Teaching & Learning Guide
Major Product(s) & Presentation
Comparative Study Inquiry & Presentation |
Knowledge & Skills Needed
|
Scaffolding, Materials & Lessons
|
Human Interest Article (on a local hero) |
|
|
Children's Story (Hero Myth) |
|
|
Reflective Blog |
|
|
Differentiated instruction
Auditory Options for Instructions and Readings
Group Adaptations
- Audio files (mp3) of instructions, articles and stories can be made using an application like Audacity; these audio files can be posted online (LMS) as well.
- Applications like NaturalReader will read MS Word documents and PDF files aloud. SpeakIt! (a Chrome extension) and apps like it will read anything out loud as long as the text is supported by a Chrome browser.
- When needed, meetings with small groups can be offered to re-teach an idea or an important skill.
- Articles and stories of varying reading levels and interests are available.
- The comparative study group inquiry project's topics range from simple to more complex questions. For example, question 1 is simpler than questions 5 and 6.
- Pen and paper can be utilized to create thought webs, outlines or storyboards in the planning stage/process if preferred. Auditory applications like Audacity or audioBoo can also be employed to record and share planning instead of writing.
Group Adaptations
- Holding team meetings to monitor progress and learn what groups need when, allows the teacher to adapt instruction, materials, and assignments while on the go.
- Meeting with a team representative to share expectations, and then having them return to the group and share what the teacher just said establishes trust but doesn’t disrupt group progress.
- Establishing daily routines encourages learners to stay on track. Upon entry, students know to check the calendar or daily agenda or load LMS and read today’s events / expectations.
- Adapting or changing the learning environment may be necessary for some learners. For example, the Learning Commons space is larger than a regular classroom and has moveable furniture – making it easier to find quiet places to work. Furthermore, the carpet reduces noise.
- Formative assessments allow teachers to monitor student progress and adapt instruction and materials as needed.
- Self-assessment, via reflection and goal setting, allows groups and individuals to make adjustments as needed and/or ask for help.
For more information on PBL and Differentiated Instruction visit the following links: