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Mentor Training
Mentor Training
You may choose to go through these modules in any order. It is estimated it will take 30-45 minutes to complete each module. Upon completion of your three modules each semester, please complete the evaluation and submit a form to earn your certificate of completion. These are found on the Conclusion page.
Module Introduction
Module Introduction
Many new teachers incorrectly assume that differentiating instruction is giving less 'items/questions/work' to some students and more work for earlier finishers. For example, some consider giving one student 10 problems to work on and another 15 is differentiating. Others think of differentiating instruction as creating a full range of lesson plans for one learning outcome. The purpose of this training module is to support you in supporting them in a more accurate understanding and implementation of differentiated instruction. As an aside, differentiation is often the selected focus for the ILP.
Spend about 30 minutes exploring any of the resources below based on your current understanding of differentiated instruction and where you feel your new teacher colleague may need more guidance.
You may also want to look at the additional resources on Wakelet.
To acknowledge participation in this module, please complete this form. You will be asked to share an example or tip for differentiating instruction.
UDL versus Differentiated Instruction
UDL versus Differentiated Instruction
Look at all of the pages (use the left side menu) on this site https://iris.peabody.vanderbilt.edu/module/di/cresource/q1/p01/#content Links to an external site.
This site also distinguishes between UDL and differentiated instruction in case you aren't sure about that.
This short video above (4:30 minutes) does a nice job of discussing theory of differentiated instruction and gives an example of how we can differentiate.
This video/podcast (10 minutes) to the left also gives a very clear description of UDL and differentiated instruction and the ways they are similar and different.
Ideas for HOW to differentiate Instruction
Ideas for HOW to differentiate Instruction
Look at these resources for ideas for HOW to differentiate instruction (see below for using AI as well)
https://www.hmhco.com/blog/choice-boards-for-students includes a description of choice boards as well as gives some great templates
https://k12.thoughtfullearning.com/blogpost/3-simple-steps-4-cs has great ideas for using the 4Cs (communication, collaboration, creativity, critical thinking) in the every lesson
Identify a few new strategies for supporting students' metacognition at 50 Questions To Help Students Think About What They Think
AI and differentiating instruction
AI and differentiating instruction
This article in Edutopia lists five ways to use AI to meet the needs of all learners. It includes ideas for differentiated learning materials, assessments, and meaningful learning.
This blog has templates (and examples) for how to best prompt various AI tools to differentiate instruction. Examples include differentiation with Blooms, Choice Boards, Vygotsk's ZPD, Sandy Kaplans Depth and Complexity, and others.
The Teaching Channel has a LONG list of prompts for AI for lesson planning, differentiating, building assessments,...
This website includes a rather long (45 minute) video that you can watch in 2 times speed
Start at 10 minutes. The speakers discuss and model:
some of the downfalls of using AI for teaching and learning (10-17 minute slot of video)
personalizing content and quizzes ( 17-25 minute slot of video)
simplifying concepts (25-31 minute slot of video)
creating a science tutor (31-36 minute slot of video)
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