Learning Readiness Learning contracts begin with an A student decides to Contracts Learning Profile agreement between the teacher follow a football team over and the student. The teacher a two-month period and specifies the necessary skills make inferences about expected to be learned by the players’ performances student and the required based on their scoring components of the assignment, patterns and physical while the student identifies characteristics. The methods for completing the student, with the teacher’s tasks. This strategy (1) allows guidance, develops a plan students to work at an for collecting and appropriate pace; (2) can target analyzing the data and learning styles; and (3) helps conducting research about students work independently, football. The student learn planning skills, and decides to create a eliminate unnecessary skill PowerPoint presentation practice. to present his or her findings to the class. Choice Readiness Choice boards are organizers Students are given a Boards Interest that contain a variety of choice board that contains Learning Profile activities. Students can choose a list of possible activities one or several activities to they can complete to learn complete as they learn a skill or about volume. For develop a product. Choice example, students can boards can be organized so that choose to complete an students are required to choose inquiry lesson where they options that focus on several measure volume using different skills. various containers, use a textbook to read about measuring volume, or watch a video in which the steps are explained. The activities are based on the following learning styles: visual, auditory, kinesthetic, and tactile. Students must complete two activities from the board and must choose these activities from two different learning styles. References & Resources Hall, T., Strangman, N., & Meyer, A. (2003). Differentiated instruction and implications for UDL implementation. on Accessing the General Curriculum. Retrieved July 9, 2004 from:
Learning Contracts Readiness Learning Profile Learning contracts begin with an agreement between the teacher and the student. The teacher specifies the necessary skills expected to be learned by the student and the required components of the assignment, while the student identifies methods for completing the tasks. This strategy (1) allows students to work at an appropriate pace; (2) can target learning styles; and (3) helps students work independently, learn planning skills, and eliminate unnecessary skill practice. A student decides to follow a football team over a two-month period and make inferences about players’ performances based on their scoring patterns and physical characteristics. The student, with the teacher’s guidance, develops a plan for collecting and analyzing the data and conducting research about football. The student decides to create a PowerPoint presentation to present his or her findings to the class. Choice Boards Readiness Interest Learning Profile Choice boards are organizers that contain a variety of activities. Students can choose one or several activities to complete as they learn a skill or develop a product. Choice boards can be organized so that students are required to choose options that focus on several different skills. Students are given a choice board that contains a list of possible activities they can complete to learn about volume. For example, students can choose to complete an inquiry lesson where they measure volume using various containers, use a textbook to read about measuring volume, or watch a video in which the steps are explained. The activities are based on the following learning styles: visual, auditory, kinesthetic, and tactile. Students must complete two activities from the board and must choose these activities from two different learning styles. References & Resources Hall, T., Strangman, N., & Meyer, A. (2003). Differentiated instruction and implications for UDL implementation. on Accessing the General Curriculum. Retrieved July 9, 2004 from: