[MUSIC]
So we started our time on parts of speech with prepositions, right?
>> [CROSSTALK] >> And you've memorized a bunch of them?
>> [CROSSTALK] >> Everybody up.
>> Clearly established learning goals provide the foundation for
differentiated teaching and learning opportunities.
>> Here we go, ready?
>> About, above, across, after, against.
>> I have one word for secondary teachers, visualize.
And I start at the end,
I think that they need to visualize what they want the students to have learned.
And then start working your way backwards from there.
So what's the other thing that we did last week besides parts of speech?
>> Heaven.
>> We made a comic strip.
>> We created comic strips, and what we're going to do today is combine the two.
>> The leading researcher in differentiation talks
about the three different areas that differentiation should affect.
Content, process and product.
And by content, teachers can differentiate what the kids are learning.
Now obviously in a course, or a class,
there's a curriculum that needs to be addressed.
But sometimes we have options so that not every kid would have to study every
sub-topic in a unit, but rather certain kids could go to different topics and
then come together and share what they've learned.
So the content can be differentiated.
Secondly, is the idea of the learning process.
>> Turkey girl promised that she would return before sunset.
>> Add another note to your open mind.
>> Not every student gonna take in information exactly the same way, so
teachers could provide different avenues to get into the material.
There's all kinds of activities to differentiate the learning process.
And then thirdly, the idea of differentiating the product.
Typically in the secondary classroom, products look the same.
It's open up the book, read the chapter, answer the questions,
turn them into the teacher.
But there are a number of other products that kids could create to reveal their
understanding back to the teacher.