- HOME
- Table of Contents
- Resume
- Philosophy Statement
- 1. History of Jewish/General Education
- 2. Assessment
- 3. Curriculum
- 4. Language Development/Hebrew
- 5. Personal Development of Teachers
- 6. Collaboration/Community
- 7. Technology
- 8. Learning and Cognition
- 9. Evidence-Based Practice
- 10. Child Development
- 11. Content Knowledge
- 12. Ethics and Values
- 13. Instructional Methods
- Inspiration/Chizuk
- Post-Observation Reflections
di_concept_map.doc | |
File Size: | 1398 kb |
File Type: | doc |
This diagram, of the various possibilities of Differentiated Instruction, helps teachers think in new and diverse ways to better reach "more students, more of the time".
DI, popularized by Tomlinson, sets a high standard for teachers, to plan lessons in new ways, thinking in broad yet detailed ways to appeal to various types of learners. The planning and implementation of DI is a tall order, but when utilized effectively, can create a classroom of engaged, enthusiastic, and appreciative learners.
DI, popularized by Tomlinson, sets a high standard for teachers, to plan lessons in new ways, thinking in broad yet detailed ways to appeal to various types of learners. The planning and implementation of DI is a tall order, but when utilized effectively, can create a classroom of engaged, enthusiastic, and appreciative learners.