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Elements of Curriculum That Can Be Differentiated. Content. A teacher can differentiate content. Process. A teacher can differentiate process. Products. A teacher can also differentiate products. Readiness. Interest. Learning Profile.
1. Differentiating content, process, product, learning environment. Differentiating access to content. Content: • includes curriculum topics, concepts, or themes. • reflects state or national standards. • presents essential facts and skills. Differentiating content involves: • providing students with choices in order to add depth to
1 Oct 2014 Four ways to differentiate instruction. According to Tomlinson, teachers can differentiate instruction through four ways: 1) content, 2) process, 3) product, and 4) learning environment.
14 Jan 2015 Abstract. Modeling differentiated instruction is one way to demonstrate how educators can incorporate instructional strategies to address students' needs, interests, and learning styles. This article discusses how secondary teacher candidates learn to focus on content—the “what" of instruction; process—the
23 Jul 2014 The core of differentiation is a relationship between teachers and students. The teacher's responsibility is connecting content, process, and product. Students respond to learning based on readiness, interests, and learning profile.
Teachers can differentiate at least four classroom elements based on student readiness, interest, or learning profile: Content – what the student needs to learn or how the student will get access to the information; Process – activities in which the student engages in order to make sense of or master the content;
How do teachers differentiate instruction? Page 5: Differentiate Content. Content When teachers differentiate content, the same concept or skill is taught to each student; however, the curriculum used to teach the concept or skill might be different for different students. The table below highlights a number of strategies that
24 Nov 2015 Differentiating instruction means creating multiple paths so that students with different ability levels, learning styles, and interests can all be successful in learning and in demonstrating what they have learned. One way to think about differentiated instruction is by using the framework of “content, process,
In a differentiated classroom, variance occurs in the way in which students gain access to the content being taught, the process by which they acquire information, and the manner in which they demonstrate understanding (Hall, Strangman, & Meyer, 2003). Strategies to Differentiate Instruction. Content. Process. Product.
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