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Teachers may provide introductory discussions to the entire class and follow this up with smaller working groups that are coached by members and the teacher. Based on the results, content and projects, grouping and regrouping should be a dynamic process to meet objectives.
4. How do we differentiate and evaluate products?
Bransford, Brown, and Cocking (2000) advise that the use of tools in the classroom provides no guarantee that student learning will improve unless that are part of a coherent learning approach. The authors suggest the avoidance of tools that are driven by the game and play market and to select only those tools that have been developed with a full understanding of principles of learning. Tools that are interactive make it easy for students to revisit specific parts of the environments to explore them, to test ideas, and to receive feedback. Noninteractive environments should be avoided because they are much less effective for creating contexts that students can explore and reexamine. Collaborative tools students understand complex systems...
Tools that electronically link students not just with their peers, but also with practicing professionals better prepare students to become lifelong learners. Good learning tools draw both from knowledge about human cognition and from practical applications of how technology can facilitate complex tasks in the workplace. Finally, the ability of the human mind to quickly process and remember visual information suggests that tools with concrete graphics and other visual representations can help people learn more effectively.
Bibliography
Bransford, J. (Ed.), Brown, a. (Ed.), Cocking, R. (Ed.). (2000). How people learn: Brain, mind, experience, and school (Expanded Edition).Washington, DC: National Academy Press: ISBN 0309070368
Logsdon, a. Top 2 facts on differentiated instruction vs. traditional methods. http://learningdisabilities.about.com/od/instructionalmaterials/tp/differinstruct.htm
Tomlinson, C.A. (2001). How to differentiate instruction in mixed-ability classrooms. (2nd Ed.) Alexandria, VA: ASCD.
Bibliography
Bransford, J. (Ed.), Brown, a. (Ed.), Cocking, R. (Ed.). (2000). How people learn: Brain, mind, experience, and school (Expanded Edition).Washington, DC: National Academy Press: ISBN 0309070368
Logsdon, a. Top 2 facts on differentiated instruction vs. traditional methods. http://learningdisabilities.about.com/od/instructionalmaterials/tp/differinstruct.htm
Tomlinson, C.A. (2001). How to differentiate instruction in mixed-ability classrooms. (2nd Ed.) Alexandria, VA: ASCD.
Differentiated Learning & Assessment -- PLC Presentation Differentiated instruction and assessment recognizes that the individual needs, strengths and weaknesses of students must drive learning (Wormeli, 2007). Changing the outcomes of traditional lesson plans to account for differentiated learning is a fundamental part of ensuring student success. Each student's readiness, interest and learning profile is at the core of this approach. Students are diverse; therefore, instructional and assessment practices should be as
In many ways, the concepts of separating out individuals that are different has been fostered by the construction of the educational format. Tomlinson notes the fallacy of such an arrangement and provides some excellent advice with regard to classroom inclusiveness. "A classroom is -- or at least ought to be, in my opinion -- a microcosm for the world we live in. It is a community of individuals in
(Brown, nd) Brown lists 'labor intensive' strategies for differentiation to include those as follows: Assessment, data analysis, and diagnosis; Flexible grouping; Tiered tasks; Anchor activities; Differentiated learning encounters; Learning contracts; Independent study. (Brown, nd) The work of Jahnine Blosser (2005) entitled: "Unit of Lessons: Safety in the Secondary Science Classroom" states that there is "a growing need to make all students understand science and the relevancy of science to their lives." Blosser notes that "many students learn differently
Thus, the idea of inclusion was born, an idea that suggests students with special needs be paired alongside students who are gifted, students with different cultural and ethnic backgrounds, and students who have different modes of learning (Tomlinson et al., 2003). Despite this, evidence exists to suggest that the self-contained special education classroom still serves the needs of many students with special needs, suggesting that fears related to special education
Therefore, the purpose of this study is to determine the extent to which special training addressing how to effectively identify the correct needs of the students, without the intrusion of personal bias, will improve the academic outcomes of elementary school students. Because this is a quantitative study, academic outcomes will be measured in terms of test scores on a standardized test designed for grades 2 through 4. Research Design and
Students would be graded upon their own, individual contributions, but they could not let down their fellow group participants. They would have to complete their task, and as the task was within their framework of ability, this would not seem too daunting. Another suggested method of behavior management to ensure student compliance with assignments is to instate a points system, whereby a student can earn a maximum number of