What facts, vocabulary, What insights, principles, big What skills should students attain terms, concepts, and other should students to (e.g., thinking skills, skills in the ideas, “a-has” information should students walk away with, no matter what? discipline, organizational skills)? acquire? will Start with “Students understand that….” Pre-/Formative Assessment Evidence What prompts/questions/problems will I use to discover students are relative to the “where” learning goals? Lesson Sequence How will I launch the lesson? Potential DI Handbook Strategies KWL This can involve ThinkDots Entry Points in the lesson topic, Hooking students’ interest concept, or skill Tri-Mind the or providing a “Setting stage,” meaningful context for the content Making connections to prior students’ knowledge and experiences, previous lessons, and/or an ongoing focus A problem or challenge can pose for students to think about Making explicit the lesson purpose or direction Posing an essential question Launch How students acquire content and skills? Potential DI Handbook Strategies Graphic Organizers This can include: Role Cards: Looking Lenses Modeling Stations Explaining Jigsaw Learning Menu Revealing/Uncovering Directing Contract Agenda Demonstrating Conducting shared inquiry Reading (shared, small-group, independent) Playing video/audio Acquisition
What facts, vocabulary, terms, concepts, and other information should students acquire? What insights, principles, big ideas, “a-has” should students to walk away with, no matter what? Start with “Students will understand that….” What skills should students attain (e.g., thinking skills, skills in the discipline, organizational skills)? Pre-/Formative Assessment Evidence What prompts/questions/problems will I use to discover “where” students are relative to the learning goals? Lesson Sequence Launch How will I launch the lesson? This can involve Hooking students’ interest in the lesson topic, concept, or skill “Setting the stage,” or providing a meaningful context for the content Making connections to students’ prior knowledge and experiences, previous lessons, and/or an ongoing focus A problem or challenge can pose for students to think about Making explicit the lesson purpose or direction Posing an essential question Potential DI Handbook Strategies KWL ThinkDots Entry Points Tri-Mind Acquisition How students acquire content and skills? This can include: Modeling Explaining Revealing/Uncovering Directing Demonstrating Conducting shared inquiry Reading (shared, small-group, independent) Playing video/audio Potential DI Handbook Strategies Graphic Organizers Role Cards: Looking Lenses Stations Jigsaw Learning Menu Contract Agenda
access_differentiation_handbook_appendix.docx