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Differentiation for All L earners. Enrichment Program Planning. A Little History Lesson. Whole-group lessons geared toward one achievement level Textbook-based instruction Most learning culminates at the knowledge level of Bloom’s Taxonomy. Future at STM. Differentiated instruction

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differentiation for all l earners

Differentiation for All Learners

Enrichment Program Planning

a little history lesson
A Little History Lesson

Whole-group lessons geared toward one achievement level

Textbook-based instruction

Most learning culminates at the knowledge level of Bloom’s Taxonomy

future at stm
Future at STM

Differentiated instruction

Core Curriculum based instruction

Student-centered classrooms

differentiation the why
Differentiation: the why
  • Classroom data
  • Curriculum-based activities
  • Engages students
differentiation the how
Differentiation: the how
  • Grade level curriculum objectives
  • Pre-tests/work samples
  • Lesson plans and activities
  • Student centered classroom
  • Clear rubrics and expectations
  • Fluid movement

Create: integrate, write, rewrite, collaborate, simulate, test

Evaluate: support, decide, recommend, find errors, defend, measure

Analyze: compare, classify, infer, contrast, appraise

Apply: solve, calculate, illustrate, dramatize, paint, change, teach

Understand: explain, describe, interpret, summarize, predict, give examples

Knowledge: define, identify, describe, label, list, name, match, select, memorize

what we are already doing
What we are already doing:
  • Math learning stations in 4th grade
  • Centers in grades K-2

Learning Station and Center activities can be leveled using Bloom’s Taxonomy as a basis for activity selection

  • Math options in Middle School
  • Small group activities in SS in Middle School
where we are going
Where we are going:
  • Staff development- December 5th
  • Initial focus on Math and Language Arts in the Elementary grades, and a focus in each subject area in the Middle School
the tough road ahead
The tough road ahead:
  • Added assessment development/analysis and planning time
  • Time to access resources and resource sharing
  • Change in how instructional time is used
  • Students are engaged and enjoy learning at their appropriate achievement level
  • Lower instance of negative behaviors
  • Students are able to shine in their areas of strength and grow in their areas of weakness
  • Teachers become even more familiar with their students’ academic needs and are better equipped to respond to them
  • As one teacher put it, “It is just more fun to teach this way!”