canton, ohio di handout

8/4/2019 Canton, Ohio DI Handout

1/53

1

Differentiated Instruction

We have to know where we want to end up before westart outand plan to get there. That is, we must havesolid curriculum and instruction in place before wedifferentiate them.

~Carol Tomlinson

Presented by: Cheryl [email protected]

www.cherylsclassroomtips.com


2/53

2

Daily ScheduleSeptember 19, 20118:15 Overview of DI

10:30 Break10:45 Student Readiness, Learning Profiles, Multiple Intelligences11:30 Lunch12:15 Types of Grouping, Managing Groups, Anecdotal Records1:45 Break2:00 Anchor Activities, Learning Contracts3:00 End

September 20, 20118:15 Assessment10:30 Break10:45 Low Preparation, High-Impact DI Strategies11:30 Lunch12:15 More Low Preparation, High-Impact DI Strategies

1:45 Break2:00 Tiering and Curriculum Compacting3:00 End

September 21, 20118:15 Using Technology to Differentiate10:30 Break10:45 Using Basal to Differentiate11:30 Training Ideas and Presentations Tips1:45 Break2:00 Putting the Pieces Together3:00 End


3/53

3

Differentaited Instruction Modules

1.

Introduction2. Assessment3.Low-Preparation, High-Impact Strategies, Materials, and Activities4. Differentiating Content: Tiering and Curriculum Compacting5. Managing the DI Classroom

Differentaited Instruction Definitions

Its consistently and proactively creating different pathways to help allyour students to be successful. ~Betty Hollas

Differentiating Instruction is doing whats fair for students. Its acollection of best practices strategically employed to maximizestudentslearning at every turn, including giving them the tools tohandle anything that is undifferentiated. It requires us to do differentthings for different students some, or a lot of the time. Its whateverworks to advance the student. Its highly effective teaching!~Rick Wormeli


4/53

4

Mapping a Route Toward DIWritten by: Carol Ann Tomlinson

Mr. Appleton Mrs. Baker Ms. Cassell

Response to Intervention

www.dese.mo.gov

Response to Intervention


5/53

5

Differentiated Instruction Planning TemplateLearning Goal:

Know Goals: Understand Goals: Do Goals:

Pre-assessment Strategy:

Students who know a lot: Students who know some: Students who have a lot to learn:

Lesson Ideas:

Formative Assessment Idea: Formative Assessment Idea:

Adjusted Lesson Ideas Based on Formative Assessment Data:

Anchor Activities for Enrichment:

Summative Assessment Idea:

Descriptive Feedback: Guide students to find what theyre doing well and what they need to work on.


6/53

6

6thGrade Common Core Geometry StandardFind the volume of a right rectangular prism with fractional edge lengthsby packing it with unit cubes of the appropriate unit fraction edge

lengths, and show that the volume is the same as would be found bymultiplying the edge lengths of the prism. Apply the formulas V = l w hand V = B hto find volumes of right rectangular prisms with fractionaledge lengths in the context of solving real-world and mathematical

problems.

KUD Template

Know Goals Understand Goals Do GoalsStudents need to know: volume right rectangular

prism edge length(in

fractions) unit cubes

length width height base multiplication fractions 12 inches = 1 foot formula: V = l w h

formula: V = B h In the formula, V =

B h, students mustknow B = l w.

Students need tounderstand :

fractions and howthey relate todetermining thevolume ofrectangular prisms.

how to multiplyfractions. how to calculate

volume ofrectangular prismswith unit cubes and

formulas. what sorts of real-

world situationsrequire knowledge ofvolume.

how to apply theformulas to the real-world situations.

Students need to: find the volume of

rectangular prismswith fractional edgelengths using unitcubes.

apply formula V = l

w h(with fractionaledge lengths).

apply formula V =B h(with fractionaledge lengths).

Compare to see thatformulas equal thesame thing as using

unit cubes. apply the formula in

real-worldmathematical

problems.


7/53

7

English/Language Arts StandardWrite narratives to develop real or imagined experiences or events using

effective technique, descriptive details, and clear event sequences. Use concretewords and phrases and sensory details to convey experiences and eventsprecisely.

Narrative Writing GoalsKnow Goals Understand Goals Do Goals

NarrativesReal vs. imaginary storiesTechniqueDescriptive detailsSequence of eventsConcrete words and phrasesSensory details

Students need to understandthat they can use words toshow instead of tell anarrative story.

Write narrativesUse effective techniqueUse descriptive detailsSequence events clearlyUse concrete words and

phrasesUse sensory detailsTell narrative correctly

Differentiate the K-W-L Chart

Topic:BranchesofGovernment

K-Know WWanttoKnow L-Learned

1. 2. 3. 4. 5. 1. 2. 3. 4. 5. 1. 2. 3. 4. 5.

6. 7. 8. 9. 10. 6. 7. 8. 9. 10. 6. 7. 8. 9. 10.

11. 12. 13. 14. 15. 11. 12. 13. 14. 15. 11. 12. 13. 14. 15.

16. 17. 18. 19. 20. 16. 17. 18. 19. 20. 16. 17. 18. 19. 20.

21. 22. 23. 24. 25. 21. 22. 23. 24. 25. 21. 22. 23. 24. 25.

26. 27. 28. 29. 30. 26. 27. 28. 29. 30. 26. 27. 28. 29. 30.


8/53

8

Scoring Guide4 Advanced In addition to the 3 score, student demonstrates in-depth

understanding and applications that go beyond what wastaught.

3 Proficient No major errors or omissions regarding the information.2 Basic No major errors or omissions regarding the simpler details

and processes but major errors or omissions regarding themore complex ideas and processes.

1 Below

Basic

With help, a partial understanding of some of the simpler

details and processes and some of the more complex ideasand processes.

*Modified from Robert Marzanos scoring guide.

Possible Conversion Scale:

4 points = 10 points(100%

)

3 points = 8.5 points (85%) 2 points = 7 points (70%) 1 point= 5.5 points (55%)

Low Prep, High-Impact Strategies


9/53

9

Likely or Unlikely?

Procedural memory is one of the most lasting forms. Learning bydoing seems to last forever. That may be because it triggers glucose andengages far more neurons than cognitive tasks. ~Richards, et al., 2003

Show! Dont Tell. Preamble:

o

We the People of the United States, in order to form a moreperfect Union, establish justice, insure domestic tranquility,provide for the common defense,promote the general welfare, andsecure the blessings of liberty to ourselves and our posterity, doordain and establish this constitution for the United States ofAmerica.

Assessment Assessment is an ongoing process, not an event. It's about determining

our students' strengths and weaknesses, and carefully adjustinginstruction to increase performance in school.

Common Household Items

1.

Refrigerator 11. Television2. Toaster 12. Bed3. Can Opener 13. Couch4. Lamp 14. Diamonds5. Frying Pan 15. Maid6. Spatula 16. Washing Machine7. Laundry Soap 17. Dishwasher8. Toilet Paper 18. Pencil9. Vacuum 19. Microwave10. Radio 20. Chocolate

Adapted from: Rich Allen (2008)

1. Sun2. I See3. Triangle4. Hot Stove5. Starfish6. Sticks7. 7-UP8. Snowman9. Line10. Hen

11. Fence12. Eggs13. Black Cat14. Love15. 15 Minutes of Fame16. Drive17. Magazine18. Vote19. Remote20. 20/20 Vision


10/53

10

Tiering Identify the concept to be taught Assess readiness levels

Design the just rightactivity Increase/decrease complexity to address the same concept at different

readiness levels

Managing the DI Classroom


11/53

11

Student Readiness Early Readiness Readiness Advanced Readiness

Learning Profiles and Multiple Intelligence TheoryVerbal/Linguist icIntel l igence

Write a report

Visual/SpatialIntel l igenceCreate a comic strip

Interpersonal Intel l igenceHost a talk show

Logical/MathematicalIntel l igenceCreate a timeline

Intrapersonal Intel l igenceKeep a journal

Naturalist Intel l igenceCompare subject to animal andtell why theyre similar

Visual/Spatial Intel l igenceCreate a mind map with words

and pictures

Musical Intel l igenceWrite song lyrics

Bodily/KinestheticIntel l igenceDevelop gestures

We are DI-vas +1We are DI-vas +1We know how to make learning fun

We bring learning aliveUsing Modules 1-5Assessment is our guideTo change instruction school-wideWe are DI-vas +1


12/53

12

Student Interest Inventory

1. What do you enjoy doing in your free time?

2. Do you have any brothers or sisters? Are they older or younger?

3. What kind of music do you enjoy?

4. What kind of books do you like to read? Write about a book you readrecently.

5. What is your favorite subject in school? Why?

6. What is your least favorite subject in school? Why?

7. Do you prefer to work alone or with a partner? Why?

8. Do you prefer to work with music on in the background or in a quietroom? Why?


13/53

13

Flexible-Grouping IdeasSeating Chart for Flexible Grouping:

Appointment Calendar

Differentiate the Appointment Calendar for:

Peer Tutoring:

Homogeneous Grouping:

Heterogeneous Grouping:

R AR

ER R

R AR

ER R

8:0010:0012:002:00


14/53

14

Four Corners Dirt Road

Paved Road Highway Interstate

Anecdotal Records


15/53

15

Anchor ActivitiesWhat are anchor activities?

Anchor activities anchor learning. They are ongoing assignments that students can work independently on

throughout a unit.

Why use anchor activities? They allow the teacher to work with individual students or groups of

students.

They communicate that learning never stops in your classroom. They provide ongoing activities that relate to the learning standards. They allow the teacher to develop independent group work strategies in

order to incorporate a mini lab of computers in classroom.

Anchor Activity Examples


16/53

16

Learning Contracts

Learning Contracts May Include:

What the student plans to learn How the student plans to learn it How you will assess the activity What working conditions will occur while the student is learning the

content

Working Conditions May Include:

Work without disturbing others. Avoid interrupting the teacher while she's teaching. Put forth your best effort. Work on anchor activities if you get stuck on something and the

teacher is unavailable to help.

Learning Contract Assessment Student TeacheYes No Yes No

I selected a topic that held my interest.

I learned something new.

I demonstrated this new knowledge on my chosen project.

I did my best work on my chosen project.

I followed the working conditions.

I asked for help when I needed it.I would like another opportunity to work on a learningcontract in the future.


17/53

17

Student Learning ContractName: ______________________I am interested in learning about: _____________________

I will use the following resources: _____________________My finished product to demonstrate my learning will be:(Choose One)

Brochure Venn Diagram Story Map News Broadcast

Diorama Dramatization Book Report Research Paper Newspaper Other: ____________

I will assess my learning by: _____________________

I plan to be finished on: _________________________Student signature: __________________ Date: ______________Teacher signature: __________________ Date:_____________Working conditions include:

Work without disturbing others. Avoid interrupting the teacher while she's teaching. Put forth your best effort. Work on anchor activities if you get stuck on something and the

teacher is unavailable to help.


18/53

18

Student Learning Contract: ReadingName: ____________________________Date: _____________________________

Choose from the following list of learning opportunities: Read ahead in the book only if you agree to the following statements:

o I will not participate in prediction activities.o I will not tell anyone the ending of the story.

Write a letter to the author of the book. Write a different ending. Read another book by the same author.

o How are the alike?o How are they different?

Find examples of figurative language in the text.I will assess my learning by: _____________________I plan to be finished on: _________________________Student signature: ______________ Date: ______________Teacher signature: ______________ Date:_____________

Working conditions include: Work without disturbing others. Use whisper voices if working with a partner. Avoid interrupting the teacher while she's teaching. Put forth your best effort. Work on anchor activities if you get stuck on something and the

teacher is unavailable to assist.


19/53

19

Student Learning Contract: MathName: _____________________________Date: _______________________________

Choose from the following list of learning opportunities: Create word problems with answers for your classmates to solve. Work the self-checking math problem-solving challenge cards. Create a board game involving computation problems. Play Money Matters board game with _______________.

I will assess my learning by: _____________________I plan to be finished on: _________________________

Student signature: ______________ Date: ______________Teacher signature: ______________ Date:_____________Working conditions include:

Work without disturbing others. Use whisper voices if working with a partner. Avoid interrupting the teacher while she's teaching. Put forth your best effort. Work on anchor activities if you get stuck on something and the

teacher is unavailable to assist.


20/53

20

Assessment MenuPre-Assessment Ideas

(Ungraded)Formative

Assessment Ideas

(Ungraded)

SummativeAssessment Ideas

(Graded)Multiple-Choice

QuestionsMultiple-Choice

QuestionsMultiple-Choice

QuestionsStudent ResponseSystem(Clickers)

Student Response System(Clickers)

Student ResponseSystem(Clickers)

Constructed Responseor Essay Questions

Constructed Response orEssay Questions

Constructed Responseor Essay Questions

K-W-L Chart (K andW Sections)

K-W-L Chart(K and WSections)

K-W-L Chart(LSection)

Every-Pupil Response Fist-to-Five Whiteboard

Response

Every-Pupil Response Fist-to-Five Whiteboard

ResponseAnticipation Guide Anticipation Guide Anticipation Guide

Nonverbal Cues Nonverbal CuesWord Splash Word Splash Word Splash

Visual DisplayEntrance Slip Exit Slip Exit Slip

Think-Tac-ToeFour Corners Four Corners

Muddiest Point Lesson Summary Lesson Summary


21/53

21

Assessment MenuPre-Assessments

(Ungraded) FormativeAssessments(Ungraded)

SummativeAssessments(Ungraded)


22/53

22

Notes on Assessment Ideas


23/53

23

QuickCheckSkill:Cause and Effect

Name

Date

8-15

8-16

8-19

9-2

9-15

10-4

10-27

1. Jonathan

4 3

3

4 4 3

4

2. Billy

3

4 3

3 2

3 3

3. Juanita

3- 3 3 3 3 3

3

4. Phyllis

4 4 4 4 4 4 4

5. Monica 4

4 4 4 4 4 4

6. Renee 2-

2 2 2 2 2

3

7. Lawrenc

3

3 3 3 3 3 3

8. Johnna 3

3 3 3 3 3 3

9. Enrique 4

4 4 4 4 4 4

10.Phillip 2

1 1 1 1 2 2

11.Frankie 4 4 4 3 3 4 4

12.Bernica 3

3 3 3 4 4 4

13.Liam 3

3 3 3 4 4 4

14.Grant 3 3 3 3 3 3 4

15.Shirley 2

2 2 2 2 1

1

16.Nicolas 1

2 2 2 3 3 3

17.Frances 2 2 2 2 3 3 3

18.Timothy 3

3 3 3 3 4 4

19.Lindsey 3

3 3 3 3 3 3

20.Ferdinan

4 4 4 4 4 4 4

21.Lao 4 4 4 4 4 4 4

22.Dimas 1 1 1 2 2 2 2

23.Jackson 1 1

1

1

2 2 2

24.Hailey 4 4 4 4 4 4 4

4=Advanced3=Proficient2=Basic1=BelowBasic


24/53

24

Quick Check

Skill:

Name Da 1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.

24.25.26.27.28.


25/53

25

Generic Scoring GuideAdvanced(4) Proficient(3) Basic(2) Below Basic(1)

Demonstrates in-depth

understanding andapplication beyondinformation that wastaught.

Demonstrates

understanding andapplication ofinformation taught.

Demonstrates partial

understanding ofinformation taught.

With assistance,

demonstrates partialunderstanding ofinformation taught.

1. Recall relevant details. (Proficient)2. Identify relevant details. (Advanced)3. Identify problem and/or solution. (Proficient)4. Identify complex problems and solutions. (Advanced)5. Make simple inferences. (Proficient)6. Make complex inferences. (Advanced)7. Infer cause and effect. (Advanced)8. Infer word meaning. (Advanced)9. Draw conclusions. (Proficient)10. Evaluate simple information. (Advanced)11. Identify character traits. (Proficient)12. Use context clues to select vocabulary. (Proficient)13. Explain figurative language. (Proficient)14. Define figurative language using context clues. (Proficient)

15.

Interpret figurative language. (Advanced)16. Identify/explain main idea. (Proficient)17. Explain a complex main idea. (Advanced)18. Identify authors purpose. (Advanced)19. Identify authors technique. (Advanced)20. Make complex comparisons. (Advanced)21. Identify simple cause and effect. (Proficient)22. Identify complex cause and effect. (Advanced)23. Use relevant information. (Proficient)24.Distinguish between fact and opinion. (Proficient)

25. Make predictions. (Advanced)26. Support a position. (Advanced)27. Write an organized letter for an intended audience and purpose. (Proficient)28. Choose appropriate supporting sentences for paragraph. (Advanced.)29. Consistently use the rules of standard English. (Proficient and Advanced)30. Use a writing process to revise, edit and proofread. (Proficient)


26/53

26

Low Preparation, High-Impact DI Strategies

Thinking Strategies for Reading Connecting: Self/Text/World

Predicting/Anticipating

Summarizing/Concluding

Questioning/Monitoring

Imaging/Inferring

Evaluating/Applying

Cunningham, P., Hall, D., Cunningham, J. (2000). Guided Reading the Four-Blocks Way. Greensboro,NC: Carson-Dellosa Publishing

Month Comprehension FocusAugust

SeptemberOctoberNovemberDecemberJanuaryFebruary

MarchAprilMay


27/53

27

Connecting: Self/Text/World This reminds me of

When _________________________________ happens in thebook, it reminds me of __________________________.

Lighthouse My Life


28/53

28

Predicting/Anticipating Anticipation Guide

Prove It!

Prediction Actual

I think _____________________________________________________________

will happen.

My prediction was correct.

OR

My prediction was incorrect.__________________________________________

_______ actually happened.

Exclusion/Inclusion BrainstormingCunningham, P., Hall, D., Cunningham, J. (2000). Guided Reading the Four-Blocks Way. Greensboro,NC: Carson-Dellosa Publishing

If You Hopped Like a FrogBy: David SchwartzBefore After

If you were as strong as an ant, you could lift abus.If you ate like a shrew, you could devour over 50

hamburgers every hour in a day.


29/53

29

Summarizing/Concluding 5 Ws and H Strategy

Who: (Main Characters) What: (Problem) When: (Setting) Where: (Setting) Why: (Inference or Comprehension) How: (How was the problem solved?)


30/53

30

Questioning/Monitoring I Wonder . . .

Rivet

Guess the Covered Word

NonfictionTurn headings/subheadings into questions.

Heading Question

KWL, NKQ, ERTCunningham, P., Hall, D., Cunningham, J. (2000). Guided Reading the Four-Blocks Way.Greensboro, NC: Carson-Dellosa Publishing

?


31/53

31

Imaging/Inferring

Brain Pictures

Infer with Photographs


32/53

32

Evaluating/Applying Opinions

o

I think o

I think Ive hadtoo much coffee. .

.

My Thoughts


33/53

33

Content Area IdeasStorytelling

Stories provide a script for us to tie information to our memory.(Markowitz & Jensen, 1999)

Storytelling is a wonderful way to access more than one memory lane.Putting semantic information into a story format allows a student tosee not only the whole idea but the details as well since the brain

processes both wholes and parts at the same time. (Caine & Caine,1997)

Mineral Scale StoryModified from: Greg Hopkins, Dana Meinders, Paula Seal at RobinsonElementary in Aurora, Missouri

! There once was a hillbilly named Min --- EarlScale. Earl talced funny. He had a girlfriendwho dressed like a gypsum. Every night theychecked the cattle at the cal-cite. Then they

would come sit on the flurite next to the dogwith a big apatite. Their favorite sport was togo out to the fields and spar (feldspar). Thewinner would get a Quartz of moonshine.Topaz the rest of the time, they corundumedup the mountain and back down again. Afterfive trips up and down the mountain, theywould die in mounds (diamonds).


34/53

34


35/53

35


36/53

36

Math Strategies


37/53

37

Tiering: Just Right Teaching

Too Hard Too Easy Just Right

Tiering Identify the concept to be taught Assess readiness levels Design the just rightactivity Increase/decrease complexity to address the same concept at different

readiness levels

Concept: Story Elements (Setting) Just Right: Think about the setting in the story you have read. Using

words and pictures, create a poster that shows how the setting affectsthe characters and their actions in the story.

Less Complex Task(Loosened): Think about the setting in the storyyou have read. Using words and pictures, create a poster that showsthe setting of your story.


38/53

38

Tiering and Curriculum Compacting


39/53

39

Differentiate Instruction with Technology

Digital Immigrant > Digital NativesGen X(1960) Gen Y(1980) Gen Z(1996)TV High-definition TV Web TV

Vinyl Records CDs ITunesVHS DVD

Party Lines J Cell Phones IPhones

Modified from: Allen, R. (2010). High-Impact Teaching for theXYZEra of Education.Boston, MA: Pearson Education, Inc.

Technology Engages Students:

Elicits Questions:

Assesses:


40/53

40

SMART Board How it DifferentiatesWrite or type

Move manipulatives around

Hide and reveal information

Create a spotlight

Record a lesson

Source: Teach Like a Techie: 20 Tools for Reaching the Digital Generationby Lori Elliott, EdD


41/53

41


42/53

42

Games - Play speeds up the brains maturation process since

it involves the build-in processes of challenge, novelty,

feedback, coherence and time. (Jensen, 2001)

~In the online environment, todays kids areexposed to high levels of sensory stimulation and

learn experientially. You may notice they dontread the instructions on a computer game in

fact, there usually arent any instructions theysimply immerse themselves in the virtual worldand learn by trial and error. And they learneasily and quickly.

~Dr. Richard Howell Allen, 2010


43/53

43

Music - Music activates and synchronizes neural networkswhich increase the brains ability to reason spatially, thinkcreatively, and perform in generalized mathematics. (Jensen,

2001)

Visual images everywhere in life should be everywhere in

learning.(Allen, 2010

)


44/53

44

Novelty Students who know their teachers use novelty in

their lessons enter the classroom with a far different, far more

productive attitude than those students who fully expect to be

facing the same old thing every day in the classroom

(Woolfolk, 2004).

Flip Video makes movie making in the classroom easy for all.


45/53

45

Differentiate with the Resources You Have


46/53

46

Training Tips


47/53

47

Classroom EnvironmentsEnvironments are the medium in which we live. We can feel them everyday,all day long. At school, only the quality of the teacher is a greater

determinant of student success than the environment.~Eric Jensen

Safety First Do you have an intruder safety drill? Bullying: What are you doing about it?

Maintain a caring attitude that acceptsdiversity. Role model positive ways to deal with temporary

setbacks, mistakes, and challenges.

Priming Plant seeds of learning with pre-exposure. These brain-hooksboost learning. Try hanging up posters, pictures, drawings, symbols two-four weeks

before you begin teaching a unit.


48/53

48

Peripherals Post visuals on side walls of the classroom above eye level. Post affirmations such as:

I am a bright and capable learner.

Learning is fun and easy. Every problem offers a gift.

Use appropriate wall space to organize material on bulletin boards.

Clutter Make sure your classroom is physically neat before each learning

session. Analyze storage space. Do you have enough?

At least one time per month, look at your clasroom through the eyes ofsomeone else.


49/53

49

Input The brain responds exceptionally well to learning environments with:

high levels of individualized instruction, constructive feedback, small-group interaction,

and high expectations. Experiment with seating and desk arrangements. Consider an occasional change of location to teach a concept.

Brain Breaks

Provide regular brief breaks towake up

the brain and nervous system.

Ideas for Brain Breaks


50/53

50

Plants A single plant can increase productivity in 100 square feet of space.

Acoustics Make appropriate use of soothing white noiseor music at suitable

times to make disturbing noise.

Temperature When relaxation is required, keep temperature between _______. When alertness is desired, keep temperature between _______.

Lighting in the Classroom


51/53

51

Aromas

Mental Alertness Relaxation

Air Quality When it comes to air, the more negatively charged it is, the better. Highly negatively charged air can be found in environments where

there are a lot of plants, rushing water, wind over water, or humidareas.

Thoughts on Hydration


52/53

52

References and Research-Based Citations

Allen, R. (2010). High-Impact Teaching Strategies for theXYZEra of Education. Boston,MA: Pearson Education, Inc.

Allen, R. (2008). Green Light Classrooms: Teaching Techniques that Accelerate Learning.Corwin Press.

Allington, R. (2006). What Really Matters for Struggling Readers: Designing Research-Based Programs. Second Edition. Boston, MA: Pearson Education, Inc.

Arens, A., Loman, K., Cunningham, P., Hall, D. (2005). The Teachers Guide to BigBlocks. Greensboro, NC: Carson-Dellosa Publishing.

Cunningham, P., Hall, D., Cunningham, J. (2000). Guided Reading the Four-BlocksWay. Greensboro, NC: Carson-Dellosa Publishing

Dorn, L., Soffos, C. (2012). Interventions That Work: A Comprehensive Intervention Model

for Preventing Reading Failure in Grades K-3. Boston, MA: Pearson Education, Inc. Elliott, L. (2011). Teach Like a Techie: 20 Tools for Reaching the Digital Generation.

Peterborough, NH: Crystal Springs Books. Fisher, D., Frey, N. (2007). Checking for Understanding: Formative Assessment

Techniques for Your Classroom. Alexandria, VA: Association for Supervision andCurriculum Development.

Hollas, B. (2005). Differentiating Instruction in a Whole-Group Setting. Peterborough,NH: Crystal Springs Books.

Jensen, E. (2006). Enriching the Brain: How to Maximize Every Learners Potential. SanFrancisco, CA: John Wiley & Sons.

Kagan, S., Kagan, M. (2009). Kagan Cooperative Learning. San Clemente, CA: KaganPublishing.

Marzano, R.J. (2007). The Art and Science of Teaching: A Comprehensive Framework forEffective Instruction. Alexandria, VA: Association for Supervision and CurriculumDevelopment.

Marzano, R. (2006). Classroom and Assessment and Grading that Work. ASCD.Alexandria, VA

Marzano, R.J.(2001

). Classroom Instruction That Works: Research-Based Strategies forIncreasing Student Achievement. ASCD.

Tomlinson, C. (1999). The Differentiated Classroom, Responding to the Needs of AllLearners. Danvers, MA: Association for Supervision and Curriculum Development.

Clip Art: www.toonaday.comand/orwww.pppst.com


53/53

canton, ohio di handout

Documents