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In addition, students in the same classroom can focus on problems that range in complexity, with some students describing the process for reducing fractions and others designing and explaining binomial equations," (Kluth & Straut 2001). In short, teachers can give students some discretion in demonstrating how they know the concept in a way that is fun and meaningful to the child, such as asking an artistically-minded child to create a drawing to demonstrate a solution to a word problem. Also, some of the more confident and gifted students may strive to take the standards to the 'next level' of learning.
Another is "curriculum compacting," in which "students qualify for compacting when they demonstrate a certain level of mastery of the subject that the teacher is about to commence teaching. This qualification is determined by offering students a pre-test on that content" (Gus 2003). The students who take the pre-test and pass are rewarded with a choice of more challenging assignments in the same subject, or are given extra time to work on areas of weakness. Ideally, as a reward, the student should have more discretion in the assignment than he or she would otherwise, in a way that addresses...
This also prepares the student better for standardized testing, by avoiding the tedium of going over what the student already knows and allow the student to modify his or her learning path.
In classrooms with a diverse level of competencies, the more gifted students can also be asked to be a 'teacher's helper' and aid struggling students on a one-on-one fashion. This also allows for a more individuated approach, and helps the teacher avoid the dilemma of 'how do I be in two places at once' to address the needs of different learners.
Works Cited
Gus, D. (2003, Feb). "Differentiated instruction." Classroom Connect. Retrieved 8 Apr 2008 at http://www.doctorgus.net/ClassroomDifferentiated.htm
Kluth, Paula & Straut, Diana (2001). "Standards for diverse learners."
Educational Leadership. 59.1:43-46. Retrieved 8 Apr 2008 at http://www.ascd.org/ed_topics/el200109_kluth.html
Tomlinson, Carol Anne. (2000)." Reconcilable differences? Standards-based teaching and differentiation." Educational Leadership. 58.1:6-11. Retrieved 8 Apr 2008 at http://www.ascd.org/ed_topics/el200009_tomlinson.html
Works Cited
Gus, D. (2003, Feb). "Differentiated instruction." Classroom Connect. Retrieved 8 Apr 2008 at http://www.doctorgus.net/ClassroomDifferentiated.htm
Kluth, Paula & Straut, Diana (2001). "Standards for diverse learners."
Educational Leadership. 59.1:43-46. Retrieved 8 Apr 2008 at http://www.ascd.org/ed_topics/el200109_kluth.html
Tomlinson, Carol Anne. (2000)." Reconcilable differences? Standards-based teaching and differentiation." Educational Leadership. 58.1:6-11. Retrieved 8 Apr 2008 at http://www.ascd.org/ed_topics/el200009_tomlinson.html
All these facts and considerations presented herein this research proposal establishes a basis for further research in this subject. References Hoerr, Thomas (2004) Applying MI in Schools - New Horizons for Learning: Teaching and Learning Strategies Online available at http://www.newhorizons.org/strategies/mi/hoerr2.htm. Campbell, Bruce (1991) Multiple Intelligences in the Classroom - New Horizons for Learning: Teaching and Learning Strategies Online available at http://www.newhorizons.org/ICLIB/IC27/Campbell.hrm Silver, et al. (2000) So Each May Learn: Integrating Learning Styles and
' Musical intelligence can be deployed through the use of teaching 'times tables songs' and visual intelligence can be stimulated through the use of allowing students to create colorful classroom displays, perhaps even drawing upon student's interpersonal intelligence as well by assigning different teams a single 'table,' like six, to illustrate with pictures. Although I believe that multiple intelligences can be incorporated into any classroom, with the right degree of creativity
The principal informally assessed the value of this project by looking at lesson plans and teacher collaboration and performing unscheduled walk-throughs as well as monitoring theme test scores. Because of the positive results and teacher enthusiasm, the principal agreed to include curriculum participation in our school plan for the following year. Substitutes will be paid from our Title 1 money so that each grade-level team can be released for curriculum
Wondering what to do the articles tells that the study of David Pearson entitled "What Research Has to Say to the Teaching of Reading published by the International Association 1992 was the "most compelling research available." Pearnson's research claimed that "thoughtful proficient readers make connections, draw upon prior knowledge, create visual imagery, make inferences, ask questions, determine important ideas, and synthesize what they read." Lansdowne set out to test
Learner-centered curriculum' in TESOL The most important learning processes in any school anywhere in the world involve the use of several different means of communication. The communication methods may be verbal or non-verbal. Verbal communication involves the use of oral and written symbols that can communicate a message to the student, and non-verbal involves the use of, primarily, among other means, body language. Without communication there can be no means
Self-Efficacy: A Definition Social Cognitive Theory Triangulation Data analysis Teacher Self-Efficacy Problems for the researcher Data Analysis and Related Literature review. Baseline Group Gender Deviation Age Deviation Comparison of data with other literature in the field. Everyday Integration Efficacy, Self-esteem, Confidence and Experience Barriers to use Integration paradigm. Co-oping and Project design. Organizational Climate Teacher Integration Education. Meta-evaluation of data and related literature. Data Analysis and Comparison Recommendation for Further Research Data Review Report Teacher efficacy in the classroom is facilitated by a number of different factors for different professions. However,