Tomlinson Chapter 8-10

READINESS

The Equalizer

Foundational to Transformational

Concrete to Abstract

Opens A Door For Meaningful Abstraction

Simple to Complex

Single Facet to Multiple Facets

Small Leap to Great Leap

More Structured to More Open

Less Independence to Greater Independence

Slow to Quick

LEARNING PROFILE

Learning Profile Factors

Learning-style Preference

Intelligence Preference

Brain-based Predispositions for Learning

Culture-Influenced Preference

Gender-Based Preference

Combined Preference

Strategies

Complex Instruction

Entry Points

4-Mat

Varied Approaches to Organzing Ideas

INTEREST

Drawing on Existing Student Interest

Sidebar

Interest Centers or Groups

Specialty Teams

Expanding Student Interest

Real Life application

New Forms of Expression

See things in new light

Guidelines

Learning About an Interest Area

Scaffolding

Sharing Quads or Adults Who Have Similar Interest

Welcome Ideas and Show Interest

A greatest gift a teacher can give is permission to explore a topic, time to do it, and an interested ear (p. 58).

Combination of DI

Strategies

I-search

Orbitals

Design-A-Day

Group Investigation

WebQuests

Jigsaw

Literature Circles

Negotiated Criteria

The goals of learning-profile differentiation are to help individual learners understand modes of learning that work best for them... (p. 60).

Cultivate and affirm student interest= successful DI and teaching

Equalizing for DI= successful student performance

A good readiness match pushes the student a little beyond his or her comfort zone and then provides support in bridging the gap between the known and unknown (p. 45).

If a student has a spark of curiosity about a topic, learning is more likely for that student (p. 52).

Accommodating students preferred ways of learning through DI= successful student learning