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KDP leverages its rich legacy of high standards and excellence in teaching to advance the goal of ensuring high-quality learning for all students that results in career readiness and the ability to lead fulfilling lives. Quality learning is realized by educators’ acquisition and implementation of research-based strategies, mastery of teaching and learning, continued professional growth, and educational leadership gained through the KDP resources.

KDP leverages its rich legacy of high standards and excellence in teaching to advance the goal of ensuring high-quality learning for all students that results in career readiness and the ability to lead fulfilling lives. Quality learning is realized by educators’ acquisition and implementation of research-based strategies, mastery of teaching and learning, continued professional growth, and educational leadership gained through the KDP resources.
Differentiated Instruction Strategies and Checklists
KDP1911

Differentiated Instruction Strategies and Checklists

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This 16-page download is full of lists of ways to differentiate instruction, sorted by low preparation to high preparation. There is a checklist for lesson planning with differentiation. It also includes ways to differentiate products and tips on assigning various ways to differentiate. Ideas are for K - 12.
Content, Process, and Product: Modeling Differentiated Instruction
KDP1911

Content, Process, and Product: Modeling Differentiated Instruction

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Modeling differentiated instruction is one way to demonstrate how educators can incorporate instructional strategies to address students' needs, interests, and learning styles. This article discusses how secondary teacher candidates learn to focus on content—the "what" of instruction; process—the "how" of instruction; and product—the "evidence" of instruction.
6 Strategies to Limit Misconceptions in Science Teaching
KDP1911

6 Strategies to Limit Misconceptions in Science Teaching

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A primary goal of effective science teachers is to develop standards-based learning opportunities for students to engage in inquiry and hands-on learning. While developing effective inquiry-based lessons, many beginning teachers fail to pay attention to one significant barrier in science learning: misconceptions. It is essential for beginning science teachers to be aware of misconceptions and know how to identify them and address them specifically in their teaching. Deconstruction of student misconceptions and the discovery of more accurate, age-appropriate concepts are at the heart of hands-on inquiry for many topics.
CREATE Harmony in Your Culturally Diverse Class
KDP1911

CREATE Harmony in Your Culturally Diverse Class

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Just like the symphony, students in today's diverse classroom will come from various cultural and linguistic backgrounds. Like a conductor creates beautiful music, you can CREATE harmony in your culturally diverse class if you teach in a culturally responsive manner. This articles tells you how!
5 Strategies for a Better Math Argument
KDP1911

5 Strategies for a Better Math Argument

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CCSS Practice Standard 3, helping students construct viable arguments and critique the reasoning of others, is one of the most challenging areas of math instruction for both new and experienced teachers. Teachers usually coach students to write persuasive essays and construct arguments in the language arts classroom; rarely have they done so during the math block. Now, all teachers must consider additional strategies to help students deepen their reasoning skills and defend their computation strategies in addition, subtraction, multiplication, and division, both orally and in writing.
Parent-Teacher Conferences Tools and Tips
KDP1911

Parent-Teacher Conferences Tools and Tips

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Whether you have parent-teacher conferences with all parents, you conduct IEP and 504 meetings, or you meet with an occasional parent, your need to understand how to work with parents in a conference situation. This packet includes forms to use to prepare for, document the proceedings and decisions, and follow up after the meeting; tips for talking to all parents and how to phrase what you need to say; a special section on conducting IEP meetings; tips for talking with parents impacted by special education; tips for talking to parents of English learners; and tips and processes to use for meeting with adolescents and their parents.
Support Culturally Responsive Teaching!
KDP1911

Support Culturally Responsive Teaching!

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Teachers with an awareness and understanding of culturally responsive teaching practices will begin incorporating various cultures, languages, and traditions into lessons. By addressing cultural and ethnic norms reflected within a group of culturally diverse students, teachers can support student success. What does this look like in the classroom?
Say "Cheese" and More: ELLs, Cameras, and Language Development
KDP1911

Say "Cheese" and More: ELLs, Cameras, and Language Development

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Both English Language Learners (ELLs) and their English-speaking classmates can share excitement and language-learning opportunities as they take pictures, and then review, describe, talk, and write about photographs that are the most personally meaningful and academically appropriate. Through various photo projects, students can achieve these general objectives: • participate in listening, speaking, reading, and writing activities related to the photo project; • develop appreciation of photography; • interact with other students, parents, and teachers to accomplish and share the photo project; • demonstrate increased oral and written language production; and • work cooperatively throughout the process.
5 Principles to Encourage Science Inquiry
KDP1911

5 Principles to Encourage Science Inquiry

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Inquiry uses a variety of strategies such as scientific questioning, collecting evidence, finding connections, and communicating ideas as a guide for hands-on discovery. By using scientific inquiry in K−12, students gain a rich understanding of science through doing. Science inquiry can be differentiated to meet the needs of students at any level. Students come ready with what they need—the curiosity to ask “WHY?” Using these five principles, you can make science discovery an important part of your students’ curriculum.
Creating a New Spin on Differentiated Instruction
KDP1911

Creating a New Spin on Differentiated Instruction

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Look at differentiated and put a “new spin” on opening the pathways necessary to student learning through the implementation of teacher-made pizza or cake wheels that will address a student’s readiness, interest, and profiles of learning. These easy-to-make materials will help students learn through a variety of differentiation techniques.
Using Cue Cards Throughout the K-12 Curriculum
KDP1911

Using Cue Cards Throughout the K-12 Curriculum

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As a flexible instructional tool, cue cards offer support for students with and without disabilities. By providing different amounts of support, they also can be used to differentiate instruction in various subject areas and grade levels. Read strategies for using cue cards and see examples from K–12 classrooms.
The Learning Strategy Infused Classroom
KDP1911

The Learning Strategy Infused Classroom

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How can learning strategies—principles, procedures, or rules for solving problems and completing tasks—be used as an effective instructional method? This process can actually help students become independent, automatic, and efficient in their learning. Strategies and steps are outlined in this article.
"Good Job" Isn't Good Enough: 5 Tips for Using Praise Effectively
KDP1911

"Good Job" Isn't Good Enough: 5 Tips for Using Praise Effectively

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The words "good job!" are always nice to hear, but they provide students with very little information when used in the classroom. Students need specific and noteworthy praise in order to see the connection between their efforts and their achievements. The tips provided in this article offer concrete ideas for increasing the effectiveness of your praise.
3 Principles of Effective Student Grouping
KDP1911

3 Principles of Effective Student Grouping

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Placing students in small groups contributes to academic success and enhances social skills. How can you make grouping work in your classroom? This article outlines some basic principles and offers links to resources for grouping options.
Playing Around With Math
KDP1911

Playing Around With Math

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Research shows “children learn mathematics by doing mathematics” (Van de Walle, Karp, Lovin, & Bay-Williams, 2013, p. 2). The National Council of Teachers of Mathematics (2002) affirms that children need to engage in the process of problem solving using representations such as manipulatives, diagrams, graphs, and symbols. Physical models increase students’ motivation. Manipulatives encourage active learning and class or small group participation. They can be used in early elementary through middle school grades. Manipulatives help students develop the concepts of sorting, place values, properties, and logical thinking. A good manipulative bridges the gap between informal math and formal school math. To accomplish this objective, the manipulative must fit the developmental level of the child (Smith, 2006).