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[MUSIC]

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So we started our time on parts of
speech with prepositions, right?

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>> [CROSSTALK]
>> And you've memorized a bunch of them?

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>> [CROSSTALK]
>> Everybody up.

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>> Clearly established learning
goals provide the foundation for

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differentiated teaching and
learning opportunities.

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>> Here we go, ready?

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>> About, above, across, after, against.

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>> I have one word for
secondary teachers, visualize.

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And I start at the end,

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I think that they need to visualize what
they want the students to have learned.

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And then start working your
way backwards from there.

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So what's the other thing that we did
last week besides parts of speech?

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>> Heaven.

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>> We made a comic strip.

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>> We created comic strips, and what we're
going to do today is combine the two.

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>> The leading researcher
in differentiation talks

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about the three different areas
that differentiation should affect.

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Content, process and product.

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And by content, teachers can
differentiate what the kids are learning.

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Now obviously in a course, or a class,

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there's a curriculum that
needs to be addressed.

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But sometimes we have options so that
not every kid would have to study every

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sub-topic in a unit, but rather certain
kids could go to different topics and

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then come together and
share what they've learned.

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So the content can be differentiated.

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Secondly, is the idea of
the learning process.

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>> Turkey girl promised that
she would return before sunset.

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>> Add another note to your open mind.

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>> Not every student gonna take in
information exactly the same way, so

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teachers could provide different
avenues to get into the material.

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There's all kinds of activities to
differentiate the learning process.

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And then thirdly,
the idea of differentiating the product.

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Typically in the secondary classroom,
products look the same.

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It's open up the book,
read the chapter, answer the questions,

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turn them into the teacher.

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But there are a number of other products
that kids could create to reveal their

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understanding back to the teacher.