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ITL606 v1

Week 1 Micro Competencies Resources

MC 1

Differentiated instruction is fully explained in detail, beginning with a brief overview of what differentiated instruction is in the classroom. Differentiated instruction is not a single strategy but rather a framework that teachers can use to implement a variety of strategies, many of which are evidence-based.

Some students finish tasks quickly, others slowly. Some understand the concept on the first try, and others need more practice. Watch the  video to gain insights from veteran teachers Larry Ferlazzo and Katie Hull Synieski as they discuss the various strategies they keep in their back pockets for accommodating all types of learners during a single lesson.

Differentiated instruction is not a single strategy but rather a framework Differentiated instruction is not a single strategy but rather a framework that teachers can use to implement a variety of strategies, many of which are evidence-based.

MC 2

Students must not only acquire new skills and information, but also radically transform their approach to thinking and learning. Explore theories and teaching strategies that address this universal teaching challenge.

Mezirow’s Ten Phases of Transformative Learning

MC 3

This review paper examines the theories of behaviorism, cognitivism, and constructivism that are considered to underpin the theory and practice of inclusive education. By adopting an eclectic approach to the use of theory-driven inclusive education, we suggest that inclusive education practices best serve the needs of all students, including those with special needs.  

The purpose of this lesson is to build a common definition of inclusive education and an understanding of the relationship of inclusion to high performing schools.

MC 4

Social and emotional learning (SEL) is the process through which children and adults understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions. CASEL’s Widely Used Framework Identifies Five Core Competencies.

How can schools help teachers to weave the concepts into everyday classroom instruction? How can educators know whether their social-emotional learning strategies are working? Core ideas behind an SEL approach focusing on essential nonacademic skills such as responsible decision-making and relating well to others.

Social-emotional learning (SEL) is the process of developing the self-awareness, self-control, and interpersonal skills that are vital for school, work, and life success. The creators of Second Step show what social-emotional skills are and the important role they play throughout our lives.

Why Social-Emotional Learning is Suddenly in the Spotlight

Students today are distracted, under a lot of pressure and suffering from mental health issues more than ever before.

MC 5

Constructivism promotes a sense of personal agency as students have ownership of their learning and assessment. Learning is a social activity - it is something we do together, in interaction with each other, rather than an abstract concept.

In the constructivist classroom, both teacher and students think of knowledge as a dynamic, ever-changing view of the world we live in and the ability to successfully stretch and explore that view. In social constructivist classrooms collaborative learning is a process of peer interaction mediated and structured by the teacher.

MC 6

This cooperative learning strategy increases student engagement, encourages collaboration, and results in better learning. Learn how to use the basic Jigsaw method, another variation called Jigsaw II, and get tips for troubleshooting, like what to do if you can't divide students evenly.

Education consultants Dina Brulles, Ph.D., and Karen L. Brown, M.Ed. advocate for using groups to assist student learning - Base groupings on information - Keep groupings flexible - Don’t assess and forget - Use a variety of assessments - Adapt teaching methods for the different groups - Teach students how to work in groups.

A dominant theme in the research findings is that some types of instructional grouping contribute to more positive academic and effective outcomes for students. Other groups, particularly stable, long-term groups based on student ability, have a negative effect upon students.

MC 7

Gulf High School Teacher (Ms. Settle) demonstrates how to group students in an English high school class.

This video takes a look at the most important factors to consider when grouping students then offers an overview of two of the most common methods. Support active learning in your classroom with this series of videos on instructional strategies, their strengths, and their uses. Learn more about the Jigsaw strategy.

Shell Rock Elementary teachers use Differentiated Strategy Grouping to teach reading comprehension skills. Watch as two 2nd grade classes and one 3rd grade class skillfully reorganize to meet the needs of all learners. Flexible groups are formed based on the specific abilities of each learner as determined by Common Formative Assessments.