Differentiated Instruction

• Concentrate on concepts, thoughts, and skills by increasing the complexity of learning (BLOOMS TAXONOMY-level of questioning)
• Determining materials to be used as per student interests and learning profiles (Tactile)
• Resources to be used
• Audio books, peer resources, technologies
• Flexible Grouping (ability, temperance, personality)
• Tiered Assignments (ability)
• Stations/Interest Groups
• Controlled Choice for student response (thumbs up/down, dry-erase boards, organizers)
• Set criteria for student expectations

 

Physical and Emotional

• Implement Behavior Management System (e.g. Super Improver Wall)
• Implement Classroom Management/Routines/Procedures
• Assign student roles for classroom responsibility
• Practice classroom time management 
• Change classroom physical arrangement appropriate for the lesson to engage learners (e.g. student desk layout)

 

HOW learning is demonstrated

 

HOW lesson is delivered or being taught

• Consider learning styles based upon different processing styles (audio, visual, tactile/kinesthetic, multi-sensory)
• Employ direct instruction as well as peer interaction in lesson
• Grouping formats (pairs, small group, whole group)
• Incorporate strategies to activate schema (KWL, GOs, Focus question)
• Scaffolding (e.g. reading aloud)
• Utilizing wait time for student responses
• Parallel teaching/Co-teaching

 

Brain breaks are mental breaks designed to help students stay focused and attend. The brain breaks get students moving to carry blood and oxygen to the brain.  The breaks energize or relax. The breaks provide processing time for students to solidify their learning.

 

For new information to become memory, it must pass through an emotional filter called the amygdala and then reach the prefrontal cortex.  When students' brains become anxious, highly confused, or overwhelmed, the activation of the amygdala surges until this filter becomes a STOP sign. New learning no longer passes through to reach the prefrontal cortex and sustain memory.  Brain Breaks can be planned to restore the emotional state needed to return the amygdala from overdrive into the optimal state for successful information flow.

 

• The typical brain is about 2% of a body's weight but uses 20% of its total energy and oxygen intake.
• The brain is 73% water, it takes only 2% dehydration to affect your attention, memory and other cognitive skills.
• Each neuron connect with approximately 40,000 synapses- Neurotransmitters are in limited supply at each synapse and can deplete after as little as 10 minutes of continuing the same type of learning activity (e.g. attentive listening, practice drills, note-taking, etc.)