• If you are citizen of an European Union member nation, you may not use this service unless you are at least 16 years old.

  • You already know Dokkio is an AI-powered assistant to organize & manage your digital files & messages. Very soon, Dokkio will support Outlook as well as One Drive. Check it out today!


B1 Invitation

Page history last edited by John McCarthy 14 years, 1 month ago

ModulesUnderstanding | Exploration | Examples | Invitation | Reflection


Response: (Please post in Comments section below) 

Most strategies can be differentiated (See B1 Exploration). How we plan, makes differentiation effective.

  • Use your student data to choose a strategy from Exploration or Examples and build it into an upcoming lesson.
  • Include the learning target as the header.
  • Label at least one DI strategy used with two asterisks **.
  • Post the lesson steps in the Comment section below, or email a copy (pdf, rtf, or word doc) to wb4all@gmail.com. Emailed files will be uploaded, and linked in a table below.


Example Model      


ModulesUnderstanding | Exploration | Examples | Invitation | Reflection 

Comments (1)

John McCarthy said

at 10:10 am on Jan 7, 2010


Example Model
Learning Target: Understand how to use inference thinking in reading and other applications.
1. Review the posted learning targets and lesson assessment.
2. Teacher shows a video clip (ex. Simon the Cat: http://www.youtube.com/watch?v=4rb8aOzy9t4).
3. At the end of the clip, students talk in 2's or 3's summarizing the story, and then guessing as to what happens next in the story. They will write a short paragraph or draw a picture of the next scene.
4. As groups share their thinking, the teacher connects their ideas with the concept of Inferences.
5. Students read a variety of scenarios and make inferences as to the answer. Some topics are mystery who dunnits and sports or social problem situations. There are 2 forms of the Scenario task sheet, which the teacher assigns to students based on previous reading assessments and work on story problems.
6. When papers are completed, students group in 2's or 3's to review and discuss the answer guide.
7. The teacher reviews the concept using student responses. Additional questions are asked such as:
--Who might the cat's personality remind you of? Why?
--What season is the video setting? What clues shape your thinking?
8. Students choose from 3 options to demonstrate their understanding of inference making. They make their own version of scenarios using any topic or genre. The scenario can be written, picture (captioned), or photo (captioned). The teacher provides clear criteria for all students to be successful.
**Student Choices with Learning Profile

You don't have permission to comment on this page.