Instructional Flow Strategies

May also be considered as types of Process Strategies...

Please Contribute:

Add here your tips and strategies for using technology to differentiate Instructional Flow in the classroom.
Instructional Flow Strategies include Anchoring Activities, Flexible Grouping, Flexible Pacing; Cooperative Learning.
Don't be shy! Take credit for your contribution and add your name at the end of your entry!



DI and Multiple intelligence strategy:

Burke and O'Brien
We are Health and PE teachers and we have created an assignment that the students self select a project that deals with current health issues. The assignment allows the students to choose a method for the project that directly relates to their intelligence. The students learn about themselves in an introspective mode which gives them more insights on their strengths and places them in a positive environment, that optimizes the student outcome and enjoyment in the learning process.

Click here to look more at the project:http://tinyurl.com/6nz74c



Literature Circles

To prepare my students for our Literature Circles, I have students use the designated iNotes on our classroom eBoard to post a question, thought or connection about the novel we are reading. Students then read each other’s posts and come to the Literature Circle prepared to discuss them. It has made our discussions more meaningful, and I use it as an informal assessment tool all while addressing individual student needs.
~ Victoria Moss


K-W-L

I have found K-W-L to be an effective anchoring strategy at the beginning of a history unit. This gives me some idea of what the students have learned in elementary and middle school and what pre-knowledge I can build on in my lessons.
C. Henneberry


Speed Sharing

Inspired by the notion of Speed Dating, I designed this to allow up to 40 participants in our district's Tech Mentor and Elementary Tech Curriculum Facilitator programs share their project work with each other in a limited amount of time. Participants receive a grouping label or card at the outset with a colored shape -- one of up to 6 shapes and up to 7 colors (for 42 unique identifiers for grouping). I printed labels with the colored shapes and put them on the handout packets for our program wrap-up day when we did our project sharing.

Sharing is done by shape group, e.g., squares first, then circles, etc. Each person in the sharing group sets up at a table with the rest of the participants grouped by color or shape to visit each table. A timer is used to signal the end of set-up and each sharing period -- lasting no more than 4 or 5 minutes each. This year I used the 3-2-1 Countdown Dashboard widget with a variety of funny sounds to spark things up.

Those sharing have to quickly convey the essential aspects of their project work. Those visiting each table quickly take notes so they can follow-up with particular projects and colleagues. Presenters take notes on comments and suggestions from visitors to their table. After each 4-5 minute period of sharing, visitors to the tables move to the next table. After a complete rotation, the next presenting group sets up (again just 4-5 minutes).

A break is required between at least every two rotations to give participants a chance to reflect and catch their breath. During this time anchor activities may be used. Each rotation takes about 30-40 minutes and a final period of sharing is necessary for each shape group to take a table and share among themselves. Total time for sharing periods is about 4 hours so this is definitely a whole day activity for this number, but the process may easily be scaled down for smaller groups.
-- Bill Dolton



Multiple Options for Participation

Content would be tailored to match kids' interests. For example, math principles could be taught using topics ranging from hockey to horses.

Math Centers for the SMARTboard

As we plan our math centers to allow for differentiation and multiple access to content, the Smartboard plays a part in one of the centers. One example of a self-monitoring center is doing a shape sort. Students move shapes into the Venn diagram based on indicated properties.