Entrance and whole group bell work activity (Character Education, Math warm-up). Opening exercises, attendance, and homeroom duties.

Transcription

1 Enae Learners in Learnin - Daybook Template Entry & Attendance Learnin Block One Entrance and whole roup bell work activity (Character Education, Math warm-up). Openin exercises, attendance, and homeroom duties. Subject/Topic: Resources Gr. Resources Gr. f Assessment: Checklist Self Eval. Peer Eval. Rubric Classroom Discussion Group Eval. Conference Test/Quiz/Quest Checklist Other Materials: Learnin Centres: Whole Group Group Share Independent _ Teacher Modellin Instructions for: Student Enaement/ Practice: Debriefin: Guided Questions: Accommodations: Extensions: Reflection: What I liked about the learnin block... What I would chane for next time... 75

2 Enae Learners in Learnin - Daybook Template Entry & Attendance Learnin Block Two Entrance and whole roup bell work activity (Character Education, Math warm-up). Openin exercises, attendance, and homeroom duties. Subject/Topic: Resources Gr. Resources Gr. f Assessment: Checklist Self Eval. Peer Eval. Rubric Classroom Discussion Group Eval. Conference Test/Quiz/Quest Checklist Other Materials: Learnin Centres: Whole Group Group Share Independent _ Teacher Modellin Instructions for: Student Enaement/ Practice: Debriefin: Guided Questions: Accommodations: Extensions: Reflection: What I liked about the learnin block... What I would chane for next time... 76

3 Enae Learners in Learnin - Daybook Template Entry & Attendance Learnin Block Three Entrance and whole roup bell work activity (Character Eduaction, Math warm-up). Openin exercises, attendance, and homeroom duties., Subject/Topic: Resources Gr. Resources Gr. f Assessment: Checklist Self Eval. Peer Eval. Rubric Classroom Discussion Group Eval. Conference Test/Quiz/Quest Checklist Other Materials: Learnin Centres: Whole Group Group Share Independent _ Instructions for: Student Enaement/ Practice: Debriefin: Guided Questions: Accommodations: Extensions: Reflection: What I liked about the learnin block... What I would chane for next time... 77

4 Enae Learners in Learnin - Lesson Plan Template Instructional Focus: Similar bi ideas/expectations/learnin oals: Hook to introduce lesson: Teacher-directed lesson: Student task (Group/Partner/Individual): Sharin of work, ideas, knowlede: Accommodations/modifications: Assessment/Reflections for future lessons: 78

5 DIFFERENT LEARNERS DIFFERENT LEARNING 79

6 STRATEGY Plan differentiated instruction In a differentiated classroom the teacher plans to meet the unique needs of all students. That means students are oin to start where they are comfortable and learn in their own particular best way. Research has identified three characteristics of learners that uide differentiation. Differentiation is uided by: the student s readiness level; the student s interests; and the student s learnin profile. (Tomlinson, 2001) The importance of these student characteristics as a uide for learnin activities cannot be underestimated. When readiness, interests and learnin profiles are accommodated in proram delivery, students are enaed and motivated and learnin comes alive. Interest in a topic is only possible when a learner starts at an appropriate level of skill and understandin. Curiosity is aroused and sometimes passion to learn more and more about the topic or skill can be awakened. Similarly when students can learn in their own preferred manner, a manner that emphasizes their particular mode of intellience, research has proven that students actually learn better. (Tomlinson, 2001) Differentiated instruction has been defined as: effective instruction that is responsive to the diverse learnin needs and preferences of individual learners. (Hume, 2007) This differentiation takes place reardless of rade level, ae, skill level, backround knowlede, or circumstances. As the combined rade teacher plans for differentiated learnin, three areas are considered. Three areas to consider are: content - what is tauht, the materials used, and the learnin mechanisms; process - activities desined to ensure that students use key skills to make sense of the content; and products - shows the learner s personal interpretations of what he/she learned. (Tomlinson, 1999) 80

7 Use a sequential plannin method In eneral terms, the combined rade teacher will plan differentiated learnin usin this sequence. The combined rade teacher finds the common point in the curriculum. The teacher identifies what students need to learn. The teacher determines what students already know and are able to do relative to the learnin expectation. Learnin is planned around this common point. Activities are built that are differentiated for the learners strenths and needs and have multiple entry points. Students work in combined roups, pairs or sinly, accordin to needs with one student actin as roup leader; and Products, which express learnin, are produced accordin to the learners strenths and needs. How can I make this happen in my classroom? Sift throuh what works and what doesn t work Differentiated instruction becomes the framework for effective plannin and teachin in a combined rade classroom. Understandin the differentiated instruction approach ives combined rade teachers permission to be flexible as to how learnin will happen. The combined rade teacher uses flexible roupin and focused instruction so each learner has the best possible opportunity. Teachers are constantly analyzin what works and what doesn t work. In the words of researchers: Differentiatin instruction is not new, but requires a more conscious effort to analyze data and make decisions about what is workin and what needs to be adjusted. Keep what works. Discard practices that don t work. Chane what needs chanin. Educators are already doin a reat job! More conscious consideration and a reater repertoire of strateies will help educators do an even better job. (Greory and Chapman, 2006) 81