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Lecture 9

Lecture 9

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EDUC 4380U
David Gray

November 20, 2012  Differentiated instruction o Catering to every student o Different assignments o Variety, diverse o Different learning styles o Multiple intelligences o Modifications/accommodations for different learning disabilities, skills  Two ways to modify the curriculum  Giving students expectations from a different grade level  Keep expectations at grade level but take off some of the expectations (or add more if it's gifted) o IEPs (Individual Education Plan)  Six categories of differentiated instruction o I  Expert peer groups - jigsaw  choices o Learning style  Multiple intelligences (MI) o Readiness  Accommodations  Individual help o Content  choices o Process laptops  o Products  Assessments  "You can respond to this by doing an essay, a piece of art, etc."  Differentiated instruction (DI) o Based on the idea that because students differ in the interests, learning styles and readiness, teaching strategies and decisions involving issues of content, process and product should vary accordingly o What it is  A variety of groupings to meet student needs  Provide alternative instruction/assessment activities  Challenges students at an appropriate level o What it is not  Doing something different for each child in the class  Disorderly student activity  Using groups that never change  Never engaging in whole class activities with all students participating in the same endeavour o Based on readiness  A skill level of a student  Reflects what a student knows  Teacher need to know where a student is on the continuum o Based on student interest  Variation of themes that the child likes o Based on student learning profile  Many teachers do a MI test with their kids at the beginning of the year to see what kind of learners they are o Based on the process  Involves a combination of teaching strategies o Based on product  Offering students different ways to demonstrate their learning  For differentiated instruction, everybody does the same thing; it's just the process that's different  Culminating Activity o Students must choose a combination of activities totaling 10 points. Higher level students are encouraged to try the 8 point question  1258 Egypt project  Different activities - students get to pick which ones they want to do  Parent-Teacher Conferences o Keep the parents involved throughout the year - good or bad o Make sure you have documented everything o Have the parents sit in the same sized chair as you o Let them vent  After they vent, say, "So, here is what I think you're saying"  You want to clarify that there is no miscommunication  It makes them more at ease because they know that you've been listening  Call them by their name if it's appropriate o Say something good about their child first o Be a good listener o Ask for input regarding interests, home behaviour , what works o Don't use eduspeak (say Individual Education Plan, not IEP) o Leave past problems in the past o Isolate one or two issues that you want to deal with in the interview o Never discuss other students (they're protected by the Freedom of Information Act) o Take notes if it is a difficult interview o If nervous, have the principal or VP sit in -> to the parents, say, "The principal may be able to better ask your question" o Consider giving the parents some concrete ideas for behaviour at home  Interview Process o Interview behaviour  Interview behaviour may be observable from the moment you arrive - parking lot, reception, waiting area  In the first 30 skills, many employers have screened 'professionalism' - business attire, shined shoes, groomed hands and nails, clean hair  In the first three minutes, employers have looked for strong interpersonal skills - handshake, self-assured greeting, comfortable eye contact, smile  Between three and eight minutes, many employers have formed an opinion  In the first 15 minutes, they have assessed your level of self-confidence - composure, facial expression, body language, fidgeting  Posture!  Do your homework about the position, the school and the board  Review your skills and experiences relative to the role or positi
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