Differentiation is simply attending to
the learning needs of a particular student or small group of students rather than the more typical pattern of teaching the class as though all individuals in it were basically alike.
Not exact matches
Medical
students need to
learn more about nutrition, and in
particular the role
of breast feeding in infant nutrition.
I'm going to focus on the development
of students» academic discourse as a high - leverage instructional practice that contributes to deeper
learning, one in which our urban
students need particular explicit instruction.
Based on these statements, we can categorize the schools roughly into five groups: those that have a child - centered or progressive educational philosophy and typically seek to develop
students» love
of learning, respect for others, and creativity (29 percent
of students); those with a general or traditional educational mission and a focus on
students» core skills (28 percent
of students); those with a rigorous academic emphasis, which have mission statements that focus almost exclusively on academic goals such as excelling in school and going to college (25 percent
of students); those that target a
particular population
of students, such as low - income
students, special
needs students, likely dropouts, male
students, and female
students (11 percent
of students); and those in which a certain aspect
of the curriculum, such as science or the arts, is paramount (7 percent
of students).
Well - functioning school choice requires a federal role in gathering and disseminating high - quality data on school performance; ensures that civil rights laws are enforced; distributes funds based on enrollment
of high -
need students in
particular schools; and supports a growing supply
of school options through an expanded, equitably funded charter sector and through the unfettered growth
of digital
learning via application
of the U.S. Constitution's commerce clause.
The teacher makes appropriate provisions (in terms
of time and circumstances for work, tasks assigned, communication and response modes) for individual
students who have
particular learning differences or
needs.
I've classed the resource as suitable for ages 7 - 14, but it really does depend on the age at which your
students begin their FRENCH, and what areas
of learning they might
need to focus on at
particular times during the school year.
Your design must meet the
learning needs of students in 2050, must accommodate 2,000
students, and must make use
of the natural benefits
of this
particular site, while also preserving at least half
of the existing wetland.»
As Lisa Hansel
of the Core Knowledge Foundation notes in the first sentence
of her recent Education Week commentary, «The Common Core
Needs a Common Curriculum,» the CCSS themselves clearly warn against this conflation (here): «[W] hile the standards make references to some
particular forms
of content,... they do not... enumerate all or even most
of the content that
students should
learn.
Students enrolled in the HGSE course will study how to recognize opportunities and assess
needs for informal
learning interventions; how to conduct, assemble, and synthesize research on media - based teaching and
learning in a
particular domain; how to design, test, and revise materials that are responsive to
particular audiences and objectives; how to make diversity a fundamental component
of the design process; and how to gauge the short - and long - term impact
of an intervention.
Of particular interest to me is our school's integration of the Responsive Classroom approach to learning, Social Thinking ® vocabulary and strategies and the Response to Intervention model to meet the social, emotional and behavioral needs of our student
Of particular interest to me is our school's integration
of the Responsive Classroom approach to learning, Social Thinking ® vocabulary and strategies and the Response to Intervention model to meet the social, emotional and behavioral needs of our student
of the Responsive Classroom approach to
learning, Social Thinking ® vocabulary and strategies and the Response to Intervention model to meet the social, emotional and behavioral
needs of our student
of our
students.
However, given as a list, none appear to have any
particular emphasis (i.e.,
learning theories (# 5) seems as important as parent communication (# 13) and motivation (# 4)-RRB-; they are not tailored to fit the
needs of teachers in any specific context (i.e., urban or rural, turnaround or successful); and they do not consider the developmental stage
of the
student as it relates to each topic.
I include suggestions for teachers and instructions for
students for each «step»
of the lesson plan, and I encourage you to modify any aspect
of this lesson so that it can suit the
need of your
particular students, schedule, and
learning goals.
Some
of the
particular strategies we use to respond to learner
need may be new — or newly adapted to provide support for
particular groups
of learners (such as English language learners or
students with
learning disabilities).
That's about differentiated
learning but it's about differentiating the way you relate to
students, it's not just about figuring out how the content ought to be packaged to meet the
needs of a
particular learner, their understanding and so forth, it's about how you are and the relationship that you establish with those kids and you
need to understand a whole range
of things to be able to do that well.
Thus, the Standards do not mandate such things as a
particular writing process or the full range
of metacognitive strategies that
students may
need to monitor and direct their thinking and
learning.
The architect you choose
needs to have an understanding
of school environments and the
particular needs of your educational program, and
needs to be familiar with the
learning and recreational
needs of students at various age levels.
There are lots
of notions and differing definitions
of what personalized
learning is, but when I, and many other disruptors use the phrase, we mean
learning that is tailored to an individual
student's
particular needs — in other words, it is customized or individualized to help each individual succeed.
Before the advent
of the internet... it was a labor - intensive process for a teacher to provide his
students with custom resources aligned to their
particular context, interests, and
learning needs....
In
particular, they emphasize the context - specific nature
of teaching and the
need for teachers to integrate knowledge
of subject matter,
students, and contextual conditions as they make instructional decisions, engage
students in
learning, and reflect on practice (Wayne & Youngs, 2003).
Then the education can be tailored to the individual
students»
needs, and the
students may take the time they
need to
learn a
particular topic, instead
of forcing all kids to the pace
of the mean (slowing quick
students who may lose interest and going faster than some
students can handle).
For the purposes
of AITSL Assessment for Migration a special education teacher (not elsewhere classified) is a specialist qualified teacher for working with
students with
particular learning difficulties not described in other special education teacher occupations (special
needs, hearing impaired, sight impaired) in primary, middle and secondary schools.
For the purposes
of AITSL Assessment for Migration a special
needs teacher is a specialist qualified teacher for working with
students with
particular learning difficulties, in primary, middle and secondary schools.
In it is a description
of the child,
learning goals and objectives for the year,
particular learning needs and focus areas, and past evaluations
of the
student is
learning, completed by the
student, their previous teacher, and their parents.
Additionally, to address the CCSSO demand that states support
learning for all
students, we considered the issue
of English as a Second Language and / or bilingual learners, examining whether or not the state documents explicitly attend to the
needs of those
particular children.
While Stephanie did mention her own instructional strategies as a part
of her evidence for lesson effectiveness, the function
of these strategies served to support her claims that she was attending to the
learning needs of this
particular subgroup
of students, the English learners in her class.
«The government
needs to consult with teachers and other educational stakeholders about the creation
of a broad and balanced curriculum that allows
students to follow their
particular interests and provides a range
of learning experiences,» he said.
In addition, they
need to consider evidence
of student thinking and
learning that is relevant to the
particular teaching episode under examination.
From participation in cooperative
learning activities,
students with emotional disorders can (1)
learn from positive role models how to control emotions and behave appropriately in group settings; (2) develop sensitivity to the
needs of others and understand people «as individuals rather than as stereotypical members
of a
particular group»; 14 (3) increase their ability for self - direction; (4) increase their interest in
learning; and (5) gain an increase in self - esteem.15 Likewise,
students who are not disabled are given the opportunity to become more understanding and accepting
of students who are emotionally behaviorally disordered.
Using this approach to educational technology inquiry, our focus can shift from technologies» supposed «effects» to understanding the processes and interim results
of how and why specific tools can and should be appropriated in
particular ways to help
students with distinct
needs and preferences to achieve identified
learning goals.
Addressing the
needs of their diverse
students, in
particular, English Language Learners and
students with special
needs, the authors discuss how a technology - rich
learning environment influences critical features
of the classroom.
Further,
particular aspects
of teachers» professional community — a shared sense
of intellectual purpose and a sense
of collective responsibility for
student learning — were associated with a narrowing
of achievement gaps in math and science among low - and middle - income
students.14 Strong professional
learning communities require leadership that establishes a vision, creates opportunities and expectations for joint work, and finds the resources
needed to support the work, including expertise and time to meet.15 Collaborative teacher teams can improve practice together by: 16
Over the course
of the year, they worked together to understand the
particular learning needs of their focal
students.
(e) The board shall establish the information
needed in an application for the approval
of a charter school; provided that the application shall include, but not be limited to, a description
of: (i) the mission, purpose, innovation and specialized focus
of the proposed charter school; (ii) the innovative methods to be used in the charter school and how they differ from the district or districts from which the charter school is expected to enroll
students; (iii) the organization
of the school by ages
of students or grades to be taught, an estimate
of the total enrollment
of the school and the district or districts from which the school will enroll
students; (iv) the method for admission to the charter school; (v) the educational program, instructional methodology and services to be offered to
students, including research on how the proposed program may improve the academic performance
of the subgroups listed in the recruitment and retention plan; (vi) the school's capacity to address the
particular needs of limited English - proficient
students, if applicable, to
learn English and
learn content matter, including the employment
of staff that meets the criteria established by the department; (vii) how the school shall involve parents as partners in the education
of their children; (viii) the school governance and bylaws; (ix) a proposed arrangement or contract with an organization that shall manage or operate the school, including any proposed or agreed upon payments to such organization; (x) the financial plan for the operation
of the school; (xi) the provision
of school facilities and pupil transportation; (xii) the number and qualifications
of teachers and administrators to be employed; (xiii) procedures for evaluation and professional development for teachers and administrators; (xiv) a statement
of equal educational opportunity which shall state that charter schools shall be open to all
students, on a space available basis, and shall not discriminate on the basis
of race, color, national origin, creed, sex, gender identity, ethnicity, sexual orientation, mental or physical disability, age, ancestry, athletic performance, special
need, proficiency in the English language or academic achievement; (xv) a
student recruitment and retention plan, including deliberate, specific strategies the school will use to ensure the provision
of equal educational opportunity as stated in clause (xiv) and to attract, enroll and retain a
student population that, when compared to
students in similar grades in schools from which the charter school is expected to enroll
students, contains a comparable academic and demographic profile; and (xvi) plans for disseminating successes and innovations
of the charter school to other non-charter public schools.
Many colleges and universities are instituting programs to address the
particular learning needs of students who are poor and first in their family to attend college.
Students spend up to 20 %
of their school day
learning at their own pace and focusing on their
particular needs in small groups and on computers.
Interpreting the Progress Monitoring Graph: FastBridge
Learning provides a graph that shows the goal line (i.e., the line that goes from the starting point to the end
of the year goal), the line that best fits the
student's progress monitoring data, and a benchmark line (which indicates where a
student needs to be for a
particular benchmark season).
To give effective,
learning - focused feedback, teachers
need deep content knowledge and deep understanding
of how
students learn particular content.
Commmunity
Needs Assessments Community
Needs Assessment: Overview Community
Needs Assessment: All 4th - 8th Grade
Student Needs Assessment High School Student Needs Assessment Student Wish List Survey Teacher Assessment Parent Interest Survey Community Focus Group Design School & Community Demographic Data School & Community Conditions Analysis Community Asset Mapping Community Asset Mapping: Overview Community Resource Assessment Overview and Community Resource Assessment Advisory Board Development Planning Community School Advisory Boards: How Resource Coordinators Can Engage Community Members in Shared Ownership of the Community School Step 1: Identifying Potential Members Step 2: Prioritizing Potential Members Step 3: Identifying Strengths of Potential Members Step 4: Inviting Advisory Board Members Creating an Engaging Environment Sample Advisory Board Meeting Agenda Out - of - School Time Planning Afterschool Lesson Plan Database Afterschool Training Toolkit: Building Quality Enrichment Activities Consumer Guide to Afterschool Science Resources Newsletter Templates General Community Schools Newsletter Template General Community Schools Newsletter Template - Spanish Addressing Complex Challenges Common Core Transition Community schools and resource coordinators, in particular, have an important role to play in supporting student learning that is engaging, collaborative, fosters critical thinking AND is aligned to the Common Core Learning Sta
Student Needs Assessment High School
Student Needs Assessment Student Wish List Survey Teacher Assessment Parent Interest Survey Community Focus Group Design School & Community Demographic Data School & Community Conditions Analysis Community Asset Mapping Community Asset Mapping: Overview Community Resource Assessment Overview and Community Resource Assessment Advisory Board Development Planning Community School Advisory Boards: How Resource Coordinators Can Engage Community Members in Shared Ownership of the Community School Step 1: Identifying Potential Members Step 2: Prioritizing Potential Members Step 3: Identifying Strengths of Potential Members Step 4: Inviting Advisory Board Members Creating an Engaging Environment Sample Advisory Board Meeting Agenda Out - of - School Time Planning Afterschool Lesson Plan Database Afterschool Training Toolkit: Building Quality Enrichment Activities Consumer Guide to Afterschool Science Resources Newsletter Templates General Community Schools Newsletter Template General Community Schools Newsletter Template - Spanish Addressing Complex Challenges Common Core Transition Community schools and resource coordinators, in particular, have an important role to play in supporting student learning that is engaging, collaborative, fosters critical thinking AND is aligned to the Common Core Learning Sta
Student Needs Assessment
Student Wish List Survey Teacher Assessment Parent Interest Survey Community Focus Group Design School & Community Demographic Data School & Community Conditions Analysis Community Asset Mapping Community Asset Mapping: Overview Community Resource Assessment Overview and Community Resource Assessment Advisory Board Development Planning Community School Advisory Boards: How Resource Coordinators Can Engage Community Members in Shared Ownership of the Community School Step 1: Identifying Potential Members Step 2: Prioritizing Potential Members Step 3: Identifying Strengths of Potential Members Step 4: Inviting Advisory Board Members Creating an Engaging Environment Sample Advisory Board Meeting Agenda Out - of - School Time Planning Afterschool Lesson Plan Database Afterschool Training Toolkit: Building Quality Enrichment Activities Consumer Guide to Afterschool Science Resources Newsletter Templates General Community Schools Newsletter Template General Community Schools Newsletter Template - Spanish Addressing Complex Challenges Common Core Transition Community schools and resource coordinators, in particular, have an important role to play in supporting student learning that is engaging, collaborative, fosters critical thinking AND is aligned to the Common Core Learning Sta
Student Wish List Survey Teacher Assessment Parent Interest Survey Community Focus Group Design School & Community Demographic Data School & Community Conditions Analysis Community Asset Mapping Community Asset Mapping: Overview Community Resource Assessment Overview and Community Resource Assessment Advisory Board Development Planning Community School Advisory Boards: How Resource Coordinators Can Engage Community Members in Shared Ownership
of the Community School Step 1: Identifying Potential Members Step 2: Prioritizing Potential Members Step 3: Identifying Strengths
of Potential Members Step 4: Inviting Advisory Board Members Creating an Engaging Environment Sample Advisory Board Meeting Agenda Out -
of - School Time Planning Afterschool Lesson Plan Database Afterschool Training Toolkit: Building Quality Enrichment Activities Consumer Guide to Afterschool Science Resources Newsletter Templates General Community Schools Newsletter Template General Community Schools Newsletter Template - Spanish Addressing Complex Challenges Common Core Transition Community schools and resource coordinators, in
particular, have an important role to play in supporting
student learning that is engaging, collaborative, fosters critical thinking AND is aligned to the Common Core Learning Sta
student learning that is engaging, collaborative, fosters critical thinking AND is aligned to the Common Core Learning St
learning that is engaging, collaborative, fosters critical thinking AND is aligned to the Common Core
Learning St
Learning Standards.
Thus, in an effort to support teachers and to give them the baseline data that they
need in real time at the end
of the year, we are am administering a series
of short end -
of - the - year tests to give teachers an accurate and up to date picture
of their
students» full
learning profiles, and in
particular the skills and concepts that
need to be re-taught or strengthened to ensure
student success in the new school year term.
The profession rejected this strictly «formalist» approach to teaching writing processes as inadequate preparation for independent legal writing and analysis.44 The shift away from models in legal writing instruction accompanied a shift to teaching
students to write from the social perspective.45 The social perspective integrates into writing processes an understanding
of the purposes for which a
particular document is written, the identities
of its audiences, and the
needs of those audiences.46 Part
of the New Rhetoric evaluates
students» work, in part, by how well it fulfills the audiences»
needs.47 The difficulty for the first - year law
student in this paradigm for
learning analysis and writing processes is that she does not know the audience for her first legal writing projects, and she has no basis for comprehending the audience's
needs.
Laptops can be useful in
particular kinds
of courses or sessions (hands - on practice with a research tool, e.g.) or for a very
particular purpose (referencing a resource under discussion, working with
learning management system content and tools, annotating notes taken from pre-reading, e.g.), or for accommodation
of individual
student learning needs (adaptive
learning software, e.g.).
For university programs to work with schools» staff and to plan and train for the development
of learning environments that encourage success for Aboriginal and Torres Strait Islander
students; to cooperate in providing information about what core skills are
needed for
students to develop an achievable academic / science language base so that they can move into degrees in higher education, and in
particular, in the health sciences;