TE 801: 9/21 – Update & Slides

Dear (Section) Eleven, for next week please:images

1. Read Make Me!, Chapter 3 — We will work with this next week; a helpful accompaniment to ch. 3 is attached.

2. Turn in Part 3 & 4 of the Unit Plan due on (D2L) Sunday night at 9 pm.

3. Look over Unit Plan Part 5, the description of the “Reflection: Case Reasoning Synopsis”. Just start drafting it, noting that it is due 9/30 (at 9 pm on D2L). Please look at the rubric (also attached, again)… we will discuss it next week.

**For journaling: consider where you are seeing resistance in your teaching practice; explicitly note what it looks like and ponder why it is occurring.

SLIDES HERE: TE 801 – 9.21.18

CH. 3 GUIDE: Make Me, Chapter 3 – Feel free to draw on this & take notes on the back

UNIT PLAN RUBRIC (again): Project Unit 1_ Understanding Rules and Reinforcements Template – FINAL

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Differentiated Instruction

Differentiation is not so much the “stuff” as the “how.” If the “stuff” is ill conceived, the “how” is doomed.

  • Carol Ann Tomlinson

While we’ve dabbled into what differentiated instruction is (and we will spend more time on it in the future), let’s consider Tomlinson’s Insights, in this readable 7-page article.

By class time Wednesday, read Differentiated Instruction and post a response to the following:

1. Spend 1 paragraph to describe each of the following classrooms:
a) Mr. Appleton’s (who presents factual stuff) approach to teaching,
b) Mrs. Baker’s (whose class does different stuff) approach to teaching,
-and-
c) Ms. Cassell’s (alternative approach) to teaching.

2. Use the text to explain (in at least 1-2 paragraphs) your takeaway on what differentiated instruction isn’t (that is, what it is commonly misunderstood to be), and –most importantly– what differentiated instruction authentically is.