Maren Hackbarth's List: teacher resources

• Traditional schools are "designed for organized, left-brain learners who are book lovers,"
• Traditional schools are "designed for organized, left-brain learners who are book lovers,"
• epresents only one-quarter of the population,
• represents only one-quarter of the population
• Content refers to the concepts, principles, and skills that teachers want students to learn.
• taught the same big ideas
• "The same concept can be explained in a way that's comprehensible to a very young child or in a way that challenges a Ph.D. candidate.
• The same concept can be explained in a way that's comprehensible to a very young child or in a way that challenges a Ph.D. candidate.
• Content also refers to the means teachers use to give students access to skills and knowledge, such as texts, lectures, demonstrations, and field trips.
• Content also refers to the means teachers use to give students access to skills and knowledge, such as texts, lectures, demonstrations, and field trips.
• Process refers to the activities that help students make sense of, and come to own, the ideas and skills being taught
• scaffolding
• provide some students with more complexity and others with more scaffolding
• Products refers to culminating projects that allow students to demonstrate and extend what they have learned.
• some students might work alone on a product, while others might work in groups.
• This approach—differentiating content, process, and products—requires teachers to be "crystal clear" about what they are trying to teach
• "You need a range of strategies." Network members have used strategies such as cooperative learning, multi-age grouping, and addressing multiple intelligences,
• operative learning, multi-age grouping, and addressing multiple intelligences
• Flexible grouping is essentially a must
• Trying to vary instruction without grouping students is simply too "unwieldy."
• Teachers can vary whole-class instruction by teaching small groups or individual students
• Students can be grouped based on readiness, interest, or learning profile
• Students can be grouped based on readiness, interest, or learning profile.
• Stations.
• Stations
• Compacting.
• Compacting
• Students who do well on the preassessment do not continue work on what they already know.
• Students who do well on the preassessment do not continue work on what they already know.
• personalized lists of tasks
• Agendas
• Agendas.
• activities students prefer are usually a key to how they learn most efficiently, so she often lets them choose whether to draw, write, use flash cards with a partner, or create three-dimensional models.

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