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nmsa vocab - Chester School District
nmsa vocab - Chester School District

... • Vocabulary learning occurs in language arts classrooms and content area classrooms, especially with regard to incidental word learning through context. Studies have shown that upper-grade students across ability levels can acquire vocabulary incidentally through reading and listening. • A study fo ...
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Setting Up Interesting Learning Opportunities
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... A Recap of Setting Up Interesting Learning Opportunities All of the strategies that we’ve discussed are ways that teachers can use to create interesting learning opportunities for children who might not otherwise be interested in practicing a skill. The purpose or end result of each of these strateg ...
Humanism, when applied to psychology and learning
Humanism, when applied to psychology and learning

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Behavior Tracker Pro http://itunes
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CLIL Definition CLIL - Content and language integrated learning

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FLUTE:

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https://www.heacademy.ac.uk/sites/default/files/briefingguide_06.pdf
https://www.heacademy.ac.uk/sites/default/files/briefingguide_06.pdf

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Differentiated instruction

Differentiated instruction and assessment (also known as differentiated learning or, in education, simply, differentiation) is a framework or philosophy for effective teaching that involves providing different students with different avenues to learning (often in the same classroom) in terms of: acquiring content; processing, constructing, or making sense of ideas; and developing teaching materials and assessment measures so that all students within a classroom can learn effectively, regardless of differences in ability. Students vary in culture, socioeconomic status, language, gender, motivation, ability/disability, personal interests and more, and teachers must be aware of these varieties as they plan curriculum. By considering varied learning needs, teachers can develop personalized instruction so that all children in the classroom can learn effectively. Differentiated classrooms have also been described as ones that respond to student variety in readiness levels, interests and learning profiles. It is a classroom that includes all students and can be successful. To do this, a teacher sets different expectations for task completion for students based upon their individual needs.Differentiated instruction, according to Carol Ann Tomlinson (as cited by Ellis, Gable, Greg, & Rock, 2008, p. 32), is the process of “ensuring that what a student learns, how he or she learns it, and how the student demonstrates what he or she has learned is a match for that student’s readiness level, interests, and preferred mode of learning.” Teachers can differentiate through four ways: 1) through content, 2) process, 3) product, and 4) learning environment based on the individual learner. Differentiation stems from beliefs about differences among learners, how they learn, learning preferences, and individual interests (Anderson, 2007). Therefore, differentiation is an organized, yet flexible way of proactively adjusting teaching and learning methods to accommodate each child's learning needs and preferences to achieve maximum growth as a learner. To understand how our students learn and what they know, pre-assessment and ongoing assessment are essential. This provides feedback for both teacher and student, with the ultimate goal of improving student learning. Delivery of instruction in the past often followed a ""one size fits all"" approach. In contrast, differentiation is individually student centered, with a focus on appropriate instructional and assessment tools that are fair, flexible, challenging, and engage students in the curriculum in meaningful ways.
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