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judith.chavarria H5P
General
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Differentiated Instruction (Gen Ed and gifted)
NOVICE 2
4 ESOL ACTIVE LEARNING
4 ESOL COURSE 2—GUIDED PRACTICE
4 SPED
4 C.A. and ELECTIVES
7 SPED
GaLEADS Pre-requisite course
7 ESOL
NOVICE 1
Wellness
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judith.chavarria H5P
4 ESOL COURSE 2—GUIDED PRACTICE
Performance Task Part 3 (T4.2)
Performance Task Part 3 (T4.2)
◄ I Do, We Do, You Do Model
Jump to...
Jump to...
Announcements
Ways to Differentiate Instruction
Myth Versus Reality
Test Your Knowledge 1
Test Your Knowledge 2
True or False?
Hotspot
Click and hold a card on the right and drag to the appropriate box on the left. You may click on the top right corner to expand.
INSTRUCTIONAL PLANNING
Learning Standards, Objectives, and Targets
Scaffolding Learning Targets
Drag and Drop Learning Standards, Objectives, and Targets.
Steps in Backward Design
Benefits of Smooth Transitions
Mr. Warner Scenario
Mr. Warner Scenario Backward Design—Multiple Choice
Lesson Plan Models
Formal and Informal Assessment
4 ESOL learning styles dialog cards
Tips for Success: Teacher Actions (T4.1)
Click and hold a card first, and then drag to the appropriate box.
Providing Clear Directions to English Learners Accordion
Tips for Sucess: Teacher Actions (T4.2) (course 1)
Student Actions to Look for Accordion (S4.1 and S4.2)
Performance Task 1—Connecting T4.1 and S4.1
Self-Assessment
True or False 1
English Learner Valentina-published
English Learner Valentina-published (corrected)
Multilingual learner Valentina (male voice over)
Tips for Sucess: Teacher Actions (T4.2)
Performance Task (T4.2)
I Do, We Do, You Do Model
English learner Valentina_version 1
Self-Assessment course 2
How to Model for ELs
True or False feedback
Types of Differentiation
Click and hold a card on the bottom and drag to the appropriate box on the top to match differentiation approaches with their definitions and examples.
Learning Styles
Technology Applications-1
Tips for Success: Teacher Actions (T4.2) course 1
Performance Task (T4.2)
Technology Integration-2
Activating Prior Knowledge
Review each hotspot below by clicking on the + icon and reading the information on how to activate prior knowledge.
Tips for Success: Teacher Actions (T4.1)
Tips for Success: Teacher Actions (T4.2) (course 2)
Providing Clear Directions
True or False feedback SPED
Student Actions to Look for Accordion (S4.1 and S4.2)
Guided practice, Interactive Performance Task for SPED 4.2
Guided practice, Interactive Performance Task for SPED 4.2 (Published In course)
Click and hold a card on the top and drag to the appropriate image box on the bottom.
Click and hold a card on the perimeter of the table and drag to the appropriate box on the table.
True or False
True or False
True or False 2
Guided practice and Feedback
Interactive Wellness September Newsletter
Benefits of Student Engagement
Types of Learning Engagement
Aspects of Learning Engagement (short published)
Tips to Get Started with Active Learning
Student Actions to Look for Accordion (S4.1 and S4.2) (copy)
Student Actions to Look for Accordion (S4.2)
Learning Styles
Types of Learner Interactions: Review each hotspot below by clicking on the + icon and reading the information on how to activate prior knowledge.
Teacher Actions to Look For (T4.2)
Click and hold a card on the right and drag to a box on the left based on your preferred use of that strategy. You may find that some strategies are adequate for several of these purposes..
Tips for Success: Teacher Actions (T4.1)
Thinking Strategies to Increase Active Learning and Student Engagement
Performance Task (T4.2 and S4.2)
T4.1 and S4.1
Types of Differentiation
Review additional differentiation strategies below by clicking on the + icon and reading the information.
What differentiation is NOT
Some Benefits of Differentiated Instruction
Benefits of Differentiated Instruction
Tips for Success: Teacher Actions (T7.1)
Review types of small groups below by clicking on the + icon and reading the information.
Examples of Specially Designed Instruction
Tips for Success: Teacher Actions (T7.2)
Click and hold a card on the right and drag to the appropriate box on the left.
Click and hold a card on the right and drag to the appropriate box on the left.
Strategies to Implement Small Group Instruction
True or False 1 7 SPED 1
Click and hold a card on the perimeter of the table and drag to the appropriate box on the table.
Match each component with a definition. Click and hold a card on the right and drag to the appropriate box on the left.
Match each component with an example.Click and hold a card on the right and drag to the appropriate box on the left (Part 2)
Benefits of Differentiated Instruction for ELs
Test your knowledge Types of Differentiation
True or False 1 7ESOL
What differentiation is NOT
Making Content Accessible
Get to Know Your Multilingual Learners
Making Content Relevant
Technology Integration
Tips for Technology Integration
Technology integration image slider second option
Activating Prior Knowledge for Multilingual Learners
Modeling Thinking Strategies for Multilingual Learners
Multimodalities in the Classroom
T7.1 and T7.2
Performance Task T7.1
Performance Task 1
Strategies to Facilitate Learning
Teaching the Standard
Standard Deconstruction
Learning Styles (copy)
What is the Difference? Learning Targets, Objectives, and Goals
Standard Deconstruction Check Test Your Knowledge
Tips for Success: Teacher Actions (T1.1 and T1.2)
Step 1, Task 1
Step 1, Task 2
Click and hold a card on the right and drag to the appropriate box on the left.
Step 4.1
Step 4.2
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Drag and Drop Wellness August 2025
English learner Valentina_version 1 ►