By Gayle H. Gregory, Linda (Lin) M. (Marlene) Kuzmich
A step by step consultant to designing differentiated guide to aid all scholars develop and succeed!Data pushed guideline, standards-based educating, diagnostic educating, high-stakes tests . . . they’re not only buzz phrases. The learn indicates that those realities for today’s faculties actually provide academics robust instruments for making plans differentiated guide. bankruptcy via bankruptcy, this source covers every thing you want to recognize, including:Using facts to create a good lecture room climateUsing facts to distinguish guide for scholar studying types utilizing facts for pre-assessment, formative evaluation, and ultimate assessmentCurriculum techniques for information pushed instructionAdjustable assignments for differentiated learningData pushed lesson making plans for differentiated studying
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Additional info for Data Driven Differentiation in the Standards-Based Classroom
Sample text
I might be able . . What d i d you do . . Feels Like: Uncomfortabl e Frustrating Discou raging Confusing G reat, if things start working SOU RCE: Ad a pted from H i l l a n d H a n cock, 1 99 3 . Figure 2. 1 8 I ntel ligent Behaviors and Learni n g Styles Puppies Beach Balls Flexibility in th i n king Empath ic l istening Posing q uestions and p roblems Using a l l senses D rawing o n past expe riences C reativity \ Clipboards Microscopes Checking for accuracy and precision Pe rsistence Precise and accurate language Metacognition Using all the senses Sense of efficacy as a thinke r Decreasing i m p u l s ivity 49 50 Data D riven D ifferentiation i n t h e Sta n d a rds-Based C l assroom Figure 2.
Expectation Uses cause-andeffect analysis • • • • • peer assistance and evaluation with a ticket out that explains the cause and effect of an action or new learning Respect: Reinforce student questions for growing insight and clarity Cultural History: Check assumptions through comparisons with past and cu rrent practice Copyright © 2004 by Corwin Press. All rig hts reserved . Repri nted from Data Driven Differentiation in the Standards-Based Classroom, by Gayle H. G regory a n d Lin Kuzm i c h .
I might be able . . What d i d you do . . Feels Like: Uncomfortabl e Frustrating Discou raging Confusing G reat, if things start working SOU RCE: Ad a pted from H i l l a n d H a n cock, 1 99 3 . Figure 2. 1 8 I ntel ligent Behaviors and Learni n g Styles Puppies Beach Balls Flexibility in th i n king Empath ic l istening Posing q uestions and p roblems Using a l l senses D rawing o n past expe riences C reativity \ Clipboards Microscopes Checking for accuracy and precision Pe rsistence Precise and accurate language Metacognition Using all the senses Sense of efficacy as a thinke r Decreasing i m p u l s ivity 49 50 Data D riven D ifferentiation i n t h e Sta n d a rds-Based C l assroom Figure 2.