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Re-working the Writing Templates
Transcript of Re-working the Writing Templates
Differentiating process can be done by:
changing what is needed to get task done
adding in experiments, outside research
writing process steps like peer editing
Modify your task:
for content, process, or product
for easy, mid, and hard levels
for student choice
*if you get muddled, start simple!!
English 2 Essay Test:
"In a well-developed essay, compare and contrast the benefits and negative aspects of using social media, like Twitter, Facebook, Snapchat, Instagram, etc...."
"In a well-developed essay, discuss the similarities and differences between an online class and a traditional class."
How to get started with DI?
Refining Topics into LDC Tasks
How we revised it...
Personal Topic Revision
Why it is important to differentiate tasks?
How might I use these strategies
with my students/ future students?
What might be the benefits?
EQ: How can we change a previous writing topic
that does not fit into template and apply Differentiated Instruction?
Why do this....
*ease of use for teacher & student
*high level skills
*modify for student needs
Pass it on....
What are the requirements for your task?
What skills are required for your task?
Teacher reacts responsively to a learner's needs.
Attending to the learning needs of a particular student or small group of students rather than the more typical pattern of teaching the class as though all individuals in it were basically alike.
Leadership for Differentiating Schools & Classrooms
Tomlinson & Allan
Differentiating content can be done by:
changing texts associated with a task
changing task to discuss elements
changing a task to have more/less depth
adding in demands
Source: RPDP Washoe County SLF
Refining the Writing Funnel
Refining the Writing
Differentiating to improve student writing
and build common assessments
Relish in your awesomeness
Summary - How this ties together
Differentiating product can be done by:
choosing an easier/more difficult product from LDC
adding in extra elements (i.e.written product &
presentation (individual or group)
creating an ongoing product like a piece
that will revisited for a portfolio
As you listen, "borrow" ideas you like
Perhaps consider this:
"I like that but would need to change..."
LDC tasks provide clarity and can lead to better writing
Differentiated tasks provide needed variety
Well crafted tasks can lead to common assessments
This is whatever current writing topic you have used or have to work with. In our case, we looked at the End of Course writing exams embedded in the A+ learning system used in Washoe County for credit recovery.
This is specializing for a spectrum of individual student needs. The "demands" of LDC Task Template Collection 2.0 increase the challenge. Other changes can be made to content (subject of learning), process (how students learn material), or products (what students create to show their learning).
This promotes consistency from
teacher to teacher,
grade to grade, school to school
and all levels of vertical alignment.
LDC Template Task Collection 2.0
Clear expectations will produce
Better writing produces happy
teachers and students.
It's a win-win situation.
Choice 1: "After reading about the world of social media, write an essay in which you compare the positives and negatives of various kinds of social media (Facebook, Twitter, Instagram, Snapchat, etc....) and argue whether or not it has a value in society. Use evidence from the text and your own life experiences." (Task 4)
Choice 2:"After reading about the various learning styles, write a well-developed essay in which you compare online classes versus traditional classes and argue which you would choose." (Task 4)
^Checkout: Mode, Text, Products, Demands
^Demands: Differentiating content, process and product
"Newsela Nonfiction Literacy and Current Events."
Newsela Nonfiction Literacy and Current Events.
N.P., n.d. Web. 23 June 2015.
Tomlinson, Carol A.
The Differentiated Classroom: Responding to the Needs of All Learners.
Alexandria, VA: Association for Supervision and Curriculum Development, 1999. Print.
Tomlinson, Carol A., and Susan D. Allan.
Leadership for Differentiating Schools and Classrooms.
Alexandria, VA: Association for Supervision and Curriculum Development, 2000. Print.
Wiggins, Grant P., and Jay Mc Tighe.
Understanding by Design.
Alexandria, VA: Association for Supervision and Curriculum development, 1998. Print.
Guiding Principals for differentiating instruction
1. Having a flexible classroom
2. Effective and ongoing assessment of
3. Flexible groupings
Other Sources We Like: