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Differentiated instruction and assessment, also known as differentiated learning or, in education, simply, differentiation, is a framework or philosophy for effective teaching that involves providing all students within their diverse classroom community of learners a range of different avenues for understanding new information (often in the same classroom) in terms of: acquiring content ...
She is known for her work with differentiated instruction, a means of meeting students' individual needs in education. [1] Tomlinson is a reviewer for eight journals and has authored over 300 articles and books including The Differentiated Classroom: Responding to the Needs of All Learners , [ 2 ] which has been described as a seminal work in ...
And perhaps most worrisome, the work in withdrawal gifted classes is often not differentiated for learning needs or properly integrated into children’s other studies. [10] However, pull-out programs, when properly implemented, can be used to complement cluster grouping [ 11 ] and other in-class differentiation .
Within the RTI process that is embedded within the MTSS framework, instruction is differentiated using varying tiers of intervention, progress monitoring of students' performance, and flexible groupings to meet the academic needs of students. [4] The level of support that is provided to individual students intensifies as the tiers increase in ...
The student will assume more responsibility with less support from the teacher. Lessons are created as to ensure student success. [12] Oftentimes when students are struggling with a concept in the classroom, they do not need more teacher modelling, what they really need is guidance and support to meet high expectations. [11]
All students are believed to be capable of learning and of meeting high expectations. Both advanced and struggling students can learn new things in their own ways and at their own rates. Instruction that helps an individual student learn the information and skills listed in the standards is emphasized. Both excellence and equity are valued.
The "I'm struggling" row of the poster is meant for students who are feeling bad but are trying to work through it themselves. Meanwhile, the rows below that are for students who require emotional ...
Many schools find demographically similar groups of students struggling in academics, language, discipline, graduation rates, and other markers of student success. Once these patterns are identified, social justice leaders equip staff and students with the skills necessary to address discrepancies in student learning needs. [4]