Meeting+Students+Where+They+Are

"Three principles from brain research: emotional safety, appropriate challenges, and self constructed meaning suggest that a one-size-fits-all approach to classroom instruction teaching is ineffective for most students and harmful to some." Teach Me Teach My Brian – A Call For [|Differentiated Classrooms] - [|Carol Ann Tomlinson] November 1998 | Volume 56 | Number 3 | How the Brain Learns | Pages 20-25  [|Tech-Fueled Differentiation]  [|Differentiation - Scaffolding to Compacting] [|8 Ways to Compact Curriculum]

Your Mission 1. Choose a new lesson from your first term. 2. Determine your expectations at grade level - what will students know and be able to do at the end of this lesson? 3. Determine what are the absolutely ESSENTIAL skills and knowledge a student must demonstrate to "pass" this lesson? 4. Now determine the "nice to know" skills and content - ideas that extend a student's knowledge beyond grade level, focusing on the same skills and content but at deeper levels of sophistication. 5. Now choose one of the web tools you have chosen that allows you to meet students where they are.  You may select the same tool to both scaffold and compact or different tools that support students in different ways. 6. Create a page on your wiki to show an assignment that would include use of that tools and the ways that your chosen tool allows to you to scaffold and extend a students learning. =