Anyone know where this is on bloom’s taxonomy? very \n
looking to differentiate according to needs, not necessarily maximize everytime\n
looking to differentiate according to needs, not necessarily maximize everytime\n
looking to differentiate according to needs, not necessarily maximize everytime\n
looking to differentiate according to needs, not necessarily maximize everytime\n
looking to differentiate according to needs, not necessarily maximize everytime\n
looking to differentiate according to needs, not necessarily maximize everytime\n
looking to differentiate according to needs, not necessarily maximize everytime\n
original verbage\n
dramatize\n
categorize\n
c = ‘what students will know’ - *defined* by state standards, curriculum, etc. we can differentiate the content by increasing *depth* and *complexity*\n
11 Tools D/C - move students from novice to expert understanding. \nRepresented by an icon and title. Dual coding. Iconic understanding of abstract, complex thinking. Intimidating for you, kids eat this up!\n
11 Tools D/C - move students from novice to expert understanding. \nRepresented by an icon and title. Dual coding. Iconic understanding of abstract, complex thinking. Intimidating for you, kids eat this up!\n
11 Tools D/C - move students from novice to expert understanding. \nRepresented by an icon and title. Dual coding. Iconic understanding of abstract, complex thinking. Intimidating for you, kids eat this up!\n
11 Tools D/C - move students from novice to expert understanding. \nRepresented by an icon and title. Dual coding. Iconic understanding of abstract, complex thinking. Intimidating for you, kids eat this up!\n
11 Tools D/C - move students from novice to expert understanding. \nRepresented by an icon and title. Dual coding. Iconic understanding of abstract, complex thinking. Intimidating for you, kids eat this up!\n
11 Tools D/C - move students from novice to expert understanding. \nRepresented by an icon and title. Dual coding. Iconic understanding of abstract, complex thinking. Intimidating for you, kids eat this up!\n
11 Tools D/C - move students from novice to expert understanding. \nRepresented by an icon and title. Dual coding. Iconic understanding of abstract, complex thinking. Intimidating for you, kids eat this up!\n
11 Tools D/C - move students from novice to expert understanding. \nRepresented by an icon and title. Dual coding. Iconic understanding of abstract, complex thinking. Intimidating for you, kids eat this up!\n
11 Tools D/C - move students from novice to expert understanding. \nRepresented by an icon and title. Dual coding. Iconic understanding of abstract, complex thinking. Intimidating for you, kids eat this up!\n
11 Tools D/C - move students from novice to expert understanding. \nRepresented by an icon and title. Dual coding. Iconic understanding of abstract, complex thinking. Intimidating for you, kids eat this up!\n
11 Tools D/C - move students from novice to expert understanding. \nRepresented by an icon and title. Dual coding. Iconic understanding of abstract, complex thinking. Intimidating for you, kids eat this up!\n
Purpose - different depth/compelxity of content to expert level\nConsider your understanding of chemistry vs a chemist\nMy undertanding of buildings vs expert architect\n
abstract, generalization. “Move all students to proficiency” - “Lifetime learners” - “equip for future.” \n
Most important pieces - “books, computers, curriculum, tests”\n
what happens over and over in a repeating manner. Predictable. “pendulum of teaching - testing vs creativity,” order of units,\n
hierarchy, structure, - due dates, school rules, must follow district guidelines, state standards\n
good vs. bad - ‘standardized testing,’ ‘performance based pay,’ ‘unions,’ ‘personal necessity’\n
how are things moving right now. There is a trend towards testing, there is a trend towards multiple choice answers\n
what don’t we know?\n
what words does an expert use? assessment, direct instructon, differentiation!, \n
how does a teacher view education, rookie teacher, veteran, student, principal, district admin, public, etc...\n
how has education changed since you entered the field? since you were a student? viewing from a new ‘time’ point of view\n
How can we see math, science, language arts, ss within this topic?\n
delicious combination! Combo of t/s and d/c is where diff takes off. \n
A person who understand “look a gift horse in the mouth”\n
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Another set of tools to differentiate content. Enhances and is designed to be with D/C icons. \n
Another set of tools to differentiate content. Enhances and is designed to be with D/C icons. \n
Another set of tools to differentiate content. Enhances and is designed to be with D/C icons. \n
Another set of tools to differentiate content. Enhances and is designed to be with D/C icons. \n
Another set of tools to differentiate content. Enhances and is designed to be with D/C icons. \n
the beginning of an idea\n
effects of an idea or an event\n
a coming together of events/ideas\n
ideas/events that are similar. A comparison. \n
a contradiction, a pulling apart of ideas/events\n
Explain rules of US Government becomes explain the origin of these rules.\n
Explain rules of US Government becomes explain the origin of these rules.\n
Explain rules of US Government becomes explain the origin of these rules.\n
Explain mult. perspect of US Gov --> Explain how this is a paradox.\n
Explain mult. perspect of US Gov --> Explain how this is a paradox.\n
note combination of t/s and differentiated content\n
use worksheet to develop diff. tasks (page 2?); head to www.byrdseed.com/differentiator\n