Bellwork:  Complete Multiple Intelligences Survey (both sides of yellow hand-out)

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Presentation transcript:

Bellwork:  Complete Multiple Intelligences Survey (both sides of yellow hand-out)

MONDAY MARCH 9, 2015 MENTOR CONTACT: BECKY JACHYM Mentee Training Course

Today’s Agenda: 1. Bellwork: Multiple Intelligence Survey 2. Anuncios: Newbies, Classroom Central Extras, Make-up snow days, teacher workdays 3. Game: Mini-Moscas 4. Notes: 3 Avenues of Differentiation 5. Closure: Four Squares Tarea: Differentiated Product

Today’s Objectives: List the 3 avenues to differentiate instruction. Create a differentiated student product assignment.

Vocabulary Practice Mini-Moscas You need a:  partner  different color highlighter than your partner  game board I know you are ready when:  you are seated close to your partner  your 2 different color highlighters are sitting on your game board  you are quiet and looking at me!

Power School CEU504 planILT NCEESDEARHomeroomCommon Planning EOCIntranetMSLPromethean A/B day class LCDPEPDifferentiati on SLTMyPDEmployee Self-Service PLC EOYIEPFACRecovery Knight TimePDPCommon Core 4x4 class ¡Matamoscas!

Differentiation KEY QUESTIONS AS A NEW TEACHER, HOW DO I BEGIN TO DIFFERENTIATE? WHAT DOES PLANNED DIFFERENTIATION LOOK LIKE?

Purpose Definition To recognize students’  readiness  learning style  interests and to react responsively. A process to approach teaching and learning for students of differing abilities. Differentiation

3 Avenues to Differentiate Content What teacher plans to teach… Process How teacher plans to teach… Product How students demonstrate learning…

Differentiated Content Scaffolded Instruction:  Identify what students know  Begin with “can do” activities  Help students achieve success quickly  Help students to be like everyone else  Manage by time  Help students be independent when they have command of the activity

Differentiated Process Tiered Instruction  Keep the objectives the same across all levels  Sub-group needs more help = time to tier  KUD = Know, Understand, Do How to Tier: 1. Objective 2. Readiness range (skills, reading, thinking, information) 3. Key skills for a key idea 4. Consider complexity (1-5 scale) 5. Clone along complexity ladder to ensure challenge/success for all. 6. Match student to appropriate task.

Differentiated Product WrittenVisualOral Research ReportCampaign PosterLesson Presentation News ArticleGraphic OrganizerCampaign Speech Information BrochurePowerPointInterview SAMPLE Directions: For your project on presidential campaigns, select one assignment from each vertical column. Circle your choices, and then list them at the bottom of the page. Activity Choices: #1 __________ : Due Mar. 20 th Score: ______ #2 __________ : Due Mar. 24 th Score: ______ #3 __________ : Due Apr. 2 nd Score: ______

Tarea: Differentiated Product: due – next meeting 1. Assign a product in which students have a variety of options for how they will demonstrate what they have learned. 2. Turn in your product syllabus/outline. 3. Extra Credit: Turn in one student sample of a completed product. Next Mentee Meeting  ALL MENTEES: April 13

Closure: Complete the following chart on a separate sheet of paper: I came expecting…I got… I value…I would have liked…