Creating & Leading a Differentiated Classroom
October 15 - 16, 2015
Chiang Mai, Thailand
Workshop Feedback
The data below is summarized from quantitative data on the Workshop Evaluation Form distributed at the end of the workshop:
The workshop provided me with helpful ideas
Agree - 100%
Disagree - 0%
The workshop provided me with skills/knowledge that I can use in my classroom
Agree - 99%
Disagree - 1%
The workshop met the outlined objectives
Agree - 99%
Disagree - 1%
I would recommend this workshop to other colleagues
Agree - 96%
Disagree - 4%
Registering for the workshop was easy
Agree - 95%
Disagree - 5%
Online communication prior to the workshop was good
Agree - 89%
Disagree - 11%
The hotel is a suitable workshop venue
Agree - 100%
Disagree - 0%
Given below is a compilation of participants' response to the following query on the Workshop Evaluation Form:
"Theory/Skills acquired from the workshop that you can use immediately"
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Focusing on 'lifting up'
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Using pre-assessment to inform instruction
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Connecting with your student through ideas
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KUDs for lesson planning
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Don't compete with co-workers, compete with past-self, results
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Grouping children by skill set
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Growth mindset
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Review KUD for upcoming Math units
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Differentiated classroom by readiness, interest, learning profile
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Sternberg's intelligences
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Learning center rotations
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Teach up
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Group work for differentiated tasks
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Emphasis on learning environment
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Interest survey for students
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Stop light
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Classroom managment for DI
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If the formative assessment does not change the teaching, it is not differentiation
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Achievement flows from teacher-student connection
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Use formal and informal formative assessment to change teaching
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Analyse the performance tasks to ensure they are differentiated
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Emotional connections with the students
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Managing the logistics of centers in a differentiated classroom
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Implementing 3 preferences into lesson choices for students
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Broaden the type of task using Sternberg's intelligences
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Formative assessment - not to be rigid and detailed
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How to assess the five elements in the classroom
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NEWSELA and Smithsonian daliy news websites
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The 5 pillars of Differentiation
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Small, leveled group work
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Identify students' learning styles
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Emotions, connections matters a lot to acquire the KUDs
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Entry points