Accommodating differences variations in differentiated literacy instruction gabon online dating
Various scholars (Berger, 2003; Dweck, 2008; Hattie, 2012b; Tomlinson, 2003) have noted that the teacher's response to student needs includes the following: The teacher has the opportunity to issue an irresistible invitation to learn.
Such an invitation has three hallmarks: (1) unerring respect for each student's value, ability, and responsibility; (2) unflagging optimism that every student has the untapped capacity to learn what is being taught; and (3) active and visible support for student success (Hattie, 2012b; Skinner, Furrer, Marchand, & Kindermann, 2008).
They attend to the human need to know and be known.
Teacher-student connections also pave the way for the teacher to build a collection of disparate individuals into a team with a common cause—maximum academic growth for each member of the group.
When a teacher exhibits these hallmarks, students feel the teacher is trustworthy—will be a reliable partner in the difficult and risky work of real learning.
That feeling enables the teacher to forge connections with students as individuals.
" The nature of the learning environment for that young person will, in large measure, answer that question.
That connection enables the student to trust that the teacher is a dependable partner in achievement.Figure 1.1 provides a flowchart or concept map of the key elements of differentiation.Learning environment refers to both the physical and the affective climate in the classroom.This chapter provides a brief overview of each of the elements as they relate to one another and to differentiation.
Understanding the mutuality that excellent teachers strive to achieve among the elements also establishes a clear context for an extended discussion of the powerful role of assessment in differentiation.These teacher-student connections provide opportunity for a teacher to know students in a more realistic and multidimensional way than would be the case without such mutual trust.