This link has been bookmarked by 81 people . It was first bookmarked on 09 Apr 2007, by drleftwich.
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Debra GottslebenIdeas for differentiating classroom instruction.
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Fiona WaldDifferentiating the curriculum, assessment
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Gary Bertoia"Teachers new to differentiating instruction may initially choose to use individual strategies and begin by differentiating either content, process or product .
It is also important to recognize that there is a considerable overlap between the strategies listed below. As teachers become comfortable with these strategies several may be very effectively employed simultaneously" -
Michael Kaechelepractical classroom strategies for differentiation
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Mary RodgerComprehensive list of Differentiation resources
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Carol BroosDifferentiating the classroom
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Barbara LindseyThanks to Russel Tarr at: http://classtools.net/twitter/tweet.php?message=Strategies%2520for%2520Differentiations&url=http://members.shaw.ca/priscillatheroux/differentiatingstrategies.html
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Cindy MarstonTeacher-prepared information about DI with some links.
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Paul BoyerWithin the four ways for differentiating instruction there are embedded several other learning strategies which are used in conjunction with each other. (http://www.dese.state.mo.us/divinstr/gifted/pubref.htm#INSTRUCTIONAL%20STRATEGIES) Missouri Department of Education
Teachers new to differentiating instruction may initially choose to use individual strategies and begin by differentiating either content, process or product .
It is also important to recognize that there is a considerable overlap between the strategies listed below. As teachers become comfortable with these strategies several may be very effectively employed simultaneously. -
debbie oestreicherWithin the four ways for differentiating instruction there are embedded several other learning strategies which are used in conjunction with each other.
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Adalia DavisGreat examples on HOW to differentiation
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Teachers
new to differentiating instruction may initially choose to use
individual strategies and begin by differentiating either
content,
process or product .
It is
also important to recognize that there is a
considerable overlap between the strategies listed below. As teachers
become comfortable with these strategies several may be very effectively
employed simultaneously.
-
-
Kathe SantilloWithin the four ways for differentiating instruction there are embedded several other learning strategies which are used in conjunction with each other.
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However, readiness
is constantly changing and as readiness changes
itis important that students be permittedto move between different groups
(see flexible grouping). Activities for each group are often differentiated by complexity. Students whose
understandingis below grade level will work at tasks inherently less
complex than those attempted by more advanced students. Those students
whose reading levelis below grade level will benefit by reading with a
buddy or listeningto stories/instructions using a tape recorder so that
they receive information verbally. -
During
large group discussion activities, teachers direct the higher level
questionsto the studentswho can handle them and adjust questions
accordingly for student with greater needs. All students are answering
important questions that require themto think but the questions are
targeted towards the student’s ability or readiness level. - 5 more annotations...
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Jennifer JensenWithin the four ways for differentiating instruction there are embedded several other learning strategies which are used in conjunction with each other.
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