当我们知道学生的程度的准备,我们也意识到自己的利益和特定的学习方式,我们可以选择不同的来源,使用不同的流程,并提供一个选择的产品相匹配。我们需要区分我们使用教和学习内容的来源。我们的标准是一样的为我们所有的学生,无论准备或语言能力水平。因此,为了帮助我们所有的学生达到标准,区别在于犯同样的内容更容易通过各种资源和支架。如果六年级学生正在学习板块构造的科学课,可能会问一些学生进行自己的互联网搜索关于火山或地震,其他人可以使用网站,老师选择的可读性,还有些人则可能读一本儿童读物,包含基本信息和图片和图表来支持他们的阅读。在单元上传说,四年级学生可能读传奇或者童话故事从他们自己的文化比较类似的故事来自另一种文化。下一个老师可以区分的过程中,学生将参与学习。过程是战略和结构的老师用教的内容。他们是“如何”的教学。教师可以利用小组活动和各种合作学习结构。他们可能分配的任务,不同水平的复杂性和抽象性,或者依赖于一个特定的学习风格。大型和小型组之间移动,合作伙伴和个人活动允许您地址准备,兴趣和学习风格的同时提供多个学生实践和应用他们的学习的机会。
新西兰西岸论文代写:学生的程度
When we know our students' level of readiness and we are aware of their interests and specific learning styles, we can select varied sources, use different processes, and provide a choice of products to match. We need to differentiate the sources we use to teach and learn content. Our standards remain the same for all of our students, regardless of readiness or language proficiency level. So, in order to help all of our students reach the standards, the differentiation lies in making the same content more accessible through a variety of resources and scaffolds. If sixth grade students are learning about plate tectonics in their science class, some might ask students to conduct their own Internet search about volcanoes or earthquakes, others might use sites that the teacher has selected for their level of readability, still others might read a children's book that contains basic information along with pictures and charts to support their reading. In a unit on legends, fourth grade students might read legends or fairy tales from their own culture to compare with a similar story from another culture.Next teachers can differentiate the process in which students will engage as they learn. The processes are the strategies and structures teachers use to teach the content. They are the "how" of teaching. Teachers can use small group activities and a variety of cooperative learning structures. They may assign tasks that vary in the level of complexity or abstractness, or that rely on a particular learning style. Moving between large and small group, partner and individual activities which allow you to address readiness, interest, and learning style at the same time as provide multiple opportunities for students to practice and apply their learning.
