Recent Changes

WIKI
A VIEW OF THE 21TH CENTURY LEARNER
I think that the video 21th century learner is indicative of the fact that there is an online culture or online communities. He is a part of several and because he has rooted himself in several he has networked and made himself very marketable.

Instruction 101
and pod caste
By Clare Kilbane
inIn addition to in my opinionopinion, is what a student with a different way of learning or processingwho learns and processes information differently gets losts are different. Often thisThis student is with him. Years
Years ago, I arts teachers would often collaborateregularly collaborated on units Fighting Ground. LoverLower level readers read the Addie At the conclusionbeginning of the the class. TheyThe teacher gave them a numbervariety of ways statements made in the paragraphURL was interesting.
" Only those teachers who want to teach all of the students in their classes need to be interested in differentiated instruction." I will go a step further and say only those who want to work in a space that is truly a learning center should try to differentiate instruction. I loved the way the math teacher differentiated instruction. At the beginning of each new unit the students engaged in some kind of problem-solving activity that required the use of manipulatvies. During this phase of the unit, all of the students were able to participate. There was a warm-up problem each day and a series of related problems that required the use of manipulatives. The more advanced students were able to detect patterns, rules, formulas etc. and were therefore encouraged to do enrichment while those who were not as advanced continued to work on the tasks at hand. The special education students and those who were challenged received more practice using the manipulatives and working basic problems. All students did the required homework which reviewed concepts taught earlier and new ones that they were learning in class. At the end of each unit, there was a project that required the students to use the facts, rules, formulas, equations that they had learned to create something authentic.
sounds and their letter combinations. understand the concept.concept as it was defines and explained in the text. So I it out. The play covered four chapters in their text book. After they rehearsed the play, they performed it for several of the staff members. Similarly, during school cafeteria. They received many commendations for their poetry.
I appreciated much easier to be proactive try to retrofit"retrofit" a lesson learn their own content and other groups. When
When I coached was more room androom, extra help.help, good notes to their parents for staying on tasks and sometimes treats for good behavior.

Instruction 101
and pod caste
By Clare Kilbane
learning environment. soSo often a recognize that he his needs are different. So oftenOften this student i smadeis made to feel he doesn't march"march to the the same drumdrummer" that there him. Years agoago, I worked on a seventh and eightseventh/eight grade team. theThe social studies unit on thatthe Revolutionary War, period in History.history. There were of the periodperiod, they recorded the page number on whatwhich they began. At the end of the period, they recorded the page number on which they began and ended and of the projectproject, each group with the other groups during whichclass. They gave them a number of ways that they sharedcould make their presentations. Each presentation included the plotplot, names of thought that one of the statementstatements made in was interesting.
" Only those in differentiated instruction.instruction." I will kind of problem solvingproblem-solving activity that required of the unitunit, all of the students were to participate. thereThere was a warm upwarm-up problem each of manipulatives. theThe more advanced detect patterns, rulesrules, formulas etcetc. and were hand. The Special Educationspecial education students and manipulatives and working basic problems. which reviewed old skillsconcepts taught earlier and introduced new ones so that the students did not forget what had been introduced and practiced earlierthey were learning in the year. atclass. At the end of each unitunit, there was use the facts, rules, formulas, that they had learned to particular, I would introduceintroduced certain sounds sound. I would also introduceintroduced words in which these combination of letters were found.that contained the featured sounds and letter combinations. The vocabulary basic to the eighth grade vocabulary.grade. Each week the students were to selectselected twenty to words that wanted to define anddefine, use in spelling. I had twenty students andadministered twenty different spelling tests.tests to twenty students each week. Yet all math and science. Rarelyscience in the sense that I taught the same content but I used different materials.
"When differentiating it out. Similarly, during the course of reading The Witch of BLackbird Pond, the students had a difficult time understanding the concept of a the word meadow. So I wrote a poem for them. They liked it so much that they wanted me to teach them how to write poetry. I created a poetry unit and they published their poems on one of the walls in the school cafeteria.
I appreciated the thought in the pod caste about being proactive. It is so much easier be proactive than to be reactive and try to retrofit a lesson so that everyone can complete it. I think that when the learning process differs, students are enriched by the variety. Groups like to listen to the instruction of others. They learn their content and the content of the other groups. When I coached the social studies teacher on the seventh/eighth grade team, he divided the class into half. I took one half to the pull-out room and he kept the other. I worked on a project with my half. They students loved pull-out day. They accomplished so much more because there was more room and extra help.

Instruction 101
By
By Clare Kilbane
in addition to all of the other powerful strategies that we have become more familiar with, I see that the team saved the best for last. This, in my opinion is what makes the classroom an emotionally safe learning environment. so often a student with a different way of learning or processing information gets losts in the traditional classroom because the teacher does not recognize that he his needs are different. So often this student i smade to feel that if he doesn't march to the beat of the same drum that there is something wrong with him. Years ago I worked as an academic coach and intervention specialists on a seventh and eight grade team. the social studies and language arts teachers would often collaborate on units of studies. During the course of the a unit on that Revolutionary War, the students read novels about that period in History. There were five groups. The advanced group read My Brother Sam Is Dead. The intermediate group read The Fighting Ground. Lover level readers the Addie Series. Each group read aloud for a number of minutes. At the conclusion of the period they recorded on what page they began and ended and the number of pages they read for that day. At the end of the project each group prepared a presentation to share with the other groups during which they shared the plot names of characters and their recommendations.
I thought that the statement made in the paragraph was interesting. Only those teachers who want to teach all of the students in their classes need to be interested in differentiated instruction. I will go a step further and say only those who want to work in a space that is truly a learning center should try to differentiate instruction. I loved the way the math teacher differentiated instruction. At the beginning of each new unit the students engaged in some kind of problem solving that required the use of manipulatvies. During this phase of the unit all students were able to participate. there was a warm up problem each day and a series of related problems that required the use of manipulatives. the more advanced students were able to detect patterns, rules formulas etc and were therefore encouraged to do enrichment while those who were not as advanced continued to work on the tasks at hand. The Special Education students and those who were challenged received more practice using the manipulatives and basic problems. All students did the required homework which reviewed old skills and introduced new ones so that the students did not forget what had been introduced and practiced earlier in the year. at the end of each unit there was a project that required the students to use the rules, formulas, equations that they learned to create something authentic.
As a matter of fact, I did the same thing when I taught. In particular, I would introduce certain sounds and the letters or combination of letters that made each sound. I would also introduce words in which these combination of letters were found. The vocabulary ranged from the very basic to the eighth grade vocabulary. Each week the students were to select twenty to words that they wanted to define and use in a sentence, and practice spelling. I had twenty students and twenty different spelling tests. Yet all of the students worked on he same sounds but at different levels and everyone was happy because they were challenged at a level that was comfortable for them. It was interesting because the students demanded more of themselves than I would have every demanded of them. Only those who scored eighty percent or above were permitted to move on to the next set of sounds. It was amazing because none of the students wanted to repeat the test. I did the same thing with reading, social studies, math and science. Rarely
a charm. I enjoyed writing it and they enjoyed acting it out.

{file://localhost/Users/joanstevenson/Library/Caches/TemporaryItems/msoclip/0/clip_image001.png} Differentiated Instruction 101
By Clare Kilbane
in addition to all of the other powerful strategies that we have become more familiar with, I see that the team saved the best for last. This, in my opinion is what makes the classroom an emotionally safe learning environment. so often a student with a different way of learning or processing information gets losts in the traditional classroom because the teacher does not recognize that he his needs are different. So often this student i smade to feel that if he doesn't march to the beat of the same drum that there is something wrong with him. Years ago I worked as an academic coach and intervention specialists on a seventh and eight grade team. the social studies and language arts teachers would often collaborate on units of studies. During the course of the a unit on that Revolutionary War, the students read novels about that period in History. There were five groups. The advanced group read My Brother Sam Is Dead. The intermediate group read The Fighting Ground. Lover level readers the Addie Series. Each group read aloud for a number of minutes. At the conclusion of the period they recorded on what page they began and ended and the number of pages they read for that day. At the end of the project each group prepared a presentation to share with the other groups during which they shared the plot names of characters and their recommendations.
I thought that the statement made in the paragraph was interesting. Only those teachers who want to teach all of the students in their classes need to be interested in differentiated instruction. I will go a step further and say only those who want to work in a space that is truly a learning center should try to differentiate instruction. I loved the way the math teacher differentiated instruction. At the beginning of each new unit the students engaged in some kind of problem solving that required the use of manipulatvies. During this phase of the unit all students were able to participate. there was a warm up problem each day and a series of related problems that required the use of manipulatives. the more advanced students were able to detect patterns, rules formulas etc and were therefore encouraged to do enrichment while those who were not as advanced continued to work on the tasks at hand. The Special Education students and those who were challenged received more practice using the manipulatives and basic problems. All students did the required homework which reviewed old skills and introduced new ones so that the students did not forget what had been introduced and practiced earlier in the year. at the end of each unit there was a project that required the students to use the rules, formulas, equations that they learned to create something authentic.
As a matter of fact, I did the same thing when I taught. In particular, I would introduce certain sounds and the letters or combination of letters that made each sound. I would also introduce words in which these combination of letters were found. The vocabulary ranged from the very basic to the eighth grade vocabulary. Each week the students were to select twenty to words that they wanted to define and use in a sentence, and practice spelling. I had twenty students and twenty different spelling tests. Yet all of the students worked on he same sounds but at different levels and everyone was happy because they were challenged at a level that was comfortable for them. It was interesting because the students demanded more of themselves than I would have every demanded of them. Only those who scored eighty percent or above were permitted to move on to the next set of sounds. It was amazing because none of the students wanted to repeat the test. I did the same thing with reading, social studies, math and science. Rarely
being covered." thisThis statement reminded me of a time when iI was trying to explaincover the concept of mercantilism towith a class by using a class. theytextbook. They could not to write a play or a reader's theater.theater and have the students act out the concept. It worked

I thought that the statement made in the paragraph was interesting. Only those teachers who want to teach all of the students in their classes need to be interested in differentiated instruction. I will go a step further and say only those who want to work in a space that is truly a learning center should try to differentiate instruction. I loved the way the math teacher differentiated instruction. At the beginning of each new unit the students engaged in some kind of problem solving that required the use of manipulatvies. During this phase of the unit all students were able to participate. there was a warm up problem each day and a series of related problems that required the use of manipulatives. the more advanced students were able to detect patterns, rules formulas etc and were therefore encouraged to do enrichment while those who were not as advanced continued to work on the tasks at hand. The Special Education students and those who were challenged received more practice using the manipulatives and basic problems. All students did the required homework which reviewed old skills and introduced new ones so that the students did not forget what had been introduced and practiced earlier in the year. at the end of each unit there was a project that required the students to use the rules, formulas, equations that they learned to create something authentic.
As a matter of fact, I did the same thing when I taught. In particular, I would introduce certain sounds and the letters or combination of letters that made each sound. I would also introduce words in which these combination of letters were found. The vocabulary ranged from the very basic to the eighth grade vocabulary. Each week the students were to select twenty to words that they wanted to define and use in a sentence, and practice spelling. I had twenty students and twenty different spelling tests. Yet all of the students worked on he same sounds but at different levels and everyone was happy because they were challenged at a level that was comfortable for them. It was interesting because the students demanded more of themselves than I would have every demanded of them. Only those who scored eighty percent or above were permitted to move on to the next set of sounds. It was amazing because none of the students wanted to repeat the test. I did the same thing with reading, social studies, math and science. Rarely
"When differentiating instruction, the learning content is often described as what the student needs to learn or how the student will get access to the information being covered." this statement reminded me of time when i was trying to explain the concept of mercantilism to a class. they could not understand the concept. So I decided to write a play or a reader's theater. It worked like a charm.

in addition to all of the other powerful strategies that we have become more familiar with, I see that the team saved the best for last. This, in my opinion is what makes the classroom an emotionally safe learning environment. so often a student with a different way of learning or processing information gets losts in the traditional classroom because the teacher does not recognize that he his needs are different. So often this student i smade to feel that if he doesn't march to the beat of the same drum that there is something wrong with him. Years ago I worked as an academic coach and intervention specialists on a seventh and eight grade team. the social studies and language arts teachers would often collaborate on units of studies. During the course of the a unit on that Revolutionary War, the students read novels about that period in History. There were five groups. The advanced group read My Brother Sam Is Dead. The intermediate group read The Fighting Ground. Lover level readers the Addie Series. Each group read aloud for a number of minutes. At the conclusion of the period they recorded on what page they began and ended and the number of pages they read for that day. At the end of the project each group prepared a presentation to share with the other groups during which they shared the plot names of characters and their recommendations.
I thought that the statement made in the paragraph was interesting. Only those teachers who want to teach all of the students in their classes need to be interested in differentiated instruction. I will go a step further and say only those who want to work in a space that is truly a learning center should try to differentiate instruction. I loved the way the math teacher differentiated instruction. At the beginning of each new unit the students engaged in some kind of problem solving that required the use of manipulatvies. During this phase of the unit all students were able to participate. there was a warm up problem each day and a series of related problems that required the use of manipulatives. the more advanced students were able to detect patterns, rules formulas etc and were therefore encouraged to do enrichment while those who were not as advanced continued to work on the tasks at hand. The Special Education students and those who were challenged received more practice using the manipulatives and basic problems. All students did the required homework which reviewed old skills and introduced new ones so that the students did not forget what had been introduced and practiced earlier in the year. at the end of each unit there was a project that required the students to use the rules, formulas, equations that they learned to create something authentic.
As a matter of fact, I did the same thing when I taught. In particular, I would introduce certain sounds and the letters or combination of letters that made each sound. I would also introduce words in which these combination of letters were found. The vocabulary ranged from the very basic to the eighth grade vocabulary. Each week the students were to select twenty to words that they wanted to define and use in a sentence, and practice spelling. I had twenty students and twenty different spelling tests. Yet all of the students worked on he same sounds but at different levels and everyone was happy because they were challenged at a level that was comfortable for them. It was interesting because the students demanded more of themselves than I would have every demanded of them. Only those who scored eighty percent or above were permitted to move on to the next set of sounds. It was amazing because none of the students wanted to repeat the test. I did the same thing with reading, social studies, math and science. Rarely

Is Dead. The intermediate group read The Fighting Ground. A Rifle for Watie, The Lover level readers read the Addie Books.Series. Each group read aloud for a language artsnumber of minutes. At the conclusion of the period they recorded on what page they began and ended and the number of pages they read for that day. At the end of the project each group prepared a presentation to share with the other groups during which they shared the plot names of characters and their recommendations.
I thought that the statement made in the paragraph was interesting. Only those teachers who want to teach all of the students in their classes need to be interested in differentiated instruction. I will go a step further and say only those who want to work in a space that is truly a learning center should try to differentiate instruction. I loved the way the math teacher differentiated instruction. At the beginning of each new unit the students engaged in some kind of problem solving that required the use of manipulatvies. During this phase of the unit all students were able to participate. there was a warm up problem each day and a series of related problems that required the use of manipulatives. the more advanced students were able to detect patterns, rules formulas etc and were therefore encouraged to do enrichment while those who used lwere not as advanced continued to work on the tasks at hand. The Special Education students and those who were challenged received more practice using the manipulatives and basic problems. All students did the required homework which reviewed old skills and introduced new ones so that the students did not forget what had been introduced and practiced earlier in the year. at the end of each unit there was a project that required the students to use the rules, formulas, equations that they learned to create something authentic.