ch. 6 tomlinson and mctighe

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ch. 6 tomlinson and mctighe

asking important management questions to allow instructional flexibility

how do i know students proficiency levels if they work with different tasks? : develop a list of standards. use copies of list with each students name on a copy to spot-check work and record competencies and trouble areas

how do i avoid having to many students moving around the room? : designate one student in each group who may get up to get materials

what do i do about students that need quiet to work? : use headsets or earplugs to block noise for these students

what do i do when students finish early? : provide anchoring activities and teach students to use them when they finish work

using classroom elements flexibly as tools for effective instruction

encouraging students to work by themselves or with a peer- allows students to work in ways that are efficient for them

interspersing lecture with small-group discussions- benefits students who need movement and talk, allows more student participation

using video and audio clips to teach- helpful to students who struggle with print or benefit from practical applications of ideas

negotiated delay of due dates- helps students who give evidence of hard work on tasks but who work slowly or have difficulties

beliefs about curriculum and diverse student populations

students should know learning goal of unit or lesson and how they can demonstrate proficiency

need balance between student construction of meaning and teacher guidence

students need opportunities to learn the basics and apply them in meaningful ways

students should experience curricula that is key to the discipline and requires them to think at a high level