Differentiated Instruction @ Work
Saturday, September 10, 2016
Friday, September 9, 2016
Monday, April 23, 2012
Chapter 1 Reflection: Because students have always differed within any classroom, there has always been a need to develop routines and procedures for attending to those differences. With your current knowledge of what we call "differentiation," how is it similar to and different from other approaches to dealing with student differences that you're aware of?
Sunday, April 22, 2012
Chapter 2 Reflection: The chapter makes three assertions about differentiation
1. Students of a given age or grade are not standardized.
2. There is no substitute for high-quality curriculum and instruction.
3. Even with high-quality curriculum & instruction, students don't all learn at the same pace or at the same level of
understanding.
In what ways do you agree or disagree with those statements based on your classroom experience?
Saturday, April 21, 2012
Friday, April 20, 2012
Thursday, April 19, 2012
Wednesday, April 18, 2012
Tuesday, April 17, 2012
Monday, April 16, 2012
Sunday, April 15, 2012
Saturday, April 14, 2012
Friday, April 13, 2012
Thursday, April 12, 2012
Chapter 13 Reflection: Think about your most effective product assignment. Analyze the assignment by using Figure 13.1 and the accompanying explanation. What are the areas of "match" between your product assignment and the guidelines? Areas of mismatch? What insights does this analysis give you about the product assignment? About the guidelines?
Wednesday, April 11, 2012
Chapter 14 Reflection: Think about how grades work for a student who has a learning disability, who speaks little English, who finds many school subjects very difficult. Now, think about that student over a period of years. What positive and negative roles are grades likely to play in that student's development as a learner and a person?
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