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Here are the resources that are referenced in So All Can Learn. Use the book for context on how to effectively differentiate using these resources.
- One-Foot Voice
- Fastwrite (Quickwrite)/Freewrite Protocol
- Portrait Writing
- Take students to a location outside of the classroom, such as the cafeteria, the library, or outside. Any place with much to see while standing or sitting is good.
- Have students pick a location to observe and write what they see. They should use each sense for details: Sight, Sound, Smell, Taste, and Touch. Give students 7 to 8 minutes.
- On completion, have students share their writing with a partner. It’s an opportunity to revise for additional sensory details. Give partners 6 to 10 minutes. Follow with 5 to 7 minutes for revisions.
Inference Riddles: This is a variation of the Portrait Writing. The difference is that students:
- Focus on describing 2 to 3 objects, using all 5 senses.
- Choose three of their details to use as part of their riddle for each object.
- They share their riddle to a group or the class, without naming the object.
- The class has to infer from the description the identity of the object.
Chris Kesler, “What is Genius Hour? – Introduction to Genius Hour in the Classroom”
Resources for 21st Century Learning Skills (or College & Career Readiness Skills):
- Henrico County Public Schools: TIP Chart – Resource Site
Self-Reflection chart for teachers to review and improve their practices to ensure that students are understanding and applying how to use the 21st Century Skills.
- Partnership for 21st Century Learning (P21) –
- Video Playlist showing these skills in action by students
- In addition to the strategies in the book, here are more ways for collecting information from and about students
- Quick Surveys (PDF version here)
- Students journal on a personal perspective about themselves.
- Parent-Teacher Conferences… Or Collaborative Conversations?
- Learning through Choices
- Learner Interest Matters: Strategies for Empowering Student Choice
- Student-Centered Learning: It Starts With the Teacher
- Establishing a Culture of Student Voice
- Giving Students Charge of How They Learn
- Differentiation Through Personalization And Individualization
- Student Voice, NOT Choice: Allowing Learners to Drive their Achievement Paths
- Igniting Student Engagement: A Roadmap for Learning
- Teachers Are in Control: Myth-Busting DI
- Activating student voice empowers learning
- Ignite Student Writer Voice with Writing Process Strategies
- Gamifying Your Class to Meet the Needs of All Learners by John McCarthy
- The What Works Clearinghouse
Has research supported instructional strategies. Many can be adapted using the Differentiation Lens.
- Comprehension protocol
The links below will describe some of the protocols. Here is a link to a file version of some to start with: PDF | Google Slides
- Save the Last Word
- Say Something – one variation
- Socratic Seminar – Teaching Channel – Paideia Active Learning
- Spider Discussion & Harkness Discussion
- There are a range of educational programs and pedagogy that promote some degree of student-led learning:
- Montessori Method
- Reggio Emilia
- Constructiveness defined:
- Frameworks for Instruction that support Differentiation and Student Voice
There are several instructional structures that engage students in deep exploration of content and concepts, provides, sometimes encourages, opportunities for students to take the lead in their thinking and learning in groups and individually. Such structures, when done well, include:
- Project-Based Learning
- Problem-Based Learning
- Place-based Learning
- Inquiry-Based Learning
- Authentic Learning Experiences
Find a wealth of resources and explanation at these links. Contact me with questions and inquiries, so as to support your learning journey.
1) Authentic Learning Experiences Resource Page
2) Project-Based Learning vs. Problem-Based Learning vs. X-BL
- Developing Effective Driving Questions
Thinkdots can help learners understand a concept by showing it in 6 different ways. Here is an example from pages 118-19 in the book, regarding a writer’s voice.
There are many useful cloud-based tools that are available to teachers and students. Explore the for meeting your students needs: 100+ Tools – related article. Below are just some of the many tools to be found for use. This just scratches the surface.
- Google Productivity Tools:
- Drive – storage space
- Docs – word processor
- Sheets – spreadsheet
- Slides – presentations
- Forms – surveys
- Draw – drawing space or virtual whiteboard
- Microsoft Productivity Tools
- Office 365 – Online Word, Excel, Powerpoint, and OneNote
- OneNote – Virtual Notes and Organizer
- OneDrive – Online Storage
- 100+ Tools – More online tools to explore for meeting students needs (related article).
Useful Protocols to structure thinking through a variety of approaches:
Affinity Mapping (NSRF)
- Classroom Platforms that provide spaces for collaboration and guided exploration through pages and links:
Learning Preferences Cards (formerly Learning Profile Cards)
Collect data on students’ self-perceptions about how they learn and interests. These time-saving activities give data that can be used year-round.
Clock Partners (Handout example from ODE)
- Provide each student with a sheet of paper that includes the image of an analog clock face.
- The students meet and schedule each other to partner next to one of the numbers: 1 through 12. For example, two students agree to be 3 o’clock partners, and sign their name on each others sheet, next to the number 3.
- Continue the process until every student has someone listed on their clock sheet.
- When forming partners for tasks and paired discussions, the teacher will say something like: “Find your 8 0’clock partners.” The students pair up with the person that they signed off on the 8 on the clock.
Paired Verbal Fluency
- Have students/participants pair up.
- Each pair decides who is speaker 1 and speaker 2.
- Based on the provided topic, usually one that has just been taught or explored, each pair will discuss the topic. They may use any notes or other materials available.
- Speaker 1 talks first, while the partner listens. The listening partner cannot talk.
- At a signal, Speaker 2 talks and the partner (speaker 1) listens.
- Repeat the process for 2-4 rounds. Each time, give fewer time to talk. For example:
- Round 1: 45 seconds each.
- Round 2: 30 seconds each.
- Round 3: 10 seconds each
Participants practice listing skills, as there is no cross-talk. The experience is an effective way for participants to summarize their understanding of the topic/content and get another perspective.
National Library for Virtual Manipulatives contains many useful virtual math manipulatives along with other links to resources.
Here’s examples and a template for making your own Think Dot: Overview & Template.