尽管专家和从业人员承认,研究分化指令作为一个特定的实践是有限的(艾伦·汤姆林森,2000;安德森,2007;大厅,2002),坚实的研究并验证数量的实践提供差异化的基础。这些实践包括使用有效的课堂管理过程,促进学生参与和动机;评估学生准备,应对学习方式,学生分组教学;教学对学生的最近发展区学习者能做什么之间的距离与援助(维果斯基,1978)。学生来我们准备水平的差异,我们必须为我们所有的学生持有很高的期望。我们必须设计活动地址相同的标准,考虑到不同层次的学生。学生必须参与当我们问他们参与活动,抓住他们的兴趣。我们必须考虑我们的内容从不同的视角。我们所有的学生有不同的学习风格。我们需要设计学习活动,利用他们喜欢的风格,以及开发其他的风格。对于英语学习者来说,这意味着学习活动,仅仅依靠语言,口头或书面,是否依赖学习风格,可能此时还不是发达国家和他们的最强的学习方式。这意味着差异化教学让我们从不同的角度看待我们的内容。
新西兰通信学论文代写:分化指令
Although experts and practitioners acknowledge that the research on differentiated instruction as a specific practice is limited (Allen &Tomlinson, 2000; Anderson, 2007; Hall, 2002), solid research does validate a number of practices that provide the foundation of differentiation. These practices include using effective classroom management procedures; promoting student engagement and motivation; assessing student readiness; responding to learning styles; grouping students for instruction; and teaching to the student's zone of proximal development which is the distance between what the learner can do with assistance (Vygotsky, 1978). Students come to us with differing levels of readiness, and we must hold high expectations for all of our students. We have to design activities that address the same standards and take into consideration the differing levels of our students. Students must be engaged when we ask them to participate in activities that capture their interest. We must think about our content from a variety of perspectives. All of our students have different learning styles. We need to design learning activities that utilize their preferred style, as well as ones that develop other styles. For English language learners, this means learning activities that rely solely on language, whether verbal or written, are relying on a learning style that may at this point not be yet developed and their strongest means of learning. This means that differentiating instruction makes us think about our content from different perspectives.
