Sentences with phrase «effective differentiation»
It offers over 90 practical and time - saving strategies for effective differentiation in every classroom.
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Understanding how much a student already knows about a topic is vital for effective differentiation in the classroom.
Rather, the chapter first reviews key vocabulary and principles of effective differentiation.
It was one of the most practical, effective differentiation designs I have experienced.
We are seeing more effective differentiation in classrooms as a result».
Effective differentiation starts with knowing the students» academic strengths, interests, and perspectives.
Furthermore, we need to support teachers so they understand how effective differentiation can be achieved through a team - taught learning environment, utilising small group workshops which drive the overall learning intentions.
Effective differentiation begins with and is shaped by ongoing assessment for learning activities
Effective differentiation requires teachers to assess student status before a unit of study begins (pre-assessment), throughout the unit of study (formative or ongoing assessment), and at key ending or wrap - up points in a unit of study (summative assessment).
My latest Ed Week column contains suggestions of effective differentiation strategies from Katherine S. McKnight, Jessica Hockett, Christie Amburn, Elise Yerkey and Barbara Blackburn.
PBL can allow for effective differentiation in assessment as well as daily management and instruction.
Effective differentiation and, by extension, student learning, must make the tasks and focus appealing to students.
Slide 20 is a selection of exam questions suitable to use in the envelopes for effective differentiation and targeted learning based on pupils target grades / areas of weakness.
A quite compelling conclusion to the report goes on to explain that effective differentiation tailored to student ability «clearly has the potential to create environments that maximise learning and the potential for success for all students, regardless of skill level or background».
Tomlinson (1999) offers a caveat: «For all its promise... effective differentiation is complex to use and thus difficult to promote in schools.
Which of the attributes do you feel are particularly important for effective differentiation?