximize student growth by providing opportunities for students to have choice and differences in pacing, lesson, activities, and final outputs. #satchat
A2: Assess (including observing, listening, conversing), reflect, plan, group (flexible), offer what engages and challenges, make necessary changes...avoiding a ‘one-size-fits-all’ approach...it’s not about me! #satchat
A2: Ask the students how they would like to engage in lessons. Give them a choice and reach them where they are. Allow them to discuss and collaborate on questions posed during discussion. #satchat
A2: I use sites like readworks to give students passages on their reading level, give students project choices for assessments, I use project based learning to also give intensive instruction to kids who are struggling while letting other students be autonomous. #satchat
A1) as a counselor, I differentiate my conversations with S’s by meeting them where they are. If they’re passionate about music, we discuss that. If it’s sports, I relate to them that way. Every child needs to believe they’re good at something. #satchat
A1: Differentiated Instruction has become the expectation in most circles of education. With an abundance of technological resources and focused professional development, identifying and addressing students’ strengths and weaknesses is more manageable than ever before. #satchat
A2 Providing options for students to show they have learned the content on their summative.
Aka what way can you show me you know what we have been talking about?
#satchat
A2 Knowing Ss & their abilities is key. When I was a music T, I selected literature I knew could target different different Ss skills & create an enriching experience through small group lessons too. Spoiled in a way #satchat
A2: Allowing S's to decide the product to show mastery of a standard, Giving S's blended learning options to learn the content in their preferred method. S's learning style research, #tlap hooks to teach. #SatChat
A2 Not only by differentiating the level and amount of work they engage in but also the final product I expect. Each S sets different goals for themselves. Everyone has their own path. #SatChat#satchat
A2- use data! By learning what they already know. By cultivating an environment that allows them to say what they don’t know. By giving choice. By providing varied tools and strategies. #satchat
A2: This year I started using Blendspace for differentiation. I created a Blendspace lesson for each chapter I teach that has videos, practice and games for every concept. It allows me to differentiate the concepts while giving them choice in their learning. #satchat
A2: Collaborating with instructional specialists (librarian!) means more individual attention per student and broader pedagogical expertise in instruction, facilitation & assessment to meet widest range of student needs possible #SatChat
A2 learning centers: each one focused on a specific skill. Students are grouped based on skill and level of mastery and they work in their centers for 2 days. I change it up and give the next grp a different type of challenge w/ same outcome #satchat
A2: Teaching in a workshop model does it every time and can work in all subjects. Teach your mini lesson then break out and meet with groups. Tackle want they need in differing and unique ways. #satchat
A2 provide different tools to convey info, but also survey students for their feedback on what is working, what is not, and get their recommendations. #satchat
A2. As Reading teacher, gave Ss different ways 4 Ss 2 show a connection 2 text--when I felt like the mandated test was unfair & a farce. Created own assessment options 2 a short story unit: draw, rap, sing, act out, write a recipe, etc. Had 2 know my kids' interests #satchat
A2: I teach 1st grade. This year I'm differentiating with poetry for teaching reading. They all have a poetry binder at school but I've made some students one just for home. They choose their favorite poems & songs for their home binder. #satchat
A2- DI should not even be a 'thing' - it's what we often do everyday without thinking- it's how we read and judge our students and it's what makes us professionals #satchat
A2. Creating self-directed unit plans, that provides choice of assignments, & builds in time for small group instruction & conferencing. I have found that verbal feedback is an effective method of differentiated instruction. #satchat
A1: Differentiation of Instruction entails using methods that meet the needs of every unique learner in the classroom to maximize their growth & success. 1 size doesn’t fit all. The teacher adapts content, process & product. #satchat
A2 Formative assessment (including student self assessment) is key for differentiating. Use that info to form flexible, targeted groups that change frequently as students’ skills grow. Can be done in all areas! #satchat
A2: Another method of differentiation that I’ve observed teachers using is purposeful grouping of students who receive varying degrees of scaffolding & support from in order to complete a task. #satchat
Really into .@quizizz at the moment for formative assessment - Ss take the quiz multiple times, say it helps them learn what/why they got something wrong #satchat
A2 Reserve time for reflection about how learning is going & what might make it better. Push past, "I don't know." Foster dialogue about processes going forward. Differentiate *with* students more than *for* them. Prepositions matter.™ #satchat
A1:I define differentiation in classroom the same way I define it when I am coaching track;meet the kid where the kid is.This means modifying & individualizing assignments to best meet Ss needs. Works great w/ writing & reading bc measure of improvement is based on kid. #SatChat
Ex: If I meet with all of my “level P’s” for a GR lesson, I am differentiating learning for them. On the other hand, if I meet with all students who are struggling with determining Main Idea to teach a strategy & set a goal, I’m personalizing learning with them. #satchat
👍 This is very important to do! How can we expect teachers to differentiate in the classroom if we don't model and demonstrate it in our professional development.
#satchat
A2 By simply paying attention. Having conversations with lab teams & individual students during labs & engineering challenges, observing where students struggle, providing needed support in real time. #satchat
I don’t adjust my articles based on reading level ... I use primary source docs in Social Studies ... sometimes that means I have to read the document with the kids and help them understand the words. #satchat
Right! It often seems like what is best for Ss is more challenging for Ts to grade. Going through stacks of writing, projects, watching presentations, listening to audio... all more work than scanning multiple choice, but totally worth it! #satchat
A2 I am a firm believer in the productive struggle. With that, a lot of my differentiation is based on spending time with students, while they walk me through their strategies for solving real world problems. This is a key piece to my formative assessment. #satchat
A2 I think writing workshop natually leads to differentiation. During conferences, I can give an individualized mini-lesson, see how a S has progressed & revise the way I teach him/her #SatChat
Q: Who was Secretary of State when Paul Manafort was being paid millions to peddle foreign influence to corrupt our government?
A: Hillary Clinton.
This will get interesting.
__
Inside the Manafort And I Support a Ban #Satchat#SaturdayMotivationhttps://t.co/xoAkLyXp0n
Hey #satchat PLN we have some new members of our Professional Learning Network. There are some pre-service teachers on the chat today and most Saturdays. Profs are assigning the chat so share your knowledge. You may be helping a future colleague!
#LearningandTeachingNeverStop
A2: I could cite a bunch of lessons but I will put it this way... as long as your are not pre-determining the outcomes of your learning experiences you are differentiating. Be weary of "one right answer" #satchat
A2: you can plan for differentiation all you want, but constant conversation and getting to know your Ss seems to do it best: eventually, they'll tell you how they can learn/create something better and take the initiative to do it #satchat
A2: I’m using a workshop model for HS ELA, and students choose what novels they read and I Conference to provide individualized feedback and mini-lessons. The assignments themselves aren’t differentiated, but the texts Ss are reading are different, as well as my feedback
#satchat
We’ve personalized by providing students with choice🤔 that is set up by clear expectations, goal setting, and metacognitive practices!
When we expect students to do great things by taking ownership for their learning we generate great results 🙌#satchat
A2: differentiate at the curriculum development stages through use of universal desigb for learning #UDL which is backed up by neurobiological research #satchat
A2 Not only by differentiating the level and amount of work they engage in but also the final product I expect. Each S sets different goals for themselves. Everyone has their own path. #SatChat#satchat
A2: I love using @edpuzzle Ss can work at their own pace but all of them get the same information. Ts can also evaluate in real time to monitor. It’s fabulous #satchat
Hey #satchat PLN we have some new members of our Professional Learning Network. There are some pre-service teachers on the chat today and most Saturdays. Profs are assigning the chat so share your knowledge. You may be helping a future colleague!
#LearningandTeachingNeverStop
No embarrassment for past practice. Let’s be honest: Whose teacher prep really taught them the different between, modification, accommodations, scaffolding, differentiation, and/or specially designed instruction for students w/ exceptional needs? #satchat
A2: Well embarrassing to share, but when I was a baby teacher I “differentiated” by giving less spelling words, math problems, for example. 🤦🏻♀️🤦🏻♀️🤦🏻♀️🤦🏻♀️🤦🏻♀️ #satchat
A2- DI should not even be a 'thing' - it's what we often do everyday without thinking- it's how we read and judge our students and it's what makes us professionals #satchat
Playlist for a morning walk break from a full day of work - Radical candor - learning more about caring personally while giving criticism #satchat#growandlearn@RadicalCandorIL
A2- in the beginning of the year they "quiz" to see if they're stronger visual, verbal, or kinesthetic learners, then learn ways they can daily take advantage of that skill and adapt each lesson to it #satchat
The most meaningful and engaging units are project-based and choice based, using menus. Students have opportunities to demonstrate learning in different ways, and teachers use a rubric to assess learning, specific to each student. #SatChat
A2: I still love using audiobooks as a form of differentiation. #edtech has made it easier, as books are available in so@many forms and on many devices. The old book on tape will work, but an audio file is better. #satchat
A2 mixed ability partnerships and a classroom rich with talk are also essential. Students have to be actively wrestling with ideas to grow as thinkers. Peers are such an important piece of that! #satchat
A2. Intentional process. Ss know what expected outcomes are for a standard or objective. Meeting w ss to highlight strengths and weaknesses. Ss helps facilitate a learning path based on needs. I guide that meeting and make "suggestions." Goal chart & check-ins follow. #satchat
I usually divided my class periods up into three sections of different kinds of instruction. The days of lecturing all day everyday should be over. #satchat
A2 focus on choices and opportunities that shift power from teacher to learner - how to physically orient in space, caves, campfire, watering hole spaces in the class, tool options, interest-connected choices, learning centers #satchat
A2: Remember drawing your "ideal classroom" during Meyers-Briggs training? Students mapping "ideal learning space" can tell a lot about how they explore what they need & want to know. #SatChat
A2: I have always worked at the school for students with special needs. We do not use pre made materials because we may be teaching 8 different things in a single class period. Everything we use is made by us with that individual student in mind. #satchat
A3. #QRBreakIN! Think of a REVERSE Edcape Room. Perfect to start a new unit.
Four groups. Nine different skill puzzles. Ticking countdown clock. Work with your teammates on one puzzle at a time & complete as many as you can before time expires. https://t.co/QZvJez2gjR#satchat
A2- I love @Newsela for providing you students with wonderful text, but that is leveled without changing the content. Giving choice in their assignments, allowing certain tools to be used to help take a difficult step out so that they can still have the end goal. #satchat
A2) when I was in the classroom, I utilized “teachable moments” often. If a student wanted to take a discussion a slightly different direction, I went with it. It made it relatable to him or her, and that’s part of differentiating IMO. #satchat
A3 Real-world instruction, or in my case, teaching writing for "real" audiences, lends itself immediately to differentiated instruction. Students should take on practical roles to get things done when working collaboratively on writing projects or school newspaper. #satchat
I have used Blendspace for showcasing student work since @Rdene915 introduced it to me. started incorporating it as a platform for lessons. Need to try this. #satchat
A3 still a work in progress but so far I’ve had readers read articles and take down notes using journaling techniques. I’ve flipped the classroom also to incorporate videos, I’ve invited resources speakers to chat with my students. #satchat
A3: Group work can be daunting and stressful for students; we build up to it gradually; for some I will pre-teach what will be discussed so they will be more confident contributors- for others it's rehearsing problem-solving techniques- we always debrief afterward #satchat
Guided math and reading leveled groups, Flex Groups: kids who need more support on certain skill (ex:theme) menu/choice boards, Daily 5, adjusting work load/requirements, Gardner’s Mult. Intelligences❤️, #satchat
A2: In using DI, all Ss need access to the same tasks. It’s not just about what I think they need or can handle, but more important is what they want to TRY. #satchat
A2:I group Ss into below, low, med., and high levels of learning. As a group they are able 2 share strengths and build up weaknesses. Next, I constantly monitor collaborative learning. I also provide different assignments, allowing Ss 2 thrive, as well as be challenged.#satchat
A2: 2. Adjusting process through grouping by languages & academic proficiencies depending on task & objectives and learning styles (ex auditory, visual, verbal, etc) #satchat
It’s important to give students that kind of option. Each student is different and unique, how they present their learning should reflect that #satchat
A2: in my ELA classes I have started differentiation by setting writing goals based on individual student performance/needs. Start w/ a lot of pre-testing & addressing individual needs within each assignment. No rubric, just writing to “feel” the writing improve. #satchat
Admins should do same when Ss are sent to Office. Establish relationship first, then discuss the “problem”. Ss will then be more likely to accept responsibility #satchat
A3: Choice in book Ss are reading, choice of role in groups. Putting groups together is a balancing act. All Ss need to feel like they are able to contribute. Sometimes that happens naturally, sometimes the T needs to sit down, join the group, and help it happen. #satchat
Always appreciate admins & eduleaders who understand that differentiation applies to teachers too & do not seek cookie cutter classrooms; each of us bring different skills & experiences to attack our curriculum & classrm management #satchat
A2. I teach research databases by compare & contrast to Google. They get handouts showing steps. They get time to try it out w me available to help. Office hrs, email too #Satchat
A3: Students choose different roles within the group that reflect their learning styles. This way as a group, they are processing and collaborating in the best way for each individual. #satchat
A3: One way I have differentiated instruction for students working in groups is using group roles & using heterogeneous grouping to allow students to support each other #satchat
A3: Before differentiating groups you have to form strategic groupings of students based on similar needs. Then, you need to target each group’s need with specific learning experiences. PBL is great for long term & Daily 5 centers are great for everyday instruction #satchat
A2: I've been doing a lot of S's choice to differentiate lessons. Other easier ways can include assigning evens vs. odds on a worksheet when it is strategically created. #satchat
A3: 3. Adjusting product by providing students multiple ways to demonstrate learning to accommodate academic/linguistic needs and/or interests #satchat
Guided math and reading leveled groups, Flex Groups: kids who need more support on certain skill (ex:theme) menu/choice boards, Daily 5, adjusting work load/requirements, Gardner’s Mult. Intelligences❤️, #satchat
A3: When doing station rotations, Ss are sometimes grouped by skill deficiency (based on collected data) - this allows me to plan specific interventions at Teacher center and targeted practice at Review center #satchat
A2 our school board participated in a PD work session on tech tools for learning this week - they loved Newsela app capability to diff reading in online articles #satchathttps://t.co/PeDAWkdjc2
A3: Consider the learning styles of your Ss when grouping, create groups that include multiple styles and perspectives, nurture collaboration & model effective communication! #satchat
Future administrator here! This is also an assignment for @isuedad administrative leadership program. Looking forward to participating in more #satchat
I think this question hits on a lot of challenges with DI. Sometimes our assignments become easier—and sometimes only the product is differentiated rather than the INSTRUCTION. How do we DI instruction rather than assessment? #satchat
A3 Differentiate for groups by deciding 1st why they are working in a group. Is it for the sake of group work? fewer products to grade? or because the goal of the experience requires their unique contributions for the group to succeed or maximize its effectiveness? #satchat
A1: Provide choice of project 2 demonstrate learning, groups are self chosen but then build in roles for the groups. Each Ss has a part that contributes to the whole, & the part is tailored to their level or chosen by them-given different tasks then all present as team. #satchat
A2 Using Backward Design, I ask how will they be assessed in a differentiated manner that still allows the S to show the achievement of Outcomes. That answer structures the nature and range of choices Ss need. Formative Assessment & Feedback critical in this model.
#satchat
Join us at 8:30amEST for #HackingLeadership chat- it’ll be the best 30 minutes of the weekend! We are talking about flattening the walls of your school/district! Hope some of our #satchat friends stop by! #HackLearning#edchat
Yeah, that's the tricky part. I never figured it out as a teacher, and ended up taking stacks of grading home on the weekends and with me on vacation. #satchat
A2: Data collection through pre-assessments, activities (personalized, project based, blended or otherwise) then a post assessment. After that, revision or reassessment opportunities are available. #satchat
A3 Multiple methods differentiate groups. Either make groups specific to levels and give content to meet those learners where they are or mix groups to have different learning levels support each other with different tasks to create a whole product #satchat
A3: I have observed great Ts opening up the lrng environment to allow different Ss to show their collective lrng in individualized and creative ways. Give them a worksheet and they will regurgitate and answer. Give them the room and they will demonstrate their lrng! #satchat
“There is nothing more beautiful than someone who goes out of their way to make life beautiful for others.” - Mandy Hale
We need more positivity & kindness. Help make someone’s life more beautiful today.
#bekindEDU#kidsdeserveit#tlap#LeadLAP#satchat#edchat#leadupchat
A3: Ss working in groups need to be provided with different roles & responsibilities, they need flexible groupings & need to be able to demonstrate learning in a variety of ways #SatChat
A3 We do an exercise where students connect their actions in groups to their values. They learn to share the workload, play to their strengths, listen to each other, and resolve conflicts. I don’t preempt conflict by assigning roles or portioning out responsibilities. #satchat
A3: This year I'm letting my reading group select their own books based on interests. I provide a range of levels and genres. They also help choose what they write in their journals. #satchat
Happy Saturday morning to you! Ready to learn with others? Here is a list of the chats so you can grab a cup of coffee and follow your favorite ones. #satchat
A3: different roles for groups. I like to try to make the roles of the students match various multiple intelligences. Students pick roles. Ending with a presentation. By doing this I'm allowing students to learn content through a way of learning that is easier for them #satchat
A3 The group is made up of Ss at a similar place in their learning. Their expectations and goals are created based on where they are. They’re instruction meets their needs. #SatChat#satchat
A2 Using Backward Design, I ask how will they be assessed in a differentiated manner that still allows the S to show the achievement of Outcomes. That answer structures the nature and range of choices Ss need. Formative Assessment & Feedback critical in this model.
#satchat
Future administrator here! This is also an assignment for @isuedad administrative leadership program. Looking forward to participating in more #satchat
A3 This is when choice comes into play. Capitalizing on skills, abilities, & interests means you have to be flexible and let’s Ss decide why & in what way they want to demonstrate mastery. #satchat
A3: Groups should never be group work, it doesn’t work in school, in bus., & gov.
Groups that produce good work have different roles & products that contribute to the final product...this is where differentiation occurs.
Individual assignments w/in a group #satchat
#satchat A3: Differentiated groups can look like indiv learning: take the path that inspires you to demonstrate understanding. Requirement: everyone needs to be a part of the process.
A3: I observed was a writing workshop in a co-taught inclusion class. 3 Groups of students...1 group was given the prompt & general instruction, 2nd group received support in developing their claim from 1 teacher & 3rd group direct support throughout! ALL Ss needs met! #satchat
A3) Group differentiation can be done through task, pace, and outcome. This will look different for every group, but the content and process are the same. #satchat
Yes, creating different roles/tasks is important for cooperative learning groups. We have to ensure that all students are participating in the assignment. #satchat
The biggest factor in differentiation has to do with truly knowing each kid.We have to differentiate because something hasn't worked in the past. developing new learning strategies IS differentiation. "Making" &technology for some.Self directed or one on one for others. #satchat
A1: Differentiation is meeting the needs of students through content, process, and/or product. This is a major step in personalizing learning. #satchat
A2 keeping in mind that as you DI the learning goal always needs to be clear to the student and the teacher. The steps to get there will look different and should look different, but the outcome is the same. #satchat
A3: Ss choose diff tasks within group to complete in order to accomplish the mission of the group. Each S has a role & is assigned or chooses activities that play to their strengths. #satchat
A3 Simulations... Simulations... Simulations... make grade level appropriate simulations and put groups, whole, small, whatever and let it begin. #Satchat
A3) So many answers! All Ss choose the group they are most interested in and having differentiated work within the groups based on choice, student interest, and ability. Ss work better if they are invested in what they are doing. #EDU5720#satchat@JMcCarthyEdS
A3 thoughtful group planning. Do I want them to puzzle out the problem equally or are higher students reviewing with struggling students in a teaching/learner model. Posing challenges to higher students to explain. #satchat
A3 Students know from day 1 that all students must work in collaboration to solve the problem and I have the right to call on any member of the group to explain what they did. This allows group members to teach each other about their thoughts. I'm there for nudging. #satchat
A3: Use of DSA, Words Their Way, Running Records to determine flexible reading groups - then intentional planning & focused instruction begins - just right instruction for Ss #satchat A thought from @WeberEducation
A3 The ability for a group to collaborate is a lot more streamline using Google Apps for Education (GAFE) (available to all 152 schools belonging to Sydney Catholic Schools).
#satchat
A3 Creating groups is like drafting a team. What are each students' strengths and weaknesses? What are the skills they will bring to the "team" to make it better? Always a pleasure to watch your efforts play out well. It all starts with relationship building #satchat
A3. Literature Circles make this rock! Strategically group students so different learning levels/needs/experiences R represented & supported. Every group has different novel & every student has different job every day. #satchat
Yes Heather! We do #squadgoals every Monday morning in our class! Wednesday is check-in day (if we need to adjust or not) and Friday we celebrate our hard work and think about tr next week! Gets them focused on where they are and where they want to be! #satchat
A2 Not only by differentiating the level and amount of work they engage in but also the final product I expect. Each S sets different goals for themselves. Everyone has their own path. #SatChat#satchat
A3: Guided group activities are set up strategically so Ss can be grouped homogeneously and then rotate between three activities (partner, independent, and teacher). #satchat
Galatians 5:13
'You have been called to live in freedom,
brothers & sisters.
But don't use your freedom to satisfy your
sinful nature.
Instead, use your freedom to serve one
another in love.'
#Jesus#SaturdayMotivation#SaturdayMorning#satchat
A3: allow choice/voice within the group. Let the kids choose and assign their own roles or give them some decision-making power of their own. Empower the learners, even within groups! #satchat
A4. Choice all the time. In my #gamification English classroom, each unit offers 7-10 themed “side expeditions.” No academic credit, all enrichment. Reward different ways to learn. About 60% of students complete a side expedition each unit! https://t.co/mM7QXOgHRd#satchat#xplap
Are you thinking about how to create excellent learning spaces? Want more practical ways to make it happen? Join this great course on brain friendly learning spaces. https://t.co/pWI8M8ERUe Use code DESIGN20 for 20% off. #ice18#satchat
A1: Differentiation is meeting the needs of students through content, process, and/or product. This is a major step in personalizing learning. #satchat
A3) Not always, but at times, I would assign groups. I would look for differences in writing, speaking, artistic, and confidence levels of my S’s. If I can find the right mix for a group, the members will help pull each other up and the product will be amazing! #satchat
I don’t want to give kids things in their level ... I want them to stretch to above their level ... the real world is not leveled based on reading ability ... in the classroom I can give them the boost they need #satchat
A4: I consider choice the building blocks of differentiated instruction. There still needs to be teacher involvement and support, helping Ss make choices that are good fits for them, offering additional support or challenge as needed. #satchat
A3-Being mindful of group makeup so that everyone is able to feel productive and appreciated. Allow for different roles or activities that let ss show what they know and be successful. #satchat
A4: Choice is only differentiated instruction if the students are choosing how to learn; otherwise it is differentiated assessment and those aren't the same thing. #satchat
A3 Great teachers naturally and seamlessly assess each group’s collective needs, capacity, and temperament. Then, they set individual expectations for the group. #satchat
A3 - mixing homogeneous and heterogenous groups a must. If we stick to leveling kids n groups all the time, we don’t acknowledge individual strengths and develop #growthmindset mentality in all Ss #satchat
It helped a lot. Even if a student didn’t like something we were doing, they knew something else would be coming before long. It’s good for people with short attention spans, which is most of us these days. #satchat
A3 best Ts at this I have seen are constantly kid watching to determine responsiveness to individuals in real time - they listen, pick up cues on interests, questions, curiosities, challenges of learner - but you can’t get to see kids from the teaching wall #satchat
A2: I listen to the individual student's voice and choice when thinking about how to differentiate. Rigor level stays the same. ALL students can achieve at high levels. #satchat
#satchat I always think of my SpEd S's, how can they be a part of the learning without focusing on their weakest area? T's have to be strategic with groups.
Let's not confuse differentiation with "dummy-down" for struggling learners. Allow them access to rigorous and complex concepts by differentiating the content, process, or product. #satchat
A4: Yes. Choice activities are the best because the students are more engaged. It is definitely differentiation because they are choosing their best avenue to show off mastery. #SatChat
A4: Choice can be differentiated instruction when used to allow Ss to access content and show learning in ways that meet their learning needs. Choice that doesn't take into account who the Ss are as learners wouldn't be effective differentiation. #satchat
Good question. I found that changing assessment was the best way to differentiate. The instructions change as the assessment changes, because the conversation is ongoing. #satchat
Q3: groups need 2 have specific indiv roles that are beneficial to each S. Talk about equity in work environment being more important than equality. Some will do more work & some will do less but each S will still benefit & get what they need. #satchat
A2: At my school, Blended Learning has shifted the teachers away from the one size fits all lessons. Allowing choice and collaboration engages students in ways lectures cannot. #satchat
A4: You might provide student choice in individualized academic supports to learn information or complete tasks, such as graphic organizers, math manipulatives, or online resources #satchat
A4: As long as the choice activities are assessing the same skill, choice menu activities can be used for differentiation. Ss can inspect which activity will work best with them and show learning how they are comfortable. #satchat
A4- Without choice how would we ever empower students to be capable decision-makers, problem-solvers, passionate learners? Choice and DI need to be inseparable, integral parts of our days #satchat
A4) Without choice, Ss have no ownership and school becomes boring. Just like adults, they feel like ‘just a number.’ Ts must give some form of choice each day to DI! #satchat
A3. I love coming to classrooms when group work is happening. The kids convos are very genuine & their purpose seems more understood. I like joining in to see what route kids will take. Good teachers allow the journey to just happen knowing the kids maps vary #satchat
A4: Choice for me was often times not within the "what" we did but "how" we did it. Choice is not necessarily differentiation. If you're choices don't lead to a wide-ranging diversification of thought and application you have the same thing regurgitated different ways. #satchat
A4. Choice is differentiation by interest. My students self-select novels (which they then use to analyze various aspects of literature); this differentiation has led to an increase in reading, and more reading increases comprehension, vocabulary, and fluency
#satchat
A4: Yes. I like choice menus that allow Ss to select several tasks to complete at a variety of levels. I think it presents a chance for Ss to stretch their thinking. #satchat
A4: All the time. Ss choose how 2 complete assignment, which tool 2 use, & sometimes even which assignment. Can have 1 writing a skit from selected scene, 1 illustrating the story's theme, 1 charting all symbols or literary devices, 1 summarizing, then group pres. #satchat
A4: we use as much as possible in PD and meetings so we can model for staff what we expect in their instruction and use this as a springboard for discussion about lessons and units of instruction #satchat#udl
A4: I provide students choices as often as possible, but usually paired with establishing parameters and limits. The possibilities within the limits are nearly limitless! https://t.co/Mf41esxJQ0#satchat
A3 Haven't tried yet, but appreciate idea learned from others re: groups writing up contracts about what each member's responsibilities will be. Distills terms for project success, helps assess progress/lack thereof, sets context for potentially hard interpersonal convos #satchat
A3: Trying students self-selecting groups based on what motivates them and based on what they understand about themselves (through guided self-reflection)...greater ownership for the learning. #satchat
Choice is absolutely differentiation! I love giving students a choice it is a huge engagement boost. And I gather not only the data of their answers but what they CHOSE! It gives ownership to the student. #satchat
Literature Circles/Book Clubs offer numerous opportunities for differentiation during student group work.
#satchat
Read about how we do it in my new Literacy Today @ILAToday article here:
https://t.co/IYichTgaVO
A4: I’ve used choice in terms of final product & yes I consider this to be differentiation. When students choose how they demonstrate their learning they are better able to fully articulate the depth of their learning & take increased ownership. #satchat
A4: Choice is something I struggle with - I have tried a Learning Menu and BINGO Board, but it only differentiated practice opportunities - What are some ideas to provide choice while actually LEARNING the content? #satchat
A4: Yes. I believe student choice is a part of DI. But choice assignments need to involve effective scaffolding & rigor to ensure students are being challenged academically. #satchat
A3: Cooperative flexible grouping based on readiness, interest or learning style is key. Groups can vary from heterogeneous to homogeneous in readiness level. Sometimes teacher selects groups, sometimes students select them. #satchat
A4: I have used choice boards in the classroom to differentiate. I find sometimes students do not make the appropriate choice by selecting something that is either too easy or to hard. #satchat
Also, let ThEM show what they have learned. Let the assessments b part of the differentiation.Let THEM show u what was learned.Get n the maker lab.Get a tech experience.Get a communication approach 2 assessment.Let them show creativity n critical thinking during process. #satchat
Walking students through every question to every answer will never allow them to think critically on their own. You must allow for students to take ownership of their own thought processes. #satchat
A4) Book choice, group role choice, type of response choice, project choice, tech use choice, type of writing choice, exit or entrance ticket choice...train students by rolling out choice from day 1..becomes easy and routine for you as the T and them as the S #satchat
A3 / A6 I’ve used blended learning extensively with Gr12 final year High School Ss.Results were always well above state average. Ask the Ss what they want! I built a class website, to discover all they wanted was a shared Google Drive where everyone could add resources
#satchat
A4 Yes- my Choice activities have been the most successful! It is differentiated because you are appealing to the interests, not just skills, of each particular leaner! #satchat
A3 You need to be clear about the reason for the group. There are many reasons and ways to group students. The front loading that happens for both the teacher and the student is very important. The purpose is always to increase student learning. #satchat
And I think educators have a tendency to underestimate Ss ability to show compassion & make SpEd Ss a valued, essential part of their group/team #satchat
I do think instruction changes so students are prepared for how they are assessed. I get more concerned when this is done at the surface level for Ss with IEPs: fewer choices, bullets rather than paragraphs, etc. Some Ts adapt the assessment but not the instruction #satchat
Q4: choice is not differentiation until S sees choice as differentiation. If S is choosing an “easier” way to do something bc it is easier, they are not differentiating. If they choose based on their nerds & developed skills then they are differentiating. #SatChat
A4: Absolutely. Choice is differentiation made by S interest. It helps me identfiy the types of learners that they are and activities or assignments that they enjoy. #satchat
A3 We want Ss in groups working in that sweet spot according to The Zone of Proximal Development by Vygotsky. That’s what your DI should target! #SatChat#SatChat
A4: Choice is key! Yes, I see it often. GAFE, Seesaw, video, and other tech tools create opportunities for buy in and increase engagement. How about art or music integration? Make it meaningful so they will learn, then check it off your list! #satchat
A4b: To the second question, providing choice/options can be a part of differentiation, but they are not necessarily the same thing. Intentionality and purpose are key! #satchat
Small group instruction should be 1. Flexible - not permanent
2. Based on variety of factors - not just "level"
3. Have specific learning purpose for each group based on formative data.
#satchat
A4 Many students choose what’s easiest or most comfortable. We also sometimes give choices but don’t teach the skills to succeed. Let’s offer choices, teach students how to make choices that match their values, and build their skills so they have a meaningful choice. #satchat
A3 By closely observing and flexibly adjusting lab groups based on interpersonal dynamics and what each student can contribute, with a goal of creating teams where every student has an opportunity to shine and feel their input is appreciated. #satchat
A4:choice is part of differentiation. If you asked me to build a model of an atom I would fail miserably, but ask me to explain it...I would kick butt with my linguistic skills.Allow kids to explore and learn content in a way that doesn't make them struggle but flourish. #satchat
Whole group to small group to independent 1:1; release students as they master and are ready. Keep them with you or a partner until they are ready to go apply on their own! #satchat
Differentiation is accounting for students strengths and weaknesses providing the best path to show what they know and find success and independence #satchat
A4: I think Choice has been one of my missing pieces the last 28 years. I'm really seeing the benefit of it in regard to reading. They each have a tub of their favorite books & I love seeing them add to it. They also choose topics for inquiry! #satchat
Report: Not Just One, But Four Broward County Deputies Waited Outside School As Children Died https://t.co/2v6cTptJgw via @weaselzippers... My Rottie would have run to their aid..#COWARDS
CPAC communication director Ian Walters said tonight at the Ronald Reagan dinner: “We elected Mike Steele as chairman because he was a black guy, that was the wrong thing to do.”
Guests at tables apparently gasped in shock. https://t.co/pRJjNPsM29
A4: Choice is a type of differentiation. If you can engage S's in learning so it's easier for them to access the content, mission accomplished! Hyperdocs, screencasts, choice boards, all a good time investment. #satchat
A4 Choice definitely connects to differentiation. Allows for students to select appropriate skills and strategies to build upon but also allows for students to focus on student interests. Always can occur through independent reading along with other subject domains #satchat
A4) Choice is a component of DI! Activities that give Ss choice help motivate them into areas that could be out of their comfort zone. As long as the same skill is assessed over the choices, students can take the lead on their own learning. #satchat#EDU5720@JMcCarthyEdS
We provide different means to access materials through Google classroom, different types of materials for choice and different products or outcomes for ea while embedding formative and summative assessment to meet each T where they are and move them #satchat
A1 DI = HARD WORK! Meeting Ss where they are & providing learning experiences tailored to make the curriculum accessible to each individual. Followed by assessment to match instruction. #satchat
A4 Although not choice of instruction, I frequently invite students to design their own assessments of learning. I have final call, but they can design great and deep essay topics, activities, projects, etc. #satchat
A4. As ELA teacher, choice thru Readers' & Writers' workshops revolutionized my class & my Ss' literacy lives. Tossed the textbook & let them choose their own books 2 read. Tossed the formulaic essays & let them write 4 genuine purposes. Choice=empowerment in learning #SatChat
A2: Genius Hour is an excellent example of providing Ss voice, choice and is an excellent example of differentiating learning to meet all Ss interests & passions! #SatChat
I love seeing the variety of student work and the different descriptions the students give of their learning process when we give them choice. I especially love it when they produce work in unexpected and creative ways! #satchat
A5: Both instruction and assessment can be differentiated using a wide variety of tools and strategies to nurture learning and create authentic products! #satchat
Sometimes, I tell students to pick again. I tell them it’s not a good fit or that they’d enjoy another option more. Choice shouldn’t equal failure or laziness. 😄 #satchat
The preparations for the #EDchatDE No. 199 and the jubilee edition "EDchatDE Special Edition No. 200" on 3/6/18 with @ShellTerrell & @TheBradCurrie as guest moderators are running under high pressure. More informations to come shortly. #satchat#edchat#HackLearning
A4: we have a choice in daily 5 and kids can choose extension activities relating to something recently learned. would love to hear how art teachers do choice time without kids rushing through that days work #satchat
A5. @LEGO_Group brick battles. Student groups build creations inspired by the text we are reading. 1 or 2 build as S3 tweets photos w/ commentary as group is working. S4 keeps a running Google doc with all text evidence. S5 explains creation to class. (Samples in doc). #satchat
Yes, let’s help them choose to learn. That often means accepting feeling of discomfort and even anxiousness in the service of meaningful learning. We can even teach them to see their anxiousness as a signal that something important to them is at stake. #satchat
A5: Allowing Ss to show their understanding in different formats such as using tech tools, orally, or written. I have also seen Ts use differentiated exit ticket qs to differentiate formative assessments #satchat
A4) This #ESL Newcomer is abt to graduate. In this video, he tells us in two minutes why choice is important. "I care about my life. If you let us choose we will do it with a smile on our face.." https://t.co/LBkyIy8bAS#BoostingAchvievement#satchat#ellchat
A5: 1 strategy I enjoyed using with 6th grade SS was the RAFT writing strategy (https://t.co/SZFVcCK0zD). We did it in our Ancient Egypt unit and all the students had fun researching and writing from different perspectives while meeting individual learning goals. #satchat
A3: I give my Ss choice on projects, but I'm not sure I'd consider it differentiation b/c the levels don't really change. It's more about choice of topic to engage Ss. #satchat
A4 Choice is critical to differentiation! Without choice, Ss in the “Gifted & Talented” class get told they have to do the same work as the other classes PLUS more difficult work.That’s not differentiation but teaching how to fly under the radar&encouraging Ss to do so!
#satchat
A4 choice is part of differentiation. Choice however doesn’t guarantee that the student likes the choices. That is where mindset and curiosity help. Students need to believe they can do it and teachers need to make them curious enough to try. #satchat
One challenge with choice is designing meaningful & varieties of choice that get to heart of learning target. Same is true 4 assessment. It can be done. Start by collaborating w/ colleagues. #satchat
A5: I built differentiated assessments around our reading and writing goals that offered a “menu” of what Ss could do to show what they’d learned. Choose four out of seven, etc. With a variety of options, Ss could find the best fit for them. #satchat
A4: Lately I’ve seen the concept of student choice extend into their seating-with flexible seating, there are different options-bike desks, bounce chairs, etc. giving Ss that choice can help them focus #satchat
A4: “Choice” is both vital and challenging in differentiated instruction. Students are not accustomed to having it, and teachers are not accustomed to giving it. Therefore, trust is imperative! Both must believe in the task and results it yields. #satchat
A5- It is a risk that if we are still offering a set of teacher-designed 'choices' that our own biases towards certain types of learning will prevail #satchat
There seems to be a lot of talk about choice/voice around differentiation - while it's helpful for Ts to consider S interests. Differentiated instruction is largely planned an intentional to allow all students to reach the same learning goal - maybe in different ways. #satchat
A4 Giving choice gives Ss ownership of the learning and a little independence. I’ve used Daily Five/Three to give choice. Ss make the choice but I’ve supplied the work within the choices they make. #SatChat#satchat
#satchat A4: Learners appreciate occasional choice assessments, but they can choose how they learn most always. In fact, when defining differentiation, the focus may not be on the task -- it's how you level up.
#satchat
DOMESTIC TERRORISTS
National Rifle Assoc.
Gun Owners of America
Republican Party
Trumpism
$$$
FOX believe:
Second Amendment, “The Right to Bear Arms”
VOIDS Fifth Amendment, “Protection of Rights to Life, Liberty, and Property.”
No Weapons of War
Kids before Guns & $$
Mathew 27:51
'At that moment the curtain in the sanctuary of the Temple was torn in two,
from top to bottom.'
We have access to God through the blood of #Jesus#SaturdayMotivation#SaturdayMorning#satchat
A5. When I taught video production, students had guidelines of time limit, copyright, & keeping it clean. The results were anything within those guidelines. Amazing!
Key is to limit guidelines to what's important.
#satchat
#satchat Differentiation requires a change in thinking first; which leads to a change in mindset; which then can eventually lead to good habits and then finally action. #satchat
A5: I have assigned various assessments online so Ss can work on an assessment that has been designed for them without peers knowing how it has been designed for them. #satchat
A5: 1 strategy I enjoyed using with 6th grade SS was the RAFT writing strategy (https://t.co/SZFVcCK0zD). We did it in our Ancient Egypt unit and all the students had fun researching and writing from different perspectives while meeting individual learning goals. #satchat
Another vile white socialist racist liberal❗
Canadian PM Trudeau roundly mocked for political, fashion blunders during disastrous trip to India
https://t.co/lOdBlTAZnM
via @businessinsider
A5: back when I was a teacher I would have students use an overall rubric for what the project content needed to include and then seperate rubrics for writing, performing, interactive etc. 8th grade social studies! #satchat
A5 Summative to show knowledge and group and connect similar key terms of a unit. Ss defined, grouped all or some terms, explained out loud or wrote down connections between terms. Explanations were variable in length and simple or more complex. #satchat
A6 That has certainly been my experience with Blended Learning. Ss scored 4% higher in a Pre-test v Post-test model in my first Grade 12 class. On Govt exams at the end of the year they were almost 9% above State Average. It works! #satchat
I love seeing the variety of student work and the different descriptions the students give of their learning process when we give them choice. I especially love it when they produce work in unexpected and creative ways! #satchat
A5: Running records are my best assessments. Meeting with my kids individually I can find out what strategies they use or don't use. We develop goals together. #satchat
Q5 Here’s an example of an assignment that provides opportunities for students to challenge themselves in different ways. To culminate a unit on activism, students recognize and write about the activist potential in their classmates. https://t.co/e9aB4o5WlU#satchat
A5: I don't so much differentiate my assessment as I do how students can demonstrate their learning and/or understanding. My assessment criteria are flexible enough for students to access a variety of ways to show what they know, though. #satchat
A4: Student choice is an important ‘structural foundation’ for learning...if I differentiated learning opportunities based on choice, I remove myself from the ‘sage on the stage’ approach to teaching. #satchat
A4 i like to rephrase the word choice. I use "define." Ss lay out the path that meets their goals. In the meeting we talk about defining the path.Every step has 2 be "purposeful" Ss learn authentic life skills. Find an problem, purposeful plan, & make a difference. #satchat
A5 Check for understanding questions in Google Forms can direct students to new questions or refresher resources based on their answers to each question #satchat
A5 When creating a differentiated assessment, is it to lower the bar for some or to raise it for others? In the real world, does the assessment change? #satchat
As educators we can be guilty of designing lessons based on our learning preferences...we need to get out of our own way and see things from our varied students perspective #satchat
This is EXACTLY what I called for at the townhall. It’s what I also called out at CPAC. It’s what the NRA has demanded for 25 years. Now we are finally seeing action.
A4). Yes, I do use choice activities with my Ss. However, my choices are specifically designed and offered with purpose for each Ss. It’s really how choic snare presented, the excitement that is shown, and truly... the uniqueness of the thought proving activity. #satchat
A5: Depends on the assessment and the class. My sophomores who are tested by the state try the same assessment as everyone first. Then we go from there. They won't get DI from the state, so we try then see where we are. #satchat
Choice in what they learn = not differentiated instruction, that's differentiated learning.
Choice is how they learn = differentiated instruction.
#satchat
A5: I like to have students tackle real-world problems at the end of a unit. They take the concepts they've learned and have to problem solve using the information. During project students will scaffold info to each other and I can provide help and feedback. #satchat
A5 Because my ELs are at different levels of Lang acquisition their assessment is differentiated naturally by what they can produce. “Do your best” as the scouts say. #satchat
A5: Important to allow Ss opportunities to provide differentiated feedback & feedforward for and with each other. Need to teach them how to effectively do this! #SatChat
Q5: daily writing checks. If goal is to write an essay, each day in class S turn in the writing/non-writing they have done. I provide feedback b4 next class & then we discuss ways to add to writing for each individual S. #satchat
A2: One of the most strategic ways we’ve seen differentiation grow is through the use of technology. I can create different support & program my LMS to push it out based on proficiency/grades/competencies. It’s been invaluable in meeting students where they are. #edtech#satchat
More manufactured racism by Gopocrat-> "Michael Steele" and his MSNBC #Fakenews crew.
These people have no imagination. You'd think their scriptwriters would have some new ideas. Racist! Bigot! Homophobe! Sexist! Hater! Nazi! Yawn.
#Satchat#OperationJustice#MAGA#2A
I ❤️ the goal of this writing assignment. Showing students how to be active citizens is so important. I also think this activity builds empathy in kids. #satchat
Q5 Here’s an example of an assignment that provides opportunities for students to challenge themselves in different ways. To culminate a unit on activism, students recognize and write about the activist potential in their classmates. https://t.co/e9aB4o5WlU#satchat
Problem with education system is unequal funding of public schools based off property tax zip codes, promoting inequality. Republican philosophy punishing poor performing schools funding rather than reorganizing and investing in technology & teachers dooms our system #satchat
Those new and are long time #satchat PLN...
Just a reminder when you see spam please report and BLOCK IT.
Unfortunately it is part of the conversation! :(
A2: 2. Adjusting process through grouping by languages & academic proficiencies depending on task & objectives and learning styles (ex auditory, visual, verbal, etc) #satchat
A4: yes & yes. There are many ways 2 show mastery using different skill sets. 4 my linguists, oral presentations were wonderful. 4 my artists, a visual representation was a hook. My musicians loved composing from rap 2 music vids. Same standards; individualized assesss.#satchat
A5 Assessments that invite more than one whack at the proverbial pinata à la standards-based or mastery-learning principles represent a form of differentiation. Some student succeed on 1st try or 2, then extend; others may take longer. #satchat
#satchat A5: Current choice assessment: Learners create artwork w/an explanation to represent an aspect of the novel we read (Le petit prince,) write an essay with a couple sketches, or become a character.
Not a bad spot to run a #GoogleEdu certification camp on a Saturday! Here with the Middlesex and Monmouth Education Associations for the day. #KikerLearning#njed#satchat
Q6: #Edtech can be used to differentiate instruction and / or assessment. What are your go to Edtech tools and apps for differentiation? And how do you use them to differentiate? #satchat
A5 Key for me is keeping formative assessment questions/tasks simple. For example, asking students to diagram the water cycle reveals volumes about their conceptual understanding. Works as a pre- and post-assessment. #satchat
A5 Taking a running record on Ss at their reading level is a fantastic assessment. It shows what that S can do and where they need direct instruction. #SatChat
A5: My honors Ss will show their understanding of the concepts in Romeo and Juliet at the end of the unit by completing one of a variety of creative projects. They utilize different skills like writing, music, "found" items for a memory book, etc. #satchat
A week ago Congress was asking Tide to change their pod designs so teenagers would stop eating them.
Now this week the media thinks teenagers should determine gun control laws.
A4: Choice activities are where a love for learning develops. Think about the things we as educators spend time learning —we’re most invested when WE choose that learning. The same is true of our Ss. I try to build in choice as much as I can. #edchat#satchat
A5) Providing a framework, aka Rubric, Ss are able to choose how to show they understands concept, and the Ts are able to support the true learning process! Win! Score! #satchat
A6. @Twitter for at-home annotation. Use the assigned hashtags & tweet whatever strikes you the most in each night’s reading. (Use RTs, .gifs, emoji, video, etc.)
Podcasts: Record group Socratic Seminar as an .MP3. Keep stats using @EquityMaps. Reflect w/ @google form.
#satchat
Q6: #Edtech can be used to differentiate instruction and / or assessment. What are your go to Edtech tools and apps for differentiation? And how do you use them to differentiate? #satchat
Frank flopped exhausted into his 1970s mustard-plaid rocking chair, the cotton-wool upholstery buckling under his towering 8-foot frame.
#amwriting#satchat#frankenstein
It’s Alive – H. Humphreys https://t.co/tRKEFxG9f0
A5- sometimes it’s as simple as letting a student pick which problem they are choosing to answer. Extra credit (their favorite words) if they can explain why they are proving they know it with that problem. #satchat
Join #BookCampPD this morning at 9:00 AM EST for our Porch Swing discussion of how educators are using the strategies from "Teach Like a Pirate" in their classroom. We would love to hear how you have been implementing the "hooks!" #satchat
I love the idea of asking Ss to "tackle real-world problems". I asked my students to compare the Syrian refugee crisis to the Holocaust and it was an amazing project #satchat
I call this the Spectre of Perceived Rigor; I think some Ts fear that if there’s not “a lot” of work or not a myriad of products, that it’s not rigorous enough. Fewer tasks at a higher level of thought can do the job—especially for students who are labeled as gifted #satchat
Those new and are long time #satchat PLN...
Just a reminder when you see spam please report and BLOCK IT.
Unfortunately it is part of the conversation! :(
A6) Kahoot, Quizzez, EdPuzzle, MobyMax, IXL, Padlet, Quizlet, etc. Make different levels of learning available to all students and challenge Ss to view/use them all to review for quizzes/tests. #satchat#EDU5720@JMcCarthyEdS
Q6: #Edtech can be used to differentiate instruction and / or assessment. What are your go to Edtech tools and apps for differentiation? And how do you use them to differentiate? #satchat
A6: One of my personal favorites is Google Classroom's ability to assign differentiated assignments for individual and groups of students. I think that was a great feature to add #satchat
A6: #Edtech has the power to make differentiation more meaningful and customized for students. I like to use different modes of output to help students express learning. I like Piktochart and Microsoft PhotoStory for an alternative to traditional information writing. #satchat
Those new and are long time #satchat PLN...
Just a reminder when you see spam please report and BLOCK IT.
Unfortunately it is part of the conversation! :(
A5 Running Records are a great way to assess with differentiation. This allows for you to analyze reading abilities at the students reading level and identity skills and strategies needed to be taught for the future or reinforce when utilized #satchat
A6: tech allows for access to and creation of content in a variety of media; students can learn and share visually, aurally, kinesthetically, collaboratively, etc. #SatChat
A6: @nearpod is my all-time favorite #edtech tool for differentiation. I would make multiple copies of the same lesson, add/remove different elements for certain Ss, then send them their code via @Edmodo#satchat
A6: It is magical when I get something as simple as a Google Doc shared with me that Ss have been working on together. I read their work, but see so much dialogue going on between peers, Ts and I am able to chime in as well. It is a new world we live in, embrace It! #satchat
Q6: #Edtech can be used to differentiate instruction and / or assessment. What are your go to Edtech tools and apps for differentiation? And how do you use them to differentiate? #satchat
A6: Blendspace is my go to for Edtech for differentiation. I created a Blendspace lesson for each chapter I teach that has videos, practice and games for every concept. It allows me to differentiate the concepts while giving them choice in their learning. #satchat
#satchat Considering the working conditions and sexual assault accusations at @VICE I can see why they wouldn't want women to have guns to protect themselves
A6: G Suite tools are awesome since they make collaboration, DI, & feedback so easy. Also use #hyperdocs with G Suite, @RecapThat , @PearDeck , and have begun developing protocol templates thanks to @jcorippo#satchat
Differentiate by offering student choice with Passion-Based Learning!!
Genius Hour and the
Four Pathways to Genius
#satchat
Read about how we do it here:
https://t.co/GU8HhoKPH7
Choice is an important part of DI, but we must frequently pause to assess if it's working. DI without data collection doesn't maximize the student's opportunity to propel forward #satchat
A6: I love how Google forms can direct to a different section based on answer. Not a big fan of multiple choice, but there’s a lot of room for creativity in Google forms that goes way beyond Qs. #satchat
A6b: Qs can include images and links and suddenly they are presenting content along with Qs. Multiple choice Qs can give Ss choices like “I understand” or “I need more help” #satchat
Andrew Klein, whose daughter attends Stoneman Douglas High School, says that a CNN producer told him the day after the shooting they were looking for people to do interviews who would "espouse a certain narrative which was taking the tragedy and turning it into a policy debate."
A6: Simply using an Edtech tool doesn't automatically mean that you are differentiating instruction. Need to remember SAMR model! Need to move beyond substitution! #satchat
Close Reading in the Secondary Classroom offers high school and middle school educators extensive guidance on how to introduce close reading to students and help them improve their reading comprehension skills and critical thinking. Order now: https://t.co/84e4CQdcpQ
A5. I try 2 design assessments that give Ss choice & voice in how they connect & show mastery. Also try 2 incorporate other content area ideas in ELA assessments: look at novel thru graphing, use science 2 show reading understanding #satchat
Q6: #Edtech can be used to differentiate instruction and / or assessment. What are your go to Edtech tools and apps for differentiation? And how do you use them to differentiate? #satchat
A6: My most frequently used #edtech tool is @FrontRow. Differentiated tools for math, reading, writing, science, and social studies. My students love it and the data helps me better plan for instruction! #satchat
A6: a solid LMS & some front-loaded organization is key for me. We’re a @CanvasLMS school & the tools/plug-ins that help me do simple things to differentiate & innovate learning. Modules r great 4 differentiation within Canvas platform. #SatChat
A6: My students work in @Blackboard as their LMS, and all their grades for the course are kept there and programmed in the gradebook by competency. I can then program the LMS to make support activities/tools available only to students who need it. #satchat#edtech
I use a hospital ER analogy to explain this to kids with 3 patients with very different needs getting the same medicine. Did getting the same prescription actually meet anybody’s individual needs?? Certainly, no. #satchat
A6, I’m not an education major but this semester has introduced me to many edtools. For example, edpuzzle, google classroom, remind, prezi, and twitter ! I never had a twitter until now and it is a great tool and I am sure there are more edtools to come ! #satchat
Q6: #Edtech can be used to differentiate instruction and / or assessment. What are your go to Edtech tools and apps for differentiation? And how do you use them to differentiate? #satchat
Student choice. Student voice....Without saying a word at all. To me this is differentiation. All kids there for their own reason and all kids there for the same reason. #satchat#thoughtsbySmitty
Push back: Just because you use an #edtech tool doesn't mean you have differentiated learning.
What do you do with that tool to ensure learning is differentiated?
#satchat
A6: Google tools are amazing! #edtech#satchat Google Classroom for differentiated groups, Google Keep for S's organizational skills, Google slides for group projects. I could go on! #gttribe
Q6: #Edtech can be used to differentiate instruction and / or assessment. What are your go to Edtech tools and apps for differentiation? And how do you use them to differentiate? #satchat
First 2 ballots mailed (allegedly 45k early ballots already cast almost 2x more than they projected for entire election) now messing with absentee voting? McCain and Flake fingerprints all over this cause supporters @DebbieLesko and @PhilLovas are in race https://t.co/9pJ1pkIFN5
In reply to
@annvandersteel, @PolitiShox, @Hublife, @DebbieLesko, @PhilLovas
A5: When differentiating assessment we like to provide students the opportunity to show their understanding within their learning style. But it is also important to force them to go outside their comfort zone and learn and do in other areas. https://t.co/UhGUubQx13#satchat
5 minutes until #HackingLeadership chat begins! I hope some of our #satchat friends join us because I don't want to be left alone with THE @Joe_Sanfelippo! We are talking flattening the walls of our schools/districts!
Well that was an AMAZING conversation!
Thank you #satchat PLN and my co-moderators @TheBradCurrie@wkrakower
Next week our topic is: Dream Big - How would YOU Design the Ultimate #CollaborativePD Program
Enjoy your weekend everyone!
#satchat A6: Fortunately, I work in a fantastic school where we are equipped with 1:1 MacBooks. The tools to meet the needs of all learners are virtually limitless. Frequently-used apps: QuickTime, iMovie, Skype, YouTube...
That is an under-used feature of @Blackboard but it offers some great options for student choice and differentiation in learning and assessment. #satchat
A6: My students work in @Blackboard as their LMS, and all their grades for the course are kept there and programmed in the gradebook by competency. I can then program the LMS to make support activities/tools available only to students who need it. #satchat#edtech
Hey #Satchat: Differentiate with Google Tools. Check out Hacking Google for Education: 99 Ways to Leverage Google Tools in Clas... https://t.co/aGp4M3qjuy#Amazon
#satchat I never liked formal lesson plans. I believe in motivating students, engaging students in a dialogue, give them a voice in the classroom. Sadly many schools do not offer performing arts and should. There should be more consortium schools.
A5. Here's my only non-negotiable request 4 all educators designing DI assessments: please include some kind of writing task as a must-do. Too many of our kiddos go thru school w/ limited writing experiences and then they R I'll-prepared 4 college & career. #satchat
My children love the CHOICE they are given during "Genius Hour". They spend weekends researching online, getting books from the library, and gathering materials. Daughter recently created Roz the Robot integrating literature, measurement, and simple machines. #satchat Q4
Well that was an AMAZING conversation!
Thank you #satchat PLN and my co-moderators @TheBradCurrie@wkrakower
Next week our topic is: Dream Big - How would YOU Design the Ultimate #CollaborativePD Program
Enjoy your weekend everyone!
A very accurate description of the delicate balance of responsibilities #teachers already carry. Want to know what I will never carry? Yup...you already know. I will ALWAYS do everything in my power to protect my babies. They are ALWAYS my 1st priority. #ArmMeWith
Edward Snowden and @KimDotcom are also being prosecuted at the EVDA, which forms the center of the US government's lawfare efforts where it tries to virtually occupy other states through the creeping application of extra-territorial jurisdiction
A1: Use built-in accessibility tools on hardware, devices. Provide audiobooks (free to qualified students @Learning_Ally, @bookshare to students with IEPS; Overdrive to students with public library cards; online stories online or on YouTube like StorylineOnline. #satchat
A5 I have seen Summative Assessment that allows Ss to exit the task at certain levels thus accessing a certain range of marks. The spirit of this approach is commendable, Ss should give reasons for taking that exit.
#satchat
Heard for years about Hillary's emails from the right but nothing about son-in-law Kushner allowed access to classified info when not having a security clearance! #nepotism#satchat
Well that was an AMAZING conversation!
Thank you #satchat PLN and my co-moderators @TheBradCurrie@wkrakower
Next week our topic is: Dream Big - How would YOU Design the Ultimate #CollaborativePD Program
Enjoy your weekend everyone!
Absolutley! Apply #UDL principles from the beginning as you create the lesson so it’s accessible to everyone. Don’t make modifications after the fact #satchat
I'm such a fan of Vygotsky's Zone of Proximal Development concept! Providing an engaging, thought-provoking phenomenon and just the right level of challenge gets kids fired up. When they dash to their lab tables, we know we have a winning project. #satchat
