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19 Cards in this Set
- Front
- Back
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What are you going to tell the parents of your struggling learners that you are going to do for them? |
- pre-teach content concepts - develop background knowledge - "teach up" - focus on what they can do - use many avenues to learning - get them to talk |
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What are you going to tell the parents of your advanced learners that you are going to do for them? |
- make learning engaging - teach them to focus on the learning process (not on the grades) - don't let them be lazy in their work - provide rigorous learning activities - pre-assess (don't teach them what they already know) - compact the curriculum - provide advanced graphic organizers |
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What are anchor activities? Why do teachers use them? |
Anchor activities are activities which students automatically move to when they complete an assigned task. Teachers use them because students complete their work at different rates. When students finish an assignment they can move to an anchor activity to keep them engaged in a learning activity. Anchor activities can also give teachers more opportunities to differentiate. |
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What does a good anchor activity look like? Give some examples of good anchor activities. |
Anchor activities should be quality learning activities connected to learning goals and student interest. They can also be used to create new interests in students. Examples: - flash cards or drills - learning "games" - students create their own quiz questions - create a concept model - challenge problems - choice boards - use manipulatives - real-world application |
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What are sidebar studies or orbitals? |
Orbital studies (also called sidebar studies) are independent investigations that occur over a period of several weeks and are connected to the curriculum. Students should have choices about the topic they study. Teachers should guide the students and supply the success criteria (for example a rubric.) |
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What are some examples of sidebar studies or orbitals? |
- take a side in a debate and develop an argument for that side - create a poster or brochure - explain how the event had an effect on our lives now - create a website - interview an expert - create a mural - write a script for a play - write a book or comic book - build something - write a journal from the point of view of someone else - compare life then to life now |
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What is curriculum compacting? |
Curriculum compacting is setting up the curriculum in such a way that a student can move through it at their own pace. Students will be able to move to their next assignment without having to wait for the entire class to be ready. |
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What are the stages of curriculum compacting? |
1 - pre-assess: make note of what the student does not know 2 - plan: make a plan with the student(s) 3 - check-in and teach: make sure to follow-up on the student's progress and teach them what they need |
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What are some methods for reducing teacher talk? |
- ask essential questions - encourage students to elaborate - allow students to complete their thoughts - provide wait time |
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What are some ways to differentiate process for HAL/GATE learners? |
- computer research - ask high-level questions - ask for elaboration - give challenge questions |
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What are some ways to differentiate product for HAL/GATE learners? |
- do a sidebar (orbital) study - provide an advanced graphic organizer - offer a choice of different projects - give an advanced rubric |
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What are some ways to differentiate process for struggling learners? |
- read to them or provide an audio recording - read with a peer - type or dictate instead of writing - additional instruction - give extra time - give the option to use manipulatives - work with a peer or group |
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What are some ways to differentiate product for struggling learners? |
- allow them to do the assignment in another format (i.e. orally, drawing, etc) - provide a partially filled in graphic organizer - reduce the number of questions/problems - give a simplified rubric |
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What are some ways to differentiate process for ELL students? |
- give extra time - allow them to write in their L1 and - work with an aide - work with a peer or group - additional instruction |
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What are some ways to differentiate product for ELL students? |
- reduce the number of questions/problems - give them an adjusted rubric (use WIDA can do descriptors as a guide) - provide with an adjusted graphic organizer (use WIDA can do descriptors as a guide) |
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What is instructional conversation? |
Instructional conversation is when the teacher facilitates a discussion between the students about the curriculum. The teacher asks higher order thinking questions and encourages students to elaborate on each other's answers. Many different ideas are encouraged during the conversation and students are led to make connections between the curriculum and their background experiences. |
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What are "warm demanders?" |
Teachers who are "warm demanders" convey a strong sense of trust and acceptance but simultaneously make clear that they expect only the best from their students. They provide structure, explanation, and scaffolding to support the students' best efforts but do so in a way that is rooted in caring. They do not give up on students, compromise, their expectations, or dilute their instruction but rather coach the student to become a better learner. |
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What is important to know about academic language use? |
Students won't learn academic vocabulary solely by listening; they need to practice using it themselves. Sentence frames are an effective way to scaffold vocabulary acquisition. (Sentences frames are worksheets with sentences that have words removed and a word bank for students to use to fill in the blanks.) Another way to scaffold vocabulary acquisition is to pair students with more proficient speakers and have them practice (discussion) using the vocabulary. |
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What makes a good lesson closure? |
A good lesson closure reviews the key concepts of the lesson. Ideally, the review leads into the next lesson. Students should show what they learned by answering high level thinking questions. Students can also complete sentence starters to show their learning. Good sentence starters include: I wonder . . . I discovered . . . I still want to know . . . I learned . . . I still don't understand . . . |
