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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 ...
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]
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 ...
During tracking, students are differentiated in the different sets, with those put in higher sets getting the message that the school regards them as better students, and those in lower sets getting the message that the school regards them as worse students. They therefore polarise into separate and differing student subcultures.
Differentiated Instruction: Instruction is differentiated to meet the diverse needs of ELLs, taking into account their varying levels of English proficiency, academic readiness, and learning styles. Teachers may provide additional support or modify assignments as needed to ensure all ELLs can access the curriculum.
National Center for Education Evaluation (2009). "Assisting Students Struggling with Mathematics: Response to Intervention (RtI) for Elementary and Middle Schools". "NetDay's 2004 Survey results show 58 percent of students have cell phones, 60 percent e-mail or IM adults on a weekly basis". NetDay News. March 8, 2005
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 .
Richard W. Strong (February 26, 1946 – January 27, 2008) was an American education expert, former teacher and author. He co-founded the Institute for Community and Difference.