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Carol Tomlinson

Carol Tomlinson
Related:  Pedagogy

Differentiating Your Classroom with Ease - The Brown Bag Teacher For me, differentiating no longer means creating separate games/activities/learning targets. It doesn't mean that some students do more work or students are being taught different content. It does mean tweaking activities, so they have the just-right scaffolds and pushes for my students. To me - right now - differentiation means... Believing these things, our team has developed structures and organization to help us be intentional in our planning. What do I need? Like most teacher stories, it all starts with school supplies. How do you group and organize for your groups? We flexibly group our friends into these 3 groups - green (below grade-level), yellow (on grade-level), and blue (above grade-level) for math and reading. Color-coding groups really helps with planning and organizing my small-group materials. Right behind my teacher table, I also keep these color-coded bins organized and stocked for Guided Math. What does DI actually look like in your Reading Block?

Differentiation | Teaching AC English Differentiating teaching and learning requires knowledge of each student’s background and experiences, interests, readiness and learning needs. Teachers use this knowledge to plan and implement curriculum, teaching strategies, learning experiences and assessments that provide multiple pathways for learning for every student. This ensures all students have equitable access to curriculum and are able to demonstrate success. Knowing your students is the key to differentiating teaching and learning – what they know and can do, what they need to learn next and how best to teach them and monitor their progress. The Australian Curriculum is shaped by the proposition that each student can learn and that every student’s needs are important. The aspects of differentiation represented in these vignettes include:

Home 7 Neuroscience Fundamentals For Instructional Designers - eLearning Industry The brain is a beautiful thing. It's also one of the most complex and complicated structures known to man. Every emotion, thought, and memory involves countless chemical reactions and neural pathways. To learn new information, our minds must be primed for the task. Which is why eLearning professionals should consider these 7 neuroscience fundamentals for their Instructional Design. 1. Our brains are often likened to machines. 2. Learning isn't as simple and straightforward as some might think. 3. The human memory is finite. 4. It probably comes as no surprise that humans love rewards. 5. Everyone needs a bit of personalized praise from time to time. 6. It's a known fact that stress wreaks havoc on the body. 7. Joyful and positive eLearning experiences are more memorable. These neuroscience fundamentals give you the opportunity to create personalized eLearning courses that motivate, inspire, and engage your online learners. Would you like to learn more about the psychology of learning?

Video resources Dyslexie en vreemde talen: een onmogelijke combinatie? | Code Lessius Binnen het reguliere secundair onderwijs komt elke jongere in contact met vreemde talen. Jongeren met dyslexie ervaren het aanleren van vreemde talen vaak als een extra struikelblok. De moeilijkheden die ze in het Nederlands ervaren, treden ook op bij de studie van vreemde talen. Als leerkracht is het niet evident om met deze (bijkomende) moeilijkheden om te gaan.

Students are not hard-wired to learn in different ways – we need to stop using unproven, harmful methods In our series, Better Teachers, we’ll explore how to improve teacher education in Australia. We’ll look at what the evidence says on a range of themes including how to raise the status of the profession and measure and improve teacher quality. In health there are well-established protocols that govern the introduction of any new drug or treatment. Of major consideration is the notion of doing no harm. In education there are no such controls and plenty of vested interests keen to see the adoption of new strategies and resources for a variety of ideological and financial reasons. Teachers need to be critical consumers of research – as with medicine, lives are also at stake – yet with the best will in the world and without the knowledge and time to do so, decisions may be made to adopt new approaches that are not only ineffectual, but can actually do harm. Lack of evidence Psychologists and neuroscientists agree there is little efficacy for these models, which are based on dubious evidence.

Differentiating the curriculum The Policy and implementation strategies for the education of gifted and talented students: Support package: Curriculum differentiation (2004) (pdf 1345kb) provides an introduction to curriculum differentiation for gifted and talented students and is suitable for all stages of schooling. It needs to be read in conjunction with the Policy and implementation strategies for the education of gifted and talented students (revised 2004) and its companion document Guidelines for the use of strategies to support gifted and talented students (2004) (pdf 270kb). How to cater for gifted students ­– differentiating the curriculum The purpose of differentiating the curriculum is to provide appropriate learning opportunities for gifted and talented students. Three important characteristics of gifted students that underscore the rationale for curriculum differentiation (Van Tassel–Baska, 1988) are the capacity to: Pre-testing The creation of a differentiated curriculum requires some pre-planning.

How to praise your child: why simply saying 'well done' is not helpful How do you react when you hear expressions like “well done”, “another A grade”, “aren’t you clever” and “great work”? Maybe you use them yourself with your children in the belief that it will encourage them to work hard and do well. It turns out that praise like this is not helpful and can actually damage children. Stanford University researcher Carol Dweck has shown that generalised praise of this kind can all too easily create learners who have what she calls a “fixed mindset”. These children are afraid to make mistakes, unlikely to put in the necessary effort and, most importantly, unwilling to really practise because they have a fixed view of how smart they are. When you label a child as “clever” you are not helping them. Instead we need to be specific with our praise and focus on how the outcome was achieved: I really noticed how much effort you put into selecting interesting vocabulary in your opening paragraph. How to give effective feedback Why does that matter?