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Tic Tac Toe Boards by suchenfz

VIEWS: 212 PAGES: 74

									       All Minds
Don‟t Think Alike
  Differentiated Instruction
  •Strategies


  Jacque Melin
  melinj@gvsu.edu
Goals for Today

  Brief overview of the philosophy of
   differentiated instruction
  Strategies
      Pre- and Formative Assessments
      Anchor activities (tic tac toe boards &
       learning menus)
      Think Dots

      The “Profiler”
Pre-Assessment
Question #1

 Ihave attended at least one
  presentation on the foundations
  and key principles of
  differentiation.
Question #2

  My comfort level related to
  knowledge about the key
  principles of differentiation is
  high.
Question #3

  Ifasked to identify at least three
   elements of differentiated
   instruction, I could name at least
   three.
Question #4

 Iam using at least three
  differentiation strategies
  regularly in my classroom.
Definition?
  “A flexible approach to teaching in which the
    teacher plans and carries out varied
    approaches to content, process, and product
    in anticipation of and in response to student
    differences in readiness, interests, and
    learning needs”

                            Carol Ann Tomlinson
Ya got something simpler!?
“. . . an appropriate teacher response to
   learners‟ needs.”
Why aren’t you differentiating?
G




  You cannot discover new
  oceans unless you have the
You cannot discover new oceans
  courage to lose sight of the
  unless you have the courage
  shore.
    to lose sight of the shore.
 REMEMBER   THAT
 NOTHING THAT‟S
 GOOD WORKS BY
 ITSELF JUST TO
 PLEASE YOU.
 YOU‟VE GOT TO
 MAKE THE DAMN
 THING WORK.
 --Thomas Edison
 Differentiation – 3(4) sets of
 3(4)
 1.    On-Going
       Assessment
                                                    1. Readiness
 2.    Flexible
       Grouping                                     2. Interest
 3.    Choices
                                                    3. Learning
1. Content - INPUT                                     Profile
(what I want them to learn)
2. Process
(how I want them to learn)
3. Product - OUTPUT
(how they show me what they know)
4. Environment
(offers opportunities for different ways of learning)
Differentiation – 3 sets of 3

1.   On-Going
     Assessment       1. Readiness
2.   Flexible
     Grouping         2. Interest
3.   Choices          3. Learning
                         Profile
 1. Content
 2. Process
 3. Product
    Other types of pre-assessments
          People construct new knowledge by building on their
          current knowledge.
   Quick Write - might sound very ordinary, but as a pre-assessment it can reveal a lot by
    asking a „big idea‟ question; student answers can uncover what they understand, what
    misconceptions they may have, or the reasoning processes they are using. They are given
    only 1-3 minutes to write an answer (thus 'quick write')
    Example: "How do electrical devices work?"
    Graphic Organizer - there are so many - you might want to consider a Venn diagram, a
    word/idea web, a cause/effect chart, a flow-chart, a sequence chart; something you‟ve used
    as a pre-write; (KWL is really common, so don‟t use for this assignment please). GO
    Word Splash Activity - content vocabulary is placed on a board, chart, large paper in a
    random „splash‟. Students are asked to use the words in sentences, a paragraph, captioned
    drawing, or diagram.

    Cloze Writing - fill in the blank using a vocabulary bank
    Line Continuum - usually used with 5-10 agree/disagree or true/false statements about the
    upcoming topic/unit; students place themselves on a continuum line about what level of
    comfort they may have with answering the question; for each question there usually is new
    movement. DOTS

   Graffiti Wall - Use large butcher paper and title it with a theme or big idea or topic from unit
    (i.e. Ancient Greece) Students over a certain amount of time (a day-a week) write
    thoughts/ideas/opinions that come to mind regarding the title. Have them initial each. Keep
    track of what students record. The graffiti wall then can be used throughout the unit by adding
    new information, correcting misconceptions, categorizing, developing vocabulary, etc.
    for you to listen to later.
    Other types of pre-assessments

    Yes/No Cards - Students make a large index card with Yes (or "Got It") on one
    side, No ("No clue") on the other side. Teachers ask an introductory or review
    question. Students who know the answer hold up the Yes card, if they might
    have the answer they hold the No card. Then do a quick Think/Pair/Share. This
    short assessment can give a quick look at what the group is ready
    for/understands/'gets'. Example: Use when introducing vocabulary words that
    students need as a knowledge base for a specific unit of study.
    Entrance Cards- As students enter for the day give them a small index card
    and ask them to respond to a displayed sentence or short paragraph which
    shares a specific idea that will be taught during the unit displayed in the room.
    They might ask questions or add more information to the displayed statement.
    Entry
    Square Off/or 4 Corners - Place a card in each corner of the room labeled as:
    No Path, Rocky Path, Smooth Path, and Paved Path. Teach them the
    meaning of the analogy of "path" in their learning. Make a statement or ask a
    question about the topic/unit of study (i.e. "The moon has no gravity.") Instruct
    the students to go to the corner of the room that matches their comfort level
    with what they are thinking or where they are with the statement. As a group,
    those in each corner discuss what they know about the statement/question.
    Briefly visit each corner to listen to their conversations or they can record the
    conversations onto an audio tape. Exit Card
Pre-Assessing Using Graphic
Organizers
 Define it…            Give an example…




 Give a non-example…   Ask a question about
                       it…
Entry Cards: Earth Science

Name:
 Draw the orbit of the Earth around the sun.
 What causes the seasons?
 Why is it warmer in the summer than in the
  winter?
Exit Cards: Earth Science

 Name:
  Draw the orbit of the Earth around the
   sun.
  What causes the seasons?
  Why is it warmer in the summer than in
   the winter?
  Did your opinion about any of these
   things change as a result of today’s
   class?                                 Pre
Exit Card     On-going
              Assessment

 Name
 Question:




                                             YES   Not at
     Rate yourself:                                this time
     1 = high confidence        Would you
     2 = medium confidence      help
     3 = I’m not sure on this   someone
                                else learn
                                this?
Flexible Grouping: Pre-Assess - Learning Profile
Individuals learn differently.                 Cultural Significance
                      Place Gender Dot here—
                      Red = female,
                      Blue = male


        Circle one (from survey results)                Circle one (from survey results)
        Visual—Auditory—Kinesthetic                     Analytical—Practical—Creative


                                          Personal Interests



                                                                        List:
                                                                        Favorite Subjects


        Circle one (from survey results)
        VL—LM—VS—BK—M—N—Intra—Inter
http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks3/ict/multiple_int/index.htm
Differentiation – 3 sets of 3
 Much learning occurs through social interaction.

1.   On-Going
     Assessment                       1. Readiness
2.   Flexible
     Grouping                         2. Interest
3.   Choices                          3. Learning
                                         Profile
 1. Content
 2. Process
 3. Product
Jacque
                                   #2___________
  #1___________




                  Who’s in YOUR
                  learning network?
                                                   #3___________
#5___________




                   #4___________
Guidelines for managing flexible groups…
CHOICE

     Have Anchor Activities ready, available
      and organized.
Differentiation – 3 sets of 3

1.   On-Going
     Assessment       1. Readiness
2.   Flexible
     Grouping         2. Interest
3.   Choices          3. Learning
                         Profile
 1. Content
 2. Process
 3. Product
Rapid Robin
The “dreaded early
finisher”
“I’m Not Finished”
Freddie
It takes him an hour-and-
a-half to watch 60 Minutes
Anchor activities are:

     Ongoing assignments that students
      can work on independently
      throughout a unit, a grading period or
      longer.
The Purpose of an Anchor Activity is to:


     Provide meaningful work for students when
      they finish an assignment or project, when
      they first enter the class or when they are
      “stumped”.

     Provide ongoing tasks that tie to the
      content and instruction.

     Free up the classroom teacher to work with
      other groups of students or individuals.
Work best:

    When expectations are clear and the
     tasks are taught and practiced prior to
     use.

    When students are held accountable
     for on task behavior and/or task
     completion.
Tic-Tac-Toe Boards
Best Idea for Constructing these…
       Easier or                     Easier or
       something       More          something
       presented at    challenging   presented at
       the beginning                 the beginning
       of unit                       of unit


        More           More          More
        challenging    challenging   challenging



       Easier or                     Easier or
       something                     something
       presented at    More          presented at
       the beginning   challenging   the beginning
       of unit                       of unit
Matter - directions
    1. Pick any square(s) on the board for your project.
    2. You should pick enough squares to total 40 points.
     Example any square 7, 8, or 9 = 40 points OR square
     1 + 4 = 40 points (for example).
    3. You may go over the number of points. For
     example doing squares 1, 2, and 3. The extra will be
     counted for extra credit (up to 10 points can be
     earned). However, you must have met the
     requirements of the square and have a quality
     product(s).
    4. Turn this sheet in with your project(s) and label with
     your name and hour.
 Matter
     1. Create a collage of an         2. Make a set of 51 flash        3. Complete all Chapter
     element. Include the name         cards using all the bold         Reviews for Chapters 1, 2,
     of the element and its atomic     vocabulary from Chapters 1,      and 3. Write our questions
15   number and uses in our daily      2, and 3. Write or type word     and answers. Use p. 30, p.
     lives. For example: Gold –        on one side and the definition   54 and p. 80 – all items.
     include pictures of jewelry       on the other side.
     and other uses.
     4. Create a poster explaining 5. Your choice – must be             6. Give a class
     the difference between the 4       approved before you             demonstration on a physical
25   classes of matter. Give            begin.                          and chemical change. Have
     examples and use pictures                                          all approved supplies ready.
     for each class.                                                    Have enough supplies so
                                                                        students in class can repeat
                                                                        demonstration.
     7. Write and illustrate a         8. Make up a song that you       9. Make a board game using
     children‟s story of the journey   would perform for us. Use        at least 35 of the 51
40   of a water drop going through     vocabulary from Chapter 1,       vocabulary words in
     different phases. Read the        2, or 3, but your song should    Chapters 1, 2 and 3.
     book to the class.                explain vocabulary or
                                       concepts.
Algebra Choice Board
 1. Summarize the most      2. Draw the sequence           3. Create a way to
  important information      of events to graph a      remember how to graph
  about linear functions     linear equation on a       linear equations given
   and put it to a beat.           timeline.                in standard form.
     4. Reflect on the        5. WILD CARD !!!          6. Create a series of at
   application of linear      Your choice after        least six cartoon frames
 functions to something       getting approval.           to capture the most
    in your life in your                                 important information
         journal.                                       about linear functions.
     7. Condense the        8. Act a short skit that     9. Write a poem that
 information about linear    conveys the life of a     conveys the main ideas
 functions and create an        linear function.        about linear functions.
  advertisement, banner,
         or slogan.
Free Choice Proposal Form
  Name:______________________ Teacher‟s Approval:___________
                      Free – Choice Proposal Form
  Proposal Outline
  1. What specific topic or idea will you learn about?


  2. What criteria should be used to grade it?


  3. What will your final product be?


  4. What materials will you need from the teacher to create this
     product?
Free Choice Proposal Form
  Name:______________________ Teacher‟s Approval:___________
          Free – Choice Proposal Form for Point-Based Menu
           Points Requested:_____ Points Approved:_____
  Proposal Outline
  1. What specific topic or idea will you learn about?


  2. What criteria should be used to grade it?


  3. What will your final product be?


  4. What materials will you need from the teacher to create this
     product?
Quadratic Formula
         Have a Ball             Do You See What I See?      A Mystery at Sea(World)
Find a tennis (or similar)     You are doing a nature       Your job is to find out as
ball. Complete five tasks      scavenger hunt. Find and     much as you can about
below and describe the         list the following things.   the dolphin shows at
ball’s height over time for    5 items that have an axis    aquariums. Use an
each task using a graph        of                           internet search, books,
or writing about it. Then         symmetry                  magazines, etc. Once
explain whether each           3 items with a vertex        you know all about these
task illustrates a             point                        shows, tell how dolphin
quadratic function.            2 animal/plant               performances can relate
1. Roll it across the floor.   movements                    to quadratic functions,
2. Drop it from a height.         in the form of a          parabolas, and the
3. Toss it up in the air.      parabola.                    quadratic formula. Think
4. Toss it to a partner.                                    about timing and zeros.
5. Pretend to juggle with      Describe (using words        You can write about it in
it.                            and sketches) why each       your own way.
    (Bodily/Kinesthetic)       item fulfills the                  (Intrapersonal)
                               requirements of the list.
                                       (Naturalist)
         Picture This                  Free Space             Lights, Camera, Action
Draw three very different      Do you have your own         With a partner or a
parabolas and label all        idea that you are            group, create your own
the parts. (You need to        interested in doing that     quadratic video for
use a realistic domain         explores quadratic           YouTube. The video
and range.)                    functions? Write up a        needs to be
Then write a letter or         short proposal and           informational, but it can
make a voice recording         submit it with Mrs.          also be very creative.
explaining each                Sanders. If it is approved   Tape the performance if
drawing’s details to           then it can be               possible. Otherwise,
someone who knows              completed as one of          perform it live for the
nothing about                  your three activities.       class.
parabolas.                                                         (Interpersonal)
      (Visual/Spatial)
          Heads Up                  The Sound of Music          What Happened?
Calculate the time it          Write a song or rap          Write a story or a
would take a bowling           about graphing               newspaper article about
ball to fall from four         quadratic functions. The     the life or journey of a
heights (50ft, 100ft, 150ft,   lyrics must include          parabola. Be sure to
and 200ft). Analyze your       information on how to do     include all of our unit
results and explain the        each of the six steps and    vocabulary. Incorporate
inconsistent time              what the graph should        the quadratic formula as
difference between             look like when complete.     well. Be creative.
heights.                                 (Musical)                   (Linguistic)
KINDS of LEARNING MENUS

  MENU:    Main Dishes, Side Dishes, and
 Desserts

  Show   & Tell

  Triarchic   Choices
                Use this template to help you plan a menu for your classroom.

MENU PLANNER

Menu for: _________________________                        Due: __________

All items in the main dish and the specified number of side dishes must be
complete by the due date. You may select among the side dishes and you may
decide to do some of the desserts items, as well.


          Main Dishes (complete all)


 1


 2


 3


 4



          Side Dishes (Select _____)


 1


 2


 3


 4



          Desserts (Optional)

 1


 2


 3
Diner Menu – Photosynthesis

 Appetizer (Everyone Shares)
 •Write the chemical equation for photosynthesis.

 Entrée (Select One)
 •Draw a picture that shows what happens during photosynthesis.
 •Write two paragraphs about what happens during photosynthesis.
 •Create a rap that explains what happens during photosynthesis.


 Side Dishes (Select at Least Two)
 •Define respiration, in writing.
 •Compare photosynthesis to respiration using a Venn Diagram.
 •Write a journal entry from the point of view of a green plant.
 •With a partner, create and perform a skit that shows the
 differences between photosynthesis and respiration.

Dessert (Optional)
•Create a test to assess the teacher‟s knowledge of photosynthesis.
Show-And-Tell Boards
 All students have the same TASK,
but have a choice of SHOW AND
TELL.
Top row – what they could show
Bottom row – what they could tell
       Need 1 SHOW & 1 TELL
Show & Tell – Linear Equations
    Project: Chapter 7 – Systems of Linear Equations – Show & Tell            Name: ________________________

                                                                                     due: ____________________

    You may choose 1 partner or choose to do this project on your own. This will count as a ____ point quiz score.

    You will be assigned a system of linear equations. You will solve the system using the three methods taught in
    class in chapter 7. You will need to show your work for each method and tell the class how you solved it.

    Choose one method for displaying your 3 solutions and one method of presenting your 3 solutions:
                                                                                         Photographs/
                                       Poster /                       Children’s
       SHOW            Brochure                        PowerPoint                         Scrapbook/
                                       Tri-fold                          book
                                                                                          Photo Story
                                                                       Record a
                                     PowerPoint
                      Present to                    Video using Flip   SMART           Photo Story with
       TELL*                        with recorded
                       the class                    camera / webcam     Lesson         Audio recording
                                        audio
                                                                     (with audio)
    * Your presentation should be between 2 and 5 minutes.

    Check list:
        Solve the system on scrap paper by substitution.
        Solve the system on scrap paper by elimination.
        Solve the system on scrap paper by graphing.
        Have another student check your work if your three solutions do not match.
        Check your solution by plugging it in OR check ―no solution‖ versus ―infinitely many solutions.‖
        Choose a method to SHOW your work (see above).
        Be creative! Is it… Neat?... Clear?... Interesting?... Colorful?...
        Choose a method to TELL about your ―show.‖
        Practice your TELL. Rehearse on your own, and then perform for a friend or family member. Time
           yourself. If you are under two minutes, you are probably talking too fast or leaving something out. If
           you are over 5 minutes, you are talking too slow, pausing too much, or giving too much detail.
        Record (if necessary). Speak slowly and clearly. Check to be sure the audio is easily understood. Make
           arrangements to stay after school, if needed.
        Get it done on time!
Triarchic Choices
       Name: _______________________

                                    Tri-Minder Activity

              Learning Target: (P8.3) I can understand, explain, and use the formulas
                   for the sums of finite arithmetic and geometric sequences.


       Directions: Choose one task below, which matches your strongest intelligence.
       All tasks are worth the same amount of points.




       Creative Intelligence                                             Practical Intelligence
              Imagining, Designing                                        Solving, Developing
              Comparing                                                   Applying




                                       Analytical Intelligence
                                    Evaluating, Classifying, Concluding


       Creative Intelligence: Imagine you are a financial analyst who helps people save, invest, and
       earn money. From this new perspective, how would you now think about arithmetic versus
       geometric sums? Compare and contrast the two, and create two financial accounts to
       explain your comparison.

       Practical Intelligence: Find two different geometric sequences with sums of 400. Then
       develop real-life scenarios that deal with money to fit each. In your scenarios, be sure to
       identify the first term and the common ratio of each sequence.

       Analytical Intelligence: Consult the proof of a Finite Arithmetic Sum on page 723 of your
       textbook. Step by step, analyze the proof. Think about how one step flows to the next, and
       what mathematical properties are used along the way. Write the proof, and your comments
       next to each step.
Differentiation – 3 sets of 3

1.   On-Going
     Assessment       1. Readiness
2.   Flexible
     Grouping         2. Interest
3.   Choices          3. Learning
                         Profile
 1. Content
 2. Process
 3. Product
What is Tiering?




    The goal of a tiered assignment is to
     ensure that each student has to
     stretch a bit to complete the work,
     but is able to do so with appropriate
     effort and support.
    To Tier or Not To Tier?




 Based on pre-assessments
 Degree of difficulty of original assignment
 Does it make sense to have multiple
  assignments?
 DON’T REINVENT THE WHEEL!
Differentiation – 3 sets of 3

1.   On-Going
     Assessment       1. Readiness
2.   Flexible
     Grouping         2. Interest
3.   Choices          3. Learning
                         Profile
 1. Content
 2. Process
 3. Product
Choices:
Learning
Profile

   The “Profiler”
What is your preferred Learning Profile?

                   Write
                   Draw
                   Act
                   Sing
                   Build


 http://www.niehs.nih.gov/kids/music.htm#index
Differentiation “Profiler”
   You have just attended a stimulating
    workshop on differentiated instruction and
    you feel motivated to let the world know
    more about differentiated instruction. Your
    “world” might be a group of students,
    parents, fellow teachers, and/or the general
    public. You will join a group of workshop
    participants who are as motivated as you
    are and share your excitement about
    differentiate instruction to spread the news
    about this teaching and learning
    philosophy!
Differentiation “Musician”
 Your mission is to write and perform a song (any style of
 music) about the experience of observing in a
 classroom which is focused on developing units and
 using strategies that help to differentiated instruction.
 You can make up a new tune or write new lyrics that fit
 with an existing melody.
  You should have at least one verse about each of the
    three sets of three elements that should be the focus
    of a differentiated classroom.
  Include a chorus about the goal of differentiated
    instruction.
  Make it personal and fun.
Differentiation “Writers”

 Your task is to write an article for USA Today telling the
 public how differentiated instruction helps teacher to meet
 the needs of diverse learners in their classrooms. You
 should minimally include the following information:
  How students differ as learners.
  How student learning differences affect how students
    learn.
  Evidence you have that explains that students work
    harder when what they are asked to do connect to
    something they are interested in doing and/or connects to
    their learning profile.
  Identify classroom techniques/strategies that support the
    achievement of students who have different readiness
    levels, different interests and/or different learning profiles.
Differentiation “Builders”
    Your group has been commissioned to build a
     model of a differentiated classroom for a local
     museum featuring best practices in education.
     Your model must accurately reflect the
     elements of differentiated instruction in a
     classroom where these elements are being
     practiced. You can build a small model using
     Play Dough, pipe cleaners, aluminum foil, a
     flashlight, etc., or you may build a larger model
     using garbage bags, and anything else you
     can creatively devise.
Differentiation “Actors”

 Your job is to create and perform an episode of a
 children's or teenager‟s television program. This
 episode should be all about differentiated
 instruction.
  Be sure to include the following information:
  What is differentiated instruction.
  What it is like being in a classroom where
   differentiated instruction is practiced.
  How you (the student) will benefit from being
   in a classroom where differentiated instruction
   is practiced.
Differentiation “Artists”
   Create a poster – or series of posters – that
    clearly illustrates the key points of what it
    means to differentiate instruction. Your
    poster(s) will be designed for those who are
    unable to read, so it/they must communicate
    clearly through pictures and graphics, and
    should not rely heavily on captions. Your
    posters should depict the three sets of three
    elements of differentiated instruction. Poster
    paper, markers and other materials are
    available; let your instructor know what else
    you need.
       Learning
                                         Task Description & Scoring Guide
Preference/Occupation
                        Write and perform a “show” demonstrating how to distinguish between
       Actor(s)         arithmetic & geomeric sequences. Also reveal the significance of the first
                        term and constant difference/ratio and how they can be found.

                        Each member played a role                           ___/2
                        Accurate mathematical descriptions/targets met ___/5
                        Creative, interesting                              ___/3
                                                                           ___/10
                        Create a play-by-play, explaining how to distinguish between arithmetic &
    Announcer(s)        geomeric sequences. To be creative, put a sports or game show spin on it.
                        Also reveal the significance of the first term and constant difference/ratio
                        and how they can be found.

                        Each member played a role                         ___/2
                        Accurate mathematical descriptions/targets met ___/5
                        Creative, interesting                             ___/3
                                                                          ___/10
                        Write and perform a rap or other song that identifies the differences
     Musician(s)        between arithmetic and geomeric sequences. Also include the importance
                        of the first term and constant difference/ratio. You can use the beat of an
                        existing song, or make up your own!

                        Each member played a role                         ___/2
                        Accurate mathematical descriptions/targets met ___/5
                        Creative, interesting                             ___/3
                                                                          ___/10
                        Draw a cartoon that identifies the differences between arithmetic and
    Cartoonist(s)       geomeric sequences. Also include the importance of the first term and
                        constant difference/ratio.

                        Each member played a role                      ___/2
                        Accurate mathematical descriptions/targets met ___/5
                        Creative, interesting                          ___/3
                                                                       ___/10

                        Write a magazine article that identifies the differences between arithmetic
     Journalist(s)      and geomeric sequences. Also include the importance of the first term
                        and constant difference/ratio. Include a catchy title. Incorporating a
                        celebrity is optional!

                        Each member played a role                      ___/2
                        Accurate mathematical descriptions/targets met ___/5
                        Creative, interesting                          ___/3
                                                                       ___/10
Advantages and
Disadvantages of a
table, graph, report.
TTT: Things Take Time


             • One unit at a time
             • One lesson at a time
             • One student at a time
             • One strategy at a time
             •One grade level at a time
                   Where Do I Begin?
                   Start small – but start!


    First Steps:

*
*
*Next Steps

*
                                       Who will help or support
*                                      you?
*      Leaps                           ___________________
                                       ___________________
*
                                       ___________________
*
                                       ___________________
*                                      ___________________
       Bounds
*                                      ___________________
*                                      ___________________
    Yes but…
   I teach in a four wall box of drab proportions,
    But choose to make it a place that feels like home.
   I see too many students to know them as they need to be known,
    But refuse to let that render them faceless in my mind.
   I am overcome with the transmission of a canon I can scarcely recall
    myself,
    But will not represent learning as a burden to the young.
   I suffer from a poverty of time,
    And so will use what I have to best advantage those I teach.
   I am an echo of the way school has been since forever,
    But will not agree to perpetuate the echo another generation.
   I am told I am as good a teacher as the test scores I generate,
    But will not allow my students to see themselves as data.
   I work in isolation,
    And am all the more determined to connect my students with the world.
   I am small in the chain of power,
    But have the power to change young lives.
   There are many reasons to succumb,
    And thirty reasons five times a day to succeed.
   Most decisions about my job are removed from me,
    Except the ones that matter most.                               C. Tomlinson
Exit Card

 Name
 Question: Explain how you would use
  a strategy (from this presentation)
  that you could use in YOUR
  classroom.


                                             YES   Not at
     Rate yourself:                                this time
     1 = high confidence        Would you
     2 = medium confidence      help
     3 = I’m not sure on this   someone
                                else learn
                                this?

								
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