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Differentiated Instruction to Support and Challenge our 21st Century Learners ACTFL 2007 November 18,2007 Toni Theisen Loveland High School Thompson School District Loveland, CO 970-482-2606 dakar95@verinet.com http://lhsfrenchclasses.wikispaces.com dakar95@verinet.com ACTFL 2007 November 18,2007 Toni Theisen Loveland High School Thompson School District Loveland, CO 970-482-2606 dakar95@verinet.com http://lhsfrenchclasses.wikispaces.com dakar95@verinet.com
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“ Do not confine your children to your own learning, for they were born in another time.” -Hebrew Proverb A Thought…
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“The teacher, if indeed wise, does not bid you to enter the house of her/his wisdom, but leads you to the threshold of your own mind.” –Kahlil Gibran-Lebanese poet, (1883-1931) Another Thought…
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Goal: Students who can function in real-world situations that are authentic, predictable, unpredictable and vital.
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The Many Layers of Learning The many layers of a student
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In order to teach the squirrels, you must think like the squirrels!
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Essential Questions How do teachers vary instruction and assessment in order to be responsive to the needs of all students? How do teachers reach learners in the 21st century? How do teachers vary instruction and assessment in order to be responsive to the needs of all students? How do teachers reach learners in the 21st century?
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Why? How? What?
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Contextualization
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How? Action Plan
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Why? Conceptualization
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What about rigor? Bloom’s Taxonomy Higher Level Questioning Bloom’s Taxonomy Higher Level Questioning
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Bloom’s Taxonomy Evaluation Synthesis Analysis Application Comprehension Knowledge Evaluation Synthesis Analysis Application Comprehension Knowledge Higher Lower
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Activities What type of question is it? Apply questioning techniques to content topic. A little creativity and fun…. What type of question is it? Apply questioning techniques to content topic. A little creativity and fun….
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Student generated questions and answers
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Create questions in the chart below. Answer your own questions. Question wordQuestionResponse Who? What? When? Where? Why? How? What if? ? (If?)
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ContentProcessProduct According to Students’ Readiness Interest Learning Profile How Can Teachers Differentiate? Adapted from The Differentiated Classroom: Responding to the Needs of All Learners (Tomlinson, 1999)
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Flexible Grouping Practices Help create a safe and honoring learning environment
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Some basic strategies Menu choice board Tiered lesson R.A.F.T. Learning Centers Menu choice board Tiered lesson R.A.F.T. Learning Centers
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T i e r e d lesson for Readiness T i e r e d lesson for Readiness
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Learning Centers
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Choice Board Menu
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Types of Writing Descriptive Expository Narrative Argumentative or Persuasive Descriptive Expository Narrative Argumentative or Persuasive
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Types of Writing 1) Narrative: the purpose of a narrative writing is to tell a story. Narrative writings are told from a particular point of view, make and support a point, are filled with detail, uses vivid vocabulary, use conflict and sequence as does any story and may use dialogue. 2) Descriptive: in a descriptive writing, the purpose is to produce a mood or a dominant impression of a person, place, or object. The writer tries to make the reader see, hear, or feel what the writer saw, heard, or felt. Types of Writing 1) Narrative: the purpose of a narrative writing is to tell a story. Narrative writings are told from a particular point of view, make and support a point, are filled with detail, uses vivid vocabulary, use conflict and sequence as does any story and may use dialogue. 2) Descriptive: in a descriptive writing, the purpose is to produce a mood or a dominant impression of a person, place, or object. The writer tries to make the reader see, hear, or feel what the writer saw, heard, or felt.
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3) Expository: the purpose of the expository writing is to inform, clarify, define, explain, or analyze. To accomplish that, the writing is best developed by the use of facts and statistical information, cause and effect relationships, or examples. The writing should include: topic sentence, supporting sentences that make the topic understandable and interesting, transitions that create a logical order and a conclusion to tie everything together. 4) Argumentative or Persuasive: an argumentative or persuasive writing attempts to convince, bring about an event, or move the reader to action. In an orderly way the writer analyzes a problem, offers a solution, acknowledges opposing solutions, and restates the one given in the essay. The appeal to the reader may be strictly logical or it may involve the reader's emotions. To accomplish this, the writer must develop a limited topic, which is well defined and debatable. The topic should be a statement of position. That position must be clear and direct. Then state the reasons that you have to support your position. Uses specific evidence, examples, and statistics to persuade the reader that the stated position is a valid one. To finish it is important to clearly redefine the topic and restate the most compelling evidence. Remember, this is the last chance to remind the reader and convince her/him to accept the writer's position. 3) Expository: the purpose of the expository writing is to inform, clarify, define, explain, or analyze. To accomplish that, the writing is best developed by the use of facts and statistical information, cause and effect relationships, or examples. The writing should include: topic sentence, supporting sentences that make the topic understandable and interesting, transitions that create a logical order and a conclusion to tie everything together. 4) Argumentative or Persuasive: an argumentative or persuasive writing attempts to convince, bring about an event, or move the reader to action. In an orderly way the writer analyzes a problem, offers a solution, acknowledges opposing solutions, and restates the one given in the essay. The appeal to the reader may be strictly logical or it may involve the reader's emotions. To accomplish this, the writer must develop a limited topic, which is well defined and debatable. The topic should be a statement of position. That position must be clear and direct. Then state the reasons that you have to support your position. Uses specific evidence, examples, and statistics to persuade the reader that the stated position is a valid one. To finish it is important to clearly redefine the topic and restate the most compelling evidence. Remember, this is the last chance to remind the reader and convince her/him to accept the writer's position.
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R.A.F.T. writing (provides purpose for writing) R-role of the writer A-audience F-format T-topic (+strong verb)
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R.A.F.T. Assignment French 2--Traveling in France
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R.A.F.T.
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What does a 21st learner century need? Relevance Personalization Connections Collaboration Choice Relevance Personalization Connections Collaboration Choice
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http://www.storyplace.org/sp/preschool/preschool.asp?themeid=13
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Podcasts, blogs, videocasts
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Free online video conversion tool: http://www.zamzar.com/ Converts video and audio to a variety of formats Finished products are emailed to you. Converts video and audio to a variety of formats Finished products are emailed to you.
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Student Engagement Why How What
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A Final Thought "No one has yet realized the wealth of sympathy, the kindness and generosity hidden in the soul of a child. The effort of every true education should be to unlock that treasure." -Emma Goldman
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Toni Theisen Loveland High School Thompson School District Loveland, CO 970-482-2606 dakar95@verinet.com http://lhsfrenchclasses.wikispaces.com dakar95@verinet.com Toni Theisen Loveland High School Thompson School District Loveland, CO 970-482-2606 dakar95@verinet.com http://lhsfrenchclasses.wikispaces.com dakar95@verinet.com
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