Tomlinson Chapter 8-10

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Flipped Classroom

Bryan Tranにより

Attitude And Behavior

Lara El Bachoutiにより

Complex cognitive processes

vikash baichooにより

Chanel

Simran Basraにより

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

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

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).

Equalizing for DI= successful student performance

Cultivate and affirm student interest= successful DI and teaching

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

Tomlinson Chapter 8-10

INTEREST

Negotiated Criteria

Literature Circles

Jigsaw

WebQuests

Group Investigation

Design-A-Day

Orbitals

I-search

Guidelines

Combination of DI

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

Welcome Ideas and Show Interest

Sharing Quads or Adults Who Have Similar Interest

Scaffolding

Learning About an Interest Area

Expanding Student Interest

New Forms of Expression

See things in new light

Real Life application

Drawing on Existing Student Interest

Specialty Teams

Interest Centers or Groups

Sidebar

LEARNING PROFILE

Strategies

Varied Approaches to Organzing Ideas

4-Mat

Entry Points

Complex Instruction

Learning Profile Factors

Combined Preference

Gender-Based Preference

Culture-Influenced Preference

Intelligence Preference

Brain-based Predispositions for Learning

Learning-style Preference

READINESS

Slow to Quick

Less Independence to Greater Independence

More Structured to More Open

Small Leap to Great Leap

Single Facet to Multiple Facets

Simple to Complex

Concrete to Abstract

Opens A Door For Meaningful Abstraction

Foundational to Transformational

The Equalizer