Differentiating and Personalizing Instruction
Problem: How can teachers harness all the awesomeness, ubiquitous access, and collaborative authoring power made possible by Google Docs without creating a document management nightmare?
Abstract: Written by an educator for educators, the free doctopus script gives teachers the ability to auto-generate, pre-share, and manage grading and feedback on templated Docs for group and individual projects.
Recommended by 97 educator(s)
Author: Andrew Stillman from New Visions for Public Schools
Problem: How do you use diagnostic assessment to create individualized pathways for students?
Abstract: iSchool principal Alisa Berger describes her school's use of online courses and diagnostic testing to create personalized learning pathways for students.
Recommended by 7 educator(s)
Author: Alisa Berger from NYC iSchool
Problem: How can an online publishing opportunity be used to motivate and differentiate inquiry into a relevant environmental science topic like hydrofracking?
Abstract: NYC iSchool students explain how different groups take ownership of different aspects of production of a public service website on the controversial topic of hydro-fracking, a drilling technique that extracts gas from shale using injected solvents.
Recommended by 7 educator(s)
Author: Alisa Berger from NYC iSchool
Problem: How do you manage read aloud accommodations for multiple students with special needs taking multiple exams in the same class?
Abstract: Using a voice recorder, a Google Sites file cabinet, and good communication and collaboration with subject area teachers, I was able to generate and organize sound files to better fulfill all special needs testing accommodations!
Recommended by 7 educator(s)
Author: Brianna Packer from NYC DOE Connected Foundations
Problem: What simple method(s) can instill student ownership and motivation to complete assignments when using an outcomes-based grading scheme, where course pacing is highly differentiated and students might be tempted to lose their sense of urgency?
Abstract: Though not my invention, the large wall charts we use at Olympus Academy are a low-tech, high impact technique that make a big difference in our ability to motivate student credit accumulation in our self-paced, blended courses.
Recommended by 10 educator(s)
Author: Andrew Rabinovici from Olympus Academy
Problem: When some common skill development needs started to emerge in our blended credit recovery history classes, my co-teacher and I needed to create skills-specific activities that could apply across the wide range of content-areas students were studying (this is a self-paced course).
Abstract: I describe how we've moved away from a content-centric, online-only approach to blended history, towards an approach that focuses equally on skills and content, and with some more class-time being given to student-student interaction and targeted ski
Recommended by 5 educator(s)
Author: Andrew Rabinovici from Olympus Academy
Problem: What are some key strategies for success in using an online content provider as a credit recovery option for students?
Abstract: I describe three key elements to successful implementation of APEX as a credit recovery option for students:
1) Having highly accessible and hands on approach to holding students accountable.
2) Setting up self-reporting feedback structures using A
Recommended by 8 educator(s)
Author: Christina McLeod from East Bronx Academy for the Future
Problem: I teach a very diverse population of English Language Learners (ELLs). How can I incorporate the authentic use of native language and family involvement with projects-based learning in my ELL classroom?
Abstract: Using "Maus" as inspiration, students interview someone in their own family who has survived a difficult time. They then take their interviews and create their own graphic novels both in English and their Native Language using Comic Life 2.
Recommended by 24 educator(s)
Author: Dara Ross from Brooklyn International High School
Problem: One of the major problems facing students is a lack of automaticity with basic and also complex problems they may encounter on timed exams. Students often hear conflicting messages of, "Take your time and get it right" to "You need to work faster to finish more problems." In both circumstances, the student still is not getting immediate feedback on whether or not either method of completing the problems was effective nor on improving their process to find a median between both philosophies.
Abstract: After using a variety of pen and paper techniques, I found the e-clicker app and web portal. This app and portal provided a timed environment that gave me and the students instant feedback on their performance and allowed them to make adjustments.
Recommended by 6 educator(s)
Author: Damion Frye from The Equity Project Charter School
Problem: Many special education students I teach struggle with reading because they have language based disabilities. A combination of factors cause them to disengage and give up when they struggle with reading. Their struggles are further amplified by consistent low test scores that attempt to show reading achievement, but often neglect to show reading improvement. As a result, struggling readers end up discouraged.
Abstract: Using iPads to create digital portfolios allows students a platform to creatively demonstrate their learning through performance assessments, while giving teachers a tool to uniquely track student student growth and progress of IEP goals.
Recommended by 12 educator(s)
Author: Anna Reeve from Achievement First Endeavor
- 1 of 3
- ››
