区分指令允许老师构建在不同的支架对不同组的学生而言,使用他们所知道的关于学生和老师想让学生们知道什么。这里有一些指导问题老师根据卢瑟福(2002)。抽象的想法如何?老师需要让学生们的想法更具体吗?老师需要使用教学用品、图片和图表来帮助理解的内容?什么是联系学生的背景知识?和资源老师可以提供哪些材料?有图形的组织者,帮助构建模式吗?有特定的元认知学习策略,如组织规划或认知学习策略总结等大块的文本,帮助英语学习者的任务分解成更小的部分?独立的程度是什么?老师需要提供语言结构来促进英语学习者?节奏是什么?学生们需要更多的时间来完成作业?据汤姆林森和斯特里克兰(2005),教师通常区分指令通过调整一个或多个以下;内容,学生学习什么,这个过程中,学生的学习方式,或者产品,学生展示他们的知识或技能的掌握情况。然而没有一个放之四海而皆准的模式差异化的指令。看起来不同的根据先验知识,兴趣和能力的学生的学习情况。汤姆林森形容教师区分那些努力采取一切必要措施确保挣扎和先进的学习者,学生们不同的文化遗产,语言熟练程度,和孩子有不同的背景经历增长他们可能每天,每周,全年。
新西兰化学论文代写:区分指令
Differentiating instruction allows the teacher to build in different scaffolds for different groups of students, using what they know about their students and what the teacher wants the students to know. Here are some guiding questions for the teacher according to (Rutherford 2002). How abstract are the ideas? Does the teacher need to make the ideas more concrete for the students? Does the teacher need to use realia, pictures, and graphs to help make the content comprehensible? What are the connections to the students' background knowledge? What materials and resources can the teacher provide? Are there graphic organizers that help to build schema? Are there specific metacognitive learning strategies such as organizational planning or cognitive learning strategies such as summarizing chunks of text that will help the English language learners break the task into smaller parts? What is the level of independence? Does the teacher need to provide language structures to facilitate English language learners? What is the pacing? Do the students need more time to complete the assignment? According to Tomlinson and Strickland (2005), teachers usually differentiate instruction by adjusting one or more of the following; the content, what students learn; the process, how students learn; or the product, how students demonstrate their mastery of the knowledge or skills. However there is no one size fits all model for differentiated instruction. It looks different depending on the prior knowledge; interests and abilities students bring to the learning situation. Tomlinson describes teachers who differentiate as those who strive to do whatever it takes ensure that struggling and advanced learners, students with varied cultural heritages, language proficiencies, and children with different background experiences all grow as much as they possibly can each day, each week, and throughout the year.
