Differentiation
KWL Chart Responses from PD
Tiered Assignments
Tiered Assessments
Homework:
• Differentiate at least one assessment by January 18th
• Be prepared to share your experience
Remember:
• You do not need to differentiate a summative assessment, you can differentiate a formative assessment/differentiate based on results of formative assessment.
• An assessment does not need to be a traditional paper and pencil assessment.
• Differentiate at least one assessment by January 18th
• Be prepared to share your experience
Remember:
• You do not need to differentiate a summative assessment, you can differentiate a formative assessment/differentiate based on results of formative assessment.
• An assessment does not need to be a traditional paper and pencil assessment.
Respectful Tasks
Making a Difference
Carol Ann Tomlinson explains how differentiated instruction works and why we need it now.
Differentiation Goals Student Evidence Due March 8
Group 1:
Laura: Perry: Manuwai: Lihau: Stan: |
Group 2:
Nancy: Paula: Malia: Kanani: Daniel: |
GROUP 3:
Laura: Adjust challenge level using 1-1 conferencing Mahina Hou: Collect evidence & update Evidence Binder Alex: Provide different levels of assessment Rob: Weekly Project exit slip Diane: Collaborate w/content teacher for respect task |
GROUP 4: Goals:
Karen: After SIP presentations, evaluate results and see the levels of each project and what could have been done to lend more support. Kainoa: To provide DI instructions and support the needs of each student. "Idealistic vs. Realistic" Jon: Doing "Respectful Tasks" in various levels for Environmental Science. Glenda: Being able to analyze each child's level and to modify lessons to accommodate their learning process. |
Group 5:
Panciano:: Rubrics Weldon: Pre-Assessments Quick Checks Vesta: Metacognition Donna: Choices Julia: Interest Inventories Ric: Learning Logs |
Group 6:
Nohea: Jocelyn: Alanna: Lisa: |