Session 3

Teacher Connect Session 3 2008

Agenda ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Homework: Monthly Bingo ,[object Object],[object Object],[object Object]

Activity: A Picture Says A Thousand Words…. ,[object Object],[object Object]

Parent Teacher Conferences ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Before the Conference ,[object Object],[object Object]

Before the Conference: Preparing Your Room ,[object Object],[object Object],[object Object]

Before the Conference: Gather Materials ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Before the Conference: Preparing Yourself ,[object Object],[object Object],[object Object],[object Object]

Before the Conference: Establish the Agenda ,[object Object],[object Object],[object Object],[object Object],[object Object]

During the Conference ,[object Object],[object Object],[object Object],[object Object],[object Object]

During the Conference ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

During the Interview ,[object Object],[object Object],[object Object],[object Object],[object Object]

During the Conference ,[object Object],[object Object],[object Object]

After the Conference ,[object Object],[object Object],[object Object]

In Case of Conflict ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

To begin … ,[object Object],[object Object],Using a MARKER . . . On the front of the index card please print: Anna Z.

Anticipation Guide ,[object Object],[object Object],[object Object],[object Object]

Read Aloud: What Students want from Teachers

Why Differentiate Instruction? ,[object Object],[object Object],Carol Ann Tomlinson “ The Differentiated Classroom”

Paradigm Shift ,[object Object],[object Object],[object Object],[object Object]

Differentiating Instruction ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Differentiated Instruction is a teacher’s response to learners’ needs guided by general principles of differentiation and based on … Content Process Product Environment Instruction & Assessment Readiness Interests Learning Preferences Curriculum Evaluation

Why Develop a Learning Profile? ,[object Object],If the assignment encourages students to work in a preferred manner/mode A Good Fit If tasks ignite curiosity or passion Motivation If tasks are a close match for student skills. Growth Interest Readiness

Learner Profile ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Learning Modality Preferences ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Sorting Cards ,[object Object],[object Object],[object Object],K V A Learning Modality Preferences

Activity ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Sorting Cards ,[object Object],[object Object],[object Object],K V A MI - top 3 (Ranked with strongest at the top)

Sorting Cards ,[object Object],[object Object],[object Object],K V A MI - top 3 Modality Interests (3 top) ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

What can we differentiate? ,[object Object],[object Object],[object Object],[object Object],[object Object]

CONTENT: The “What” ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

PROCESS: The “How” ,[object Object],[object Object],[object Object],[object Object]

PRODUCT: End Results ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Woodland Park Viewing Guide ,[object Object],[object Object],[object Object],[object Object],Classroom Organization that Supports D.I. Evidence of Effective Learning Environment

Woodland Park ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Classroom Organization that Supports D.I. Evidence of Effective Learning Environment

“ DI Deck” ,[object Object]

Next Steps ,[object Object],[object Object]

[object Object],[object Object]

I am a Child… I am a Teacher ,[object Object]

TACK 101 ,[object Object],[object Object],[object Object],[object Object]

What is TACK? ,[object Object],[object Object],[object Object],[object Object]

Where do we find TACK? ,[object Object],[object Object],[object Object],[object Object]

How do we use TACK? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Levels on the Achievement Chart ,[object Object],[object Object],[object Object],[object Object]

How do we determine the relationship between the expectations and TACK? ,[object Object],[object Object],[object Object]

Processing Card ,[object Object],[object Object],[object Object]

Design Down Curriculum Planning ,[object Object],[object Object],[object Object],[object Object]

Planning for Curriculum and Assessment: Design Down ,[object Object],[object Object],[object Object],[object Object]

Components Identify goals, knowledge and skills Determine acceptable evidence Plan learning experiences and instruction Choose your themes and topics Then and only then... Expectations Assessment

Identify Desired Results ,[object Object],[object Object],[object Object],[object Object],[object Object]

Model: Grade 5 Social Studies, Aspects of Citizenship and Government ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

TACK ,[object Object],T : Formulate questions… A : Use sources…;Use graphic organizers…;Use media works to present…;Use appropriate vocabulary C : Describe rights … K: Identify responsibilities…; Identify current and historical political figures

Determine Acceptable Evidence ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Designing PerformanceTasks: GRASPS ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Model: Performance Task Hall of Citizenship Recognition

Performance Task Analysis ,[object Object],[object Object],[object Object],[object Object],[object Object]

What Formative Assessment Methods will you use? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Teaching/Learning Strategies ,[object Object],[object Object],[object Object],[object Object]

Topic/Themes/Resources ,[object Object],[object Object],[object Object]

Design Down Resources ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Consolidation ,[object Object],[object Object]

DPA: Intermediate ,[object Object]

Exploring Solutions to Challenges in Classroom Management ,[object Object],[object Object],[object Object],Jones Wong

Homework ,[object Object],[object Object],[object Object]

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