Diversity and Differentiation Resources
Kids in my class-Delta.pdf
Students with diverse needs in regular classrooms- from Delta School District.
A listing of characteristics of students with diverse needs and suggestions for support.
For Reading and Behaviour support. books by Dawn Reighaug.
Ask for her books from your LAC or resource person. All districts will have at least some of her books somewhere.
If necessary as your principal to check with other schools or buy it. $80 ea. Here is the order form so you will have the titles and her contact info. Order_Form_for_Books_by_Dawn_Reithaug_-_2012_02_01.pdf
Her materials are encyclopedic and practical with many blackline masters. You will use the reading one regularly even if you are a classroom teacher.-Ray
2008 Fall Conference notes:
F25 Teacher Modeling-The Show Not Tell Approach to Learning
Cooperative Learning Tips and Strategies
Getting Groups to Work: Creative Problem Solving in the Classroom:
Broken Squares activity
Real Estate pictures for problem in handout
The TC2 Consortium– which focuses on creating supports for teachers in the area of critical thinking.
One of the things they are creating are ‘strategies’ that can be used in many situations.
These materials include graphic organizers and other charts to help students organize their thinking and rubrics for assessing student achievement.
Support Materials can be used as-is, or saved and manipulated to suit individual needs.
You can access some of the activities on the Alberta Learning website:
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I attended the Teacher Modeling the “show” not “tell” approach to Student Learning seminar presented by Lorraine Hoodicoff.
Oct 24- PITA Fall Conference- Kelowna
She used power point in her seminar and we were given handouts of the power point slides. Unfortunately the handouts were not in the same order as the power point so there was considerable flipping and looking needed. Teacher modeling is a recommended method for teaching Language Arts as per the IRP. It is important to show the students what is going on in our heads, how we process what we are reading and what connections we are making as we read. After that we then scaffold the students and then they do independent work. This is called GRR or Gradual Release of Responsibility. Reading happens in your head, this is comprehension, and not just saying the words with no meaning attached. In grades 7 and 8 the IRP requirement for oral language is 25%. Meta-cognition is thinking about thinking. Students need to pay attention to what is going on in their minds. Once they know what is going on in their head they can gain comprehension and articulate their strategies. Strategies for before a read aloud, during a read aloud and after a read aloud were given. They included (before) establishing focus, providing background information and remind students about appropriate behavior. (During) Teacher reads the text modeling good phrasing, intonation and volume and stops at strategic points to think aloud (make connections). (after) take talk time to discuss the strategies and behaviors and to share insights and clarify thinking. Other points mentioned: technical words such as inferring need to be used repeatedly to get the students used to it and so they understand the meaning. Illustrate when you are thinking and when you are reading. Ensure you leave time to discuss what was read. We do not realize all we do when we read and we need to teach the students about this. We all make connections in a different way. What we have experienced in the past influences the connections we make with new material. The connections must be meaningful, not I am wearing a blue shirt like the girl in the story. Before beginning to read aloud predictions should be made about the story from the title and cover. An activity to practice inferring is to take an idea like nervous and write a paragraph about being nervous without using the word nervous. Another inference activity is to mime emotions and have the students guess the emotion. Inferences can be made from pictures.
Summary: Quick link to this page: http://bit.ly/fliplesson
Link to student sites: southslope4.wikispaces.com
Best site: www.vodcasting.ning.com
To connect with Ray about Flip Lessons leave your email at
Ray’s workshop documents:
Good Graphic explaination
Flip Lessons are not 2 copy.doc
Second Power Point…
Flip Workshop Pt.2.ppt
Flipped Class Manifest 2012.doc
What kids think of the flipped classroom..
Third Power point..
Flip Workshop Pt.3.ppt
Edmodo might have some very interesting uses… its an online environment, and Ray’s trying it to deliver flip videos, and to do online quizzes to check on student understanding- still a work in progress….
edmodo sign in.tiff
Written by Elaine Jaltema, Intermediate Teacher
• A “round of applause” – clap in a circle
• WOW – make a W with each hand and an O in the middle with your mouth
• The standing “O” – stand and make a large letter “O” with arms
• Crocodile clapping – stand and make large clapping arms like jaws
• Seal of approval – clap arms like flippers
• Drum roll – drum on desks
• Self-ovation – standing, bring elbow almost to opposite knee & yell “Yes!”
• Deaf clap
• Quiet clap: finger snapping
• Self high 5
• “I’m so bright I have to wear sunglasses!”
Use Cooperative group learning structures: Remember to include all 5 elements and to coach students often on what cooperation looks like (sitting at the same height in a circle, leaning in) and sounds like (encouraging comments and solicitous questions). The 5 elements are Positive Interdependence, Individual Accountability, Face-to-Face Interaction, Social Skills, and Group Processing. Assign social tasks concurrent with academic tasks. Whenever new groups are formed, it’s important to give them a short group-building task to help them become comfortable with one another. Low-risk activities work well such as: describe your favourite dinner or your dream vacation.
Use name cards to call on students: Print each student’s name on a small card. By using these cards to call on students to answer questions, you don’t fall into the trap of calling on only those who continually raise their hands. If a student doesn’t know the answer, they call say “help” and pass the question on to someone who raises their hand. Put the card back into the middle of the stack rather than on the bottom so that students don’t figure they can count on a free ride once they have been called on. You might choose to keep track of who calls for help rather than giving their own answer by putting a check mark on the back of the cards when they call for help.
Use name cards to divide students into groups: Once students are used to seeing you continually shuffle these cards to call on students and place them in random groups, they don’t notice that sometimes you have pre-loaded them so they fall into the groups or partnerships that you have secretly selected.
Hold class meetings: Have students take turns chairing weekly meetings that include thank-yous between students, opportunities to bring up problems, and planning something where students can make genuine decisions such as games for P.E., an event, topic or method for learning, or new system for organizing room.
Number desks: If students are routinely sitting in pods, you can easily refer to each desk position by number, regardless of where each student is sitting. For example: Your 6 pods are numbered 1-6. Each desk position within the pod is numbered 1-5. In this way, directions are very quick, e.g.
• In the gym, even pods are on this side and odd pods are on the other
• Person 3 picks up the hand-outs
• Start your discussion by listening to person 4 first
• Persons 2 & 4 move one pod over and share your group’s ideas
Make it safe for kids to tell: Every couple of weeks, give students a writing topic for a 10 minute silent write. Give them the choice of writing instead an anonymous note about what you should know, e.g. who is being picked on, how people are feeling, a change they’d like to make in the class, etc. At the end of the writing time, everyone turns in their papers with no one knowing who wrote on the assigned topic and who has given you other information. If you do this early in the day, you can read the comments and address them in an appropriate way in a class meeting.
Establish leadership teams: Divide your class into 5 mixed-ability teams who are responsible for the leadership one day a week, e.g. setting up gym equipment, cleaning up the room, handing out supplies, making decisions about activities, etc.
Keep Repeating the Tribes Trail to maintain a collaborative community:
1. Inclusion (a sense of belonging)
2. Influence (valuing differences)
3. Community (working together creatively)
We offered our first primary workshop in August 2015, and hope to grow our resources for primary.
Help us build this page and link to your favourite resource pages.
Use this page as a ‘Table of Contents’Metro North and South Start UP! Series.
For now, go to the startupyourclass Primary Discussion group to see power points etc. We will transfer them here later.
Start UP! Series 2015: Primary – led by Fiona Morrison
Workshop leader Fiona Morrison strongly recommended www.strongnations.com , for some great literacy resources for K/1-
CREATING A COMMUNITY OF LEARNING AND CARE FOR K-3 TEACHERS
With Tamara Sengotta
PITA Fall Conference Notes:
Helping Troubled Kids
Helping the Disorganized Child –by Mary Moody
The Supporting Students with Learning Disabilities: A Resource for Teachers is now posted on the Ministry of Education Special Education Resource page at
Mental Health Services-a guide for teachers.pdf
PDF Document an introduction to student mental health issues including resources and who to contact.
Universal Design for Learning (UDL) -an attempt to arrange instruction so that all children learn (from the same lesson) so no one falls behind.
Universal Design for learning suggests that lessons be organized so that all children can learn. This is very challenging, however to begin the process: here the UDL guildelines, this one page summary from www.CAST.org lists ways of differentiating lessons for all students learn.
UDL-Universal Design For learning-Guidelines.pdf.
See also the PITA-Whistler Mini Conference on in April-May of each year: ‘Supporting Struggling Students in Literacy and Math’
For information go to the Announcements page or the pita registration page
See also other PSAs (provincial Specialists Associations); LATA: Learning Assistance Teachers Association and Special Education PSA
The First Week of School-9-17.pdf (Sept 2017)
There is also an intro activity on YouTube – google raymyrtle YouTube.
Now you can watch the Start UP! Your Class workshop online for 3 months for $1. Here is a sample: Tuesday: Making a Good First Impression
Find out about workshops, videos and other info at www.startupyourclass.ca
Here are the backline masters you need to use the activities with your own class:
Lets Get Acquainted Blackline #1.docGraph The Class-Prediction Blackline#2.docclass list template.docGraph The Class Blackline#3.docDraw and Predit Draft Revison.docSeating Plan Blackline#13.docAbstract Design Blackline#11.docClass list Number #8.docStart UP! Your Class Overview 2014.doc
Here is the French version of some blackline masters-contributed by Vincent. (immersion teachers- take one share one!):
Lets Get Acquainted Blackline #1-fr.docxGraph The Class-Prediction Blackline#2 – fr.docx
Graph The Class Blackline#3 – fr.docxDraw and Predit Draft Revison – fr.docx
Revised math assessments from the Vancouver Island Net (a group of math consultants and teachers from Vancouver Island).
Note: This has not been updated for the new revised curriculum:
If you can’t attend the Start UP! Series:
You can use the number skills page in the assessments below. It’s a quick assessment of those skills expected at the grade listed: eg. beginning of Grade 4. There is a key at the end, and you can have a student mark them. Keep them on file so you be able to see evidence of progress during the year.
End of Grade 3 – Beginning of Grade 4 WNCP.pdfEnd of Grade 4 – Beginning of Grade 5 WNCP.pdfEnd of Grade 5 – Beginning of Grade 6 WNCP.pdfEnd of Grade 6 – Beginning of Grade 7 WNCP.pdf
Ann-Marie and I suggest you use the Math Basics. The Math Basics program is available from Trevor Calkins at www.poweroften.ca you can get a CD with each grade. It is a complete program that builds math confidence while reviewing concepts. I used it for about 15-20 min at the start of each math class right after lunch.
PE Game- Eco Tag:
PE Lesson– Eco Tag.doc