Distinctive Distance Education Design: Models for Differentiated Instruction


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If when we try and implement a program we took the time to talk about the various ways this format has tried to be implemented, we could get a better handle on what we want it to look like.

Using Multiple Teaching Styles to Meet the Needs of Diverse Students

Personally, I think we need to make something sound easy and enticing to those that have to implement and for God's sake That's a huge problem for teachers today I am planning to conduct a study about it's effectiveness in enhancing my students conceptual understanding and attitude in my subject since it's, well, considered by many as a hard science.

Another question is, should i also differentiate the learning environment? By the way i want to differentiate my methods based from my students learning styles only.. Help pls: thanx. I love the information, it really demonstrated all the components of differentiated teaching. The ideals were great. OK, jg and all of your supporters, yes, elementary teachers work hard too, but I have as an administrator seen elementary teachers who seem to think lesson planning consists of turning to the next page in the teacher edition - and I don't mean the night before - I am talking about doing that when it's time to teach the lesson, so HS teachers with yellowed lesson plans in a dusty cabinet don't have a monopoly on lack of planning.

There are excellent and poor teachers at all levels, and none of them have an easy job. We do ourselves a disservice when we bicker back and forth about who has the toughest job.


  • Duplicate citations;
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  • Aperture Synthesis: Methods and Applications to Optical Astronomy.
  • Differentiated Instruction for the Diverse Classroom;
  • Differentiated instruction?
  • Teachers Adjust Methods Based on How Students Learn.

However, in this discussion, the number of students per day IS a valid concern. If you have the same 30 kids all day, even if it is for all possible subjects, you can get to know their learning needs and allow activities to flow from one to another, covering more than one topic in the same activity. You can use non-fiction reading materials for reading and science, you can teach a math and science combination lesson together with a writing assignment afterward, etc. The HS teacher has to stick to one topic and stop after X minutes to begin again with a new group - and every group is composed of different students with unique needs.

In many states, and especially now with the Common Core, the sheer number of topics to cover during the course can be quite daunting, and teachers feel the pressure to cover the material. I don't equate coverage with teaching - I am just saying there is a lot of pressure to cover all objectives. And, I hate to burst your bubble, many HS teachers do have multiple subjects in a single day. However, even the year that I had four sections of geometry and one of another math so only two preps , the four geometry classes were all different and had to be approached differently.

Same topic with different kids does not mean that you can do exactly the same lesson.

Differentiated Instruction for English Language Learners | Colorín Colorado

Differentiation is difficult but worthwhile, and it is not something you can do for every lesson every day, but excellent teachers find a way to do as much as they can to help all students achieve. I teach high school science. You can come up with new jargon all you want but I have always been implementing these strategies. If you want your student to learn and if you find that they are not doing as well as you would like then naturally you modify, tweak, alter your methods as much as you can to get different results.

For much of us it is trial and error. Unfortunately I have seen many teachers who have no business in the teaching profession. But that goes the same for many other professions that deal with the general public…. I find nothing significantly new or different in this or much of the other tools talked about …which probably means what has been said before. Though people can be taught to teach, clearly, some are born to teach. Just an observation, I am old enough to remember a form of technology, a pesticide, that was used to minimize damage to crops thus yielding an increase in harvest and therefore profit margins.

It's the American way.. Unfortunately, more often than not there is a "cost of doing business". In the case of this particular pesticide, it was later discovered to be the sole reason for the almost complete extinction of a bird that our country uses as its symbol of strength, freedom and nobility. What does this have to do with differentiated learning and all the many techniques and strategies that seem to be at the center of discussion on educational reform?

The examples are endless The pesticide technology was created ultimately to help produce as high a yield of crop as possible so that demands can be met and money can thus be made. In fact, American slave trading existed for fundamentally the same reasons. The drive was about making large amounts of money regardless of the means by which it was accomplished and then through cognitive dissonance,..

Are we or at least the few economic elite so different from the days of imperialism? Just how far have we come as human beings from this need to acquire land, collect as much wealth as possible, to commodify the entire planet including our own kind? Here we are in the "digital age". We have created a world for our children, a world in which they are being so profoundly impacted by this new way of making money through technology. The human-screen analog digital interface. Have we gone too far without any kind of check and balance system in place.

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What did you think would happen when our infants are raised in the world of "human to digital screen" interfacing. These children have been raised in a world of "sensory overload". The brain, the mind of the human is amazing But exactly what kind of world is our brain making sense of if the world is a virtual one.. A kind of matrix of our own doing. The mind will absorb I ask you, is it any wonder why the methods of instruction that have been used to pass on civilization inter-generationally for centuries if not millennia have suddenly in a couple of decades seemed to fall short in achieving the goals of educating our children.

Kesserian Ingera? Is it shocking that we are faced with alleged epidemic proportions of conditions like A. Surely some correlation, no? I remember learning that one should never place a baby in a crib without some sort of toys and devices that can help develop as many of its senses as possible. The smart infant and toddler toy companies based on research developed and marketed a plethora of "toys" for in and out of the crib They press a key here and this happens, press a different key and that happens, toggle a joystick and observe all the changes on the screen.

These amazing little minds are absorbing and processing more than we can ever know while they fidget with these devices. But like so many technologies infused into our society, we simple don't know the full implications of its introduction. So like we did with DDT we have deal with it head on or ultimately deal with its irreparable consequences down the road. I am in no way suggesting that we arrest the advancement of science and technology In our great creativity and inventiveness can stand back and ask ourselves A re-examination of who we are as a society.

A deeper look into axiology and epistemology is needed. Our future on this earth Yes let's differentiate our lives as well as our lessons. Sometimes reviewing routinely pre-requisite skills consistently to ensure that students are not lacking or are brought up to the current skill is what is needed. TK - I am so glad you can do it with 22 students but try over without any teaching assistants. Both Elementary and High School teachers are correct, both of their jobs create quite different problems.

Each classroom presents its own types of challenges. Some classes just aren't condusive to DI, because of the student population you have, and numbers, and weather or not you have an aide. If you have a class with alot of behavior issues and you are the only one in the room, alot of group activities will fail because you can't turn your back on a certain student or two in that situation.

We have been talking about DI since I began teaching in the mid 's we just didn't have a name for it, we called it teaching, and everyone knew that it was our job to try to reach every student, and use whatever means necessary to do so, now they have names for everything and DI has been around alot longer than the name for it.

Also don't try to tell another teacher what they can and can't do in their classroom until you have sat in their specific classroom and witness and monitor the dynamics yourself, because as wonderful as DI is, it doesn't work for everything and isn't the cure all. I have to give Diane Kudos too.

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Teachers have to be creative when differentiating large groups and subjects or level should not stop us. I am actually differentiating learning activities of my students. It is really challenging especially if you have forty-five to fifty students in a class. Fortunately, I have already differentiated four skills in vocabulary: synonyms, antonyms, words with multiple meanings, and idioms. We had so much fun, learning, and everybody has a "voice".

I would like to differentiate now skills in reading--noting details, getting the main ideas, making inferences, and determining the tone or mood. However, I am still groping what to do especially in noting details and getting the main ideas. Please advise me. Develop practical strategies for differentiating instructional content, process and product. Create a classroom structure and roles that support effective differentiated instruction.

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    A Model of Differentiated Instruction

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    Distinctive Distance Education Design: Models for Differentiated Instruction Distinctive Distance Education Design: Models for Differentiated Instruction
    Distinctive Distance Education Design: Models for Differentiated Instruction Distinctive Distance Education Design: Models for Differentiated Instruction
    Distinctive Distance Education Design: Models for Differentiated Instruction Distinctive Distance Education Design: Models for Differentiated Instruction
    Distinctive Distance Education Design: Models for Differentiated Instruction Distinctive Distance Education Design: Models for Differentiated Instruction
    Distinctive Distance Education Design: Models for Differentiated Instruction Distinctive Distance Education Design: Models for Differentiated Instruction
    Distinctive Distance Education Design: Models for Differentiated Instruction Distinctive Distance Education Design: Models for Differentiated Instruction
    Distinctive Distance Education Design: Models for Differentiated Instruction Distinctive Distance Education Design: Models for Differentiated Instruction

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