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The most common need by teachers is that the students enter a unit with different skills sets. Test a group of students and the results will most likely be across the board for achievement levels. If it's predictable that some students will be behind the expected standard level, and others will be far ahead in their understanding of concepts, instruction must respond to these varied needs.
Formative assessment data provides evidence of what students' need. Those learning needs can be scaffolded both in complexity and motivation. The unit objectives may remain unchanged, but some daily lessons may have varied objectives that are in alignment to the unit outcomes (See Figure A2.1 ). Daily lessons are the building blocks leading towards the final assessment.
- If the text book or article is written at an 8th grade level, and some or many students read at a 6th grade or below level, additional reading material must be found at various levels, lower than 8th, and still address the needed content. Recorded readings of texts is another option. Or sometimes, student teams has one person read aloud while the group highlights key ideas or complete a graphic organizer.
- Students who struggle with reading time to the quarter hour and those who can tell time up to 5 minute increments need different instruction. This may occur using Centers, Tiering, Homogeneous grouping for a specific activity such as Guided Reading.
- ELL students may need support that enables them to overcome language barriers to content.
- Mini-lessons address specific needs of a portion of the students.
Think about a hobby you're passionate about. Gardening, running, crafts, or a sport, we push ourselves to build expertise in what we love to do. We can and do spend hours on what interests us. How might those hobbies be used to understand concepts in math, science, English, Social Studies or other courses? Incorporating what students like to do does more than engage them with learning. Tapping into students interests helps them connect what they like to do with concepts that in past experience seemed to them abstract and disconnected. When students make connections based on relevance, there is greater opportunity for them to experience deeper knowledge of concepts they struggled with in the past. All students benefit--those who struggle to those who need greater challenge.
- Give students 2-4 options to choose from for exploring concepts. One option might be "Student created". With clear criteria established, student created ideas can be refined as needed.
- Students intrested in cooking might find fractions easier to understand through use of cooking analogies and related tasks.
Tom(a)toe or Tom(o)toe, soda or pop, Gardner or Sternberg multiple intelligences. We think and learn in different ways. Student learning preferences needs to be included in planning and instruction. Brain-based learning, multiple intelligence styles, personality inventories are all different ways of looking at learning profile. Identify and understand how students learn and think best. Use that knowledge to help them process comprehension and achieve.
- Develop a Sternberg Multiple Intelligence (MI) activity where students pick one of three options based on their MI: Creative, Analytical, and Practical.
- Set up heterogeneous work groups based on where students think using Gardner's Multiple Intelligence. Such groups have a balance of different approaches to learning, and allows for students to contribute in their own way. Examples: Frayer Model, Think Dots, or Task Cards.
Response: (Please post in Comments section below)
Choose one of the questions to answer below:
- Explain which section of the Matrix do you understand best: Learning Components or DI Components?
- Explain which section of the Matrix do you want to know more about: Learning Components or DI Components?
Understanding | Exploration | Examples | Invitation | Reflection
A2 Understanding DI Matrix
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