Differentiated instruction and the UDL principles These two elements of classroom are intrinsically linked, as differentiated instruction is well suited to the three principles in UDL. By focusing on CAST’s three systems and appropriate teaching methods, particularly recognition, strategic and affective, the guide aims to identify ways in which differentiated instruction coordinates UDL theory. Varying theories have been proven to be affective in supporting different skills as students learn, from
Introductory • In what ways does your curriculum program support student learning and achievement of mathematics? Probing • How have you organized your program to enable student learning of all grade-level curriculum expectations? • How are your lessons designed for student learning of mathematical concepts, procedures/algorithms, and mental math strategies through problem solving? • What ways are the mathematics process skills explicit in your lesson plans? • In what ways are different mathematics
The nature of teaching and learning in senior secondary schools is undergoing change. The Australian curriculum has set new priorities for learning in the final years of school. These priorities continue to emphasise learning in the disciplines, but they also include the development of a broader range of skills and attributes considered necessary for life, study and work in the 21st Century. This report builds on that foundation by examining how to assess 21st century competencies. The Queensland
The topic for this reflection journal focuses on adapting the curriculum and effective teaching strategies. Part A of the journal will investigate and explain Differentiated Instruction, The Universal Design for Learning as well as the Response to Instruction Model. These three approaches will aid teachers in developing a learning environment designed to maximise teaching and learning and make the curriculum accessible to all learners. Part B specifically relates to the advantages and difficulties
model was developed by Stufflebeam (1983) to evaluate curriculums through Context, Input, Process, and Product. The Context defines the operation within which the curriculum will be delivered. It determines the specific characteristics of the learners. Most importantly, it helps to establish a rationale for the determination of the curriculum objectives. In evaluation the context is used to define the environment relevant to the curriculum, describing the actual and intended conditions of the
CHAPTER III: METHODS Introduction Chapter two discussed how today’s learners are not changing but the way in which they learn is. Integrating 21st century skills into the media framework is one way to keep the curriculum relevant and engaging. This chapter outlines three projects that show how integrating 21st century skills in the elementary media framework can create authentic and meaningful learning experiences. Project one is the creation of a scope and sequence for the use of an elementary
Vasquez(2013) states, “that combining two or more of the disciplines helps students see the relatedness of the concepts tying together seemingly disjointed blocks of information”(p.22). The yearly pacing of science instruction shapes integration of the four disciplines. Science instruction occurs primarily during the third and fourth quarter. A brief unit on magnetism takes place at the beginning of the second quarter. Additionally, the emphasis on number sense and computation during this period is
emotional and social. Thesis Statement Language is both seen and heard by a child. Additionally, language begins off as standard when a child is born but as the child develops so does language in which becomes very diverse as shown by the Australian Curriculum. This is demonstrated by exploring the differing environments during both the early stages and the later stages of a child 's life. Early Stages The early stage is the most critical time for development of a child. From birth to the age of three
and purpose of curriculum in the early childhood classroom. Discussed will be the definition of an integrated curriculum, and the connection between curriculum and development in the pre-kindergarten and Kindergarten student. The core content areas of childhood development will be outlined and defined and developmental support provided to all areas of content will be examined. Some of the reasons for maintaining a curriculum plan, as well as connections between assessment and curriculum will be addressed
Cullman County Schools DIRECTOR OF INSTRUCTION PLAN A leaders vision is embedded in all of their actions and thinking. My VISION seeks to: • Unify Cullman County Schools and its local schools with systemic goals and initiatives to improve instructional outcomes while advancing the strategic plan. • Build human capital that will drive our school progress toward school goals by improving teacher and leader capacity. • Promote growth by providing the means for people to stretch while addressing