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Carol Tomlinson

Carol Tomlinson

Related:  Differentiated Instruction & InclusionPedagogy

Differentiated instruction 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 different students with different avenues to learning (often in the same classroom) in terms of: acquiring content; processing, constructing, or making sense of ideas; and developing teaching materials and assessment measures so that all students within a classroom can learn effectively, regardless of differences in ability.[1] Students vary in culture, socioeconomic status, language, gender, motivation, ability/disability, personal interests and more, and teachers must be aware of these varieties as they plan curriculum. Brain-based learning[edit] Differentiation is rooted and supported in literature and research about the brain. As Wolfe (2001) argues, information is acquired through the five senses: sight, smell, taste, touch and sound. Pre-assessment[edit] Ongoing assessment[edit]

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. Today I'm sharing some ideas, resources, and specific examples that have worked in my classroom.

10 talks on making schools great With just over a month to go before the 2012 presidential election in the US, eyes around the world are on the contest between Barack Obama and Mitt Romney. The election may well come down to a few key issues. So what matters most to Americans? Making a Difference Published Online: September 10, 2008 Published in Print: September 10, 2008, as Making a Difference Interview Differentiated instruction—the theory that teachers should work to accomodate and build on students' diverse learning needs—is not new. But it's unlikely that anyone has done more to systematize it and explicate its classroom applications than University of Virginia education professor Carol Ann Tomlinson.

How Layered Curriculum Saved My Career Details Written by Mark Clements I firmly believe sometimes we make this “teaching” thing entirely too freaking complicated. For some reason, this image showed up in Microsoft Clipart when I typed in "Frustrated Teacher". Pretty much sums up how I was feeling after my first couple years, actually. Kids are kids. 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.

Differentiated Instruction and Universal Design for Learning NCTM News Bulletin (April 2008) by Nancy Berkas and Cyntha Pattison Planning differentiated mathematics lessons requires a fundamental understanding of the mathematics content. Differentiating Instruction Using Layered Curriculum Details Written by Mark Clements Layered Curriculum, 2nd Edition by Kathie Nunley is a fantastic read that is largely responsible for saving my education career. As you may have read elsewhere or heard me speak about in person, Dr. Kathie Nunley’s Layered Curriculum® without a doubt saved my teaching career. 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.