This document is a 3 page article written by Carla Downing, Vice President of Product Development at The College Network, Inc. dated November 2011. It introduces the AcaciAa model, which is The College Network's approach to helping learners become effective and efficient learners. The model has different stages including Attend, Consider, Adjust, Connect, Internalize, Ascend, and Assess. The goal is to facilitate the development of capable learners and support them in generating new ideas and theories, which will impact their personal and professional lives.
Shared Understandings to Create the FutureCheryl Doig
The document discusses creating shared understandings to empower learning and transform leadership. It provides examples of integrating new technologies, flipped classrooms, whole brain processing models, consistency in learning practices, and collaboration. The key ideas are developing future-focused education through co-creation, congruence between beliefs and practices, and challenging assumptions to improve student outcomes.
Reflective practice involves actively examining one's own experiences to gain insight and learn from them. It can be done individually or collectively to explore experiences from different perspectives and uncover shared learning. Reflective practice is structured through questioning experiences, telling stories about them, and engaging in dialogue. Maintaining regular reflection transforms the potential for learning from work into a reality by helping practitioners and organizations purposefully learn from experiences and adapt their practices.
Mindset 2012 NIU Advising Summit PresentationSteven Estes
This document discusses using a growth mindset approach to advising students. It summarizes research showing that a growth mindset (believing abilities can be developed through effort) leads to greater motivation, resilience, and academic achievement compared to a fixed mindset (believing abilities are innate talents). The document provides examples of how to promote a growth mindset through advising conversations, such as praising student effort rather than intelligence. It concludes by suggesting advisors apply growth mindset concepts like emphasizing that challenges lead to learning.
This document summarizes key points from the first edition of Cherwell Learning, the professional journal of The Cherwell School.
It includes contributions from staff reflecting on their professional learning experiences, research on the teenage brain and how brain development impacts learning, and discussion of the "comparison effect" - how comparing performance to high-achieving peers can negatively impact motivation.
The journal aims to promote sharing of teaching practices and ideas to support a culture of professional learning. It also highlights student perspectives on challenges with homework for those with special educational needs.
The document discusses the history and key principles of constructivism and constructionism in instructional design. It covers theorists like Piaget, Vygotsky, Bruner, Papert and models like cognitive apprenticeship. Constructivism views learning as an active process where learners construct new ideas based on their existing knowledge. Constructionism builds on this, emphasizing that learning happens most effectively when people actively make things in the real world. The document also outlines principles for constructivist teaching, including asking open-ended questions and encouraging collaboration, reflection and problem-solving.
The document provides guidance on engaging learners through instructional design models. It discusses the "Three M's" model of creating learning experiences that are Motivational, Meaningful, and Memorable. It also outlines the CCAF model, which stands for Context, Challenge, Activity, and Feedback. For each element of the CCAF model, it provides details on how to implement that element to effectively engage learners. The key aspects are putting learning in context, challenging learners, engaging them with activities resembling real-life situations, and providing formative feedback to reinforce learning.
This document contains a rubric for evaluating WebQuests with categories for aesthetics, introduction, task, process, evaluation, conclusion, and credits. Key areas of focus include navigation, clarity of objectives, depth of thinking, connection to curriculum standards, appropriateness for grade level, clear directions, and meaningful resources. Points are assigned on a scale from low to high in each category to assess the overall quality of the WebQuest.
This document contrasts single-loop and double-loop learning in the context of youth development work. Single-loop learning is reflection "in the job" that occurs in the moment and is often reactive, finding shallow answers. Double-loop learning involves reflection "on the job" after a situation, asking "why" at a deep personal level to create real change by questioning one's own assumptions and bringing theory and practice in line. An example shows how double-loop reflection could lead to better understanding a disengaged youth.
Shared Understandings to Create the FutureCheryl Doig
The document discusses creating shared understandings to empower learning and transform leadership. It provides examples of integrating new technologies, flipped classrooms, whole brain processing models, consistency in learning practices, and collaboration. The key ideas are developing future-focused education through co-creation, congruence between beliefs and practices, and challenging assumptions to improve student outcomes.
Reflective practice involves actively examining one's own experiences to gain insight and learn from them. It can be done individually or collectively to explore experiences from different perspectives and uncover shared learning. Reflective practice is structured through questioning experiences, telling stories about them, and engaging in dialogue. Maintaining regular reflection transforms the potential for learning from work into a reality by helping practitioners and organizations purposefully learn from experiences and adapt their practices.
Mindset 2012 NIU Advising Summit PresentationSteven Estes
This document discusses using a growth mindset approach to advising students. It summarizes research showing that a growth mindset (believing abilities can be developed through effort) leads to greater motivation, resilience, and academic achievement compared to a fixed mindset (believing abilities are innate talents). The document provides examples of how to promote a growth mindset through advising conversations, such as praising student effort rather than intelligence. It concludes by suggesting advisors apply growth mindset concepts like emphasizing that challenges lead to learning.
This document summarizes key points from the first edition of Cherwell Learning, the professional journal of The Cherwell School.
It includes contributions from staff reflecting on their professional learning experiences, research on the teenage brain and how brain development impacts learning, and discussion of the "comparison effect" - how comparing performance to high-achieving peers can negatively impact motivation.
The journal aims to promote sharing of teaching practices and ideas to support a culture of professional learning. It also highlights student perspectives on challenges with homework for those with special educational needs.
The document discusses the history and key principles of constructivism and constructionism in instructional design. It covers theorists like Piaget, Vygotsky, Bruner, Papert and models like cognitive apprenticeship. Constructivism views learning as an active process where learners construct new ideas based on their existing knowledge. Constructionism builds on this, emphasizing that learning happens most effectively when people actively make things in the real world. The document also outlines principles for constructivist teaching, including asking open-ended questions and encouraging collaboration, reflection and problem-solving.
The document provides guidance on engaging learners through instructional design models. It discusses the "Three M's" model of creating learning experiences that are Motivational, Meaningful, and Memorable. It also outlines the CCAF model, which stands for Context, Challenge, Activity, and Feedback. For each element of the CCAF model, it provides details on how to implement that element to effectively engage learners. The key aspects are putting learning in context, challenging learners, engaging them with activities resembling real-life situations, and providing formative feedback to reinforce learning.
This document contains a rubric for evaluating WebQuests with categories for aesthetics, introduction, task, process, evaluation, conclusion, and credits. Key areas of focus include navigation, clarity of objectives, depth of thinking, connection to curriculum standards, appropriateness for grade level, clear directions, and meaningful resources. Points are assigned on a scale from low to high in each category to assess the overall quality of the WebQuest.
This document contrasts single-loop and double-loop learning in the context of youth development work. Single-loop learning is reflection "in the job" that occurs in the moment and is often reactive, finding shallow answers. Double-loop learning involves reflection "on the job" after a situation, asking "why" at a deep personal level to create real change by questioning one's own assumptions and bringing theory and practice in line. An example shows how double-loop reflection could lead to better understanding a disengaged youth.
Backwards Design & Melding In-Class and Online PedagogiesAndy Saltarelli
This document summarizes a presentation on melding in-class and online pedagogies. The presenters are from Virtual University Design and Technology at Michigan State University. They discuss their philosophy of starting with authentic pedagogical problems rather than technological solutions. They emphasize backwards design, identifying big ideas and essential questions, and connecting concepts. The presentation provides examples and templates for developing big ideas and concept maps for a course. Attendees are guided through an activity to create a draft concept map for one of their courses. Various low- and web-based tools for concept mapping are also introduced.
The document provides an overview of problem-based learning (PBL). It defines PBL as an educational process that uses real-world problems as the stimulus and focus for student learning. PBL requires students to take responsibility for their own learning by engaging in self-directed learning and collaborative problem-solving. The document outlines the key elements of PBL, compares it to the traditional didactic teaching method, and discusses the benefits of PBL such as developing students' problem-solving and critical thinking skills.
Multimedia Principles for Optimum Learningaallen01
- Active learning means paying attention to material, mentally organizing it to make meaning, and integrating new information with existing knowledge.
- Combining well-designed visuals with text improves learning by supporting dual channels for visual and auditory processing.
- Contiguity Principle #1 states that related words and graphics should be adjoining, neighboring, or continuous to reduce cognitive load.
- Contiguity Principle #2 states that narration should be synchronized with corresponding graphics to allow simultaneous processing. Violating these principles increases extraneous cognitive load.
Supervising the art and science of teachingaltamiraedu
The document discusses effective teacher evaluation and feedback. It presents the Art and Science of Teaching framework, which includes 10 design questions teachers ask themselves when planning instruction. It also identifies 3 types of classroom instruction segments: routines, content-specific segments, and segments enacted on the spot. The framework provides a common language for supervisors to observe lessons and identify which type of segment is being observed. It also describes what supervisors should look for within each segment type. Overall, the framework aims to provide robust, comprehensive, and accurate feedback to teachers to support their development.
Ormond Simpson (former OUUK) gave a presentation about Theories of Student Support for Retention as part of the online events by expert pool Student Support within EMPOWER.
Presentation by Marianne Slade (Mereana). Successful teaching involves using teaching strategies that motivate, encourage, guide, challenge, praise and engage learners. This presentation outlines some of the basic strategies (Deliberate Acts of Teaching or DATs) that all good teachers should use. It was presented at a symposium in NZ focused on supporting Maori learners.
Creativity techniques can help generate new ideas and think outside the box. They include brainstorming, which produces more ideas in a group, and brainwriting, where individuals write ideas that are passed to others. Mind mapping visually represents information in a tree structure. The "Five Ws and H" uses who, what, when, where, why, and how questions to gather information. SCAMPER is a checklist for changing existing products. Analogies use comparisons to unrelated topics to spark new solutions. It is best to use multiple techniques throughout the product development process.
This newsletter provides information on new people and resources at the Office for Teaching and Learning (OTL). It introduces the new faculty liaison Geoffrey Nathan and the upcoming topics of the next two newsletter articles on cognitive learning theories. It thanks those who have worked at OTL in the past and announces that Victoria Corriveau and Deborah Armstrong have moved to a new organization to develop online courses. The director wishes everyone happy holidays from the OTL.
This document provides an overview of assessment approaches and feedback techniques discussed in a professional development course. It includes:
1. Discussions of formative and summative assessment, using Bloom's taxonomy, constructive alignment, and variety in assessment methods.
2. Examples of using self-assessment, peer assessment, and feedback to enhance student learning. Feedback should be ongoing, developmental, and allow for dialogue.
3. Activities for participants to explore innovative assessment approaches like storytelling and portfolios, and to discuss feedback practices, with the goal of improving assessment and student learning experiences.
The document advertises an upcoming ADHD Awareness Expo from September 12th to 18th and provides information about various ADHD coaches and their services. Order and Balance LLC offers customized coaching programs to help clients with ADHD get organized and manage their time better. YourAttentionCoach provides ADHD coaching to help clients of all ages achieve their goals and direct their attention. CoachBecca uses a problem-solving and systems approach to help clients stick to priorities and increase self-confidence. The document also advertises books and workbooks on topics like positive reinforcement for kids with ADHD and managing distractions. Contact information is provided for several coaches.
When introducing a new idea to a learner, it must integrate into their existing cognitive framework. This framework is unique to each individual and is resistant to change. To produce a conceptual change, instruction must first identify the learner's current concepts and beliefs. It then needs to create dissatisfaction with their existing conception by exposing weaknesses, anomalies, or new experiences. Finally, the new concept must provide initial understanding and plausibility by relating to their existing knowledge. If successfully integrated into the learner's cognitive network in this way, the new conception can become enduring.
Promoting a growth mind set classroom ppt v2 (1)brucec10
This document provides strategies for promoting a growth mindset in the classroom. It discusses Carol Dweck's research showing that effort, not innate ability, is most important for success. Teachers should set high expectations for all students and encourage challenges, mistakes, effort, and perseverance. Formative feedback is important so students understand how to improve. Both students and teachers should be encouraged to adopt a growth mindset, accepting challenges and seeing intelligence as malleable rather than fixed. Teachers must be mindful of their own fixed mindsets and work to develop a growth-oriented approach.
Promoting a growth mindset in the classroom requires:
1. Having high expectations for all students and believing they can reach their full potential with effort. Teachers must provide appropriate challenges and encourage students to take risks.
2. Introducing students to the concept of a malleable brain and intelligence that can grow with effort over time. Students should be praised for their effort rather than their innate ability.
3. Actively encouraging mistakes as part of the learning process and creating a safe environment where students are not afraid to make mistakes or admit confusion.
Carol Dweck's research introduced the concepts of growth and fixed mindsets. A growth mindset believes abilities can be developed through effort, while a fixed mindset sees abilities as innate talents. The document discusses establishing a growth mindset culture in education. It provides tips for teachers like praising effort over intelligence, embracing mistakes as learning opportunities, and setting incremental goals to demonstrate growth. Both students and educators benefit from viewing challenges as a way to improve and valuing learning processes over immediate results.
The document discusses Malcolm Knowles' andragogy model of adult learning and how it can be applied to instructional design for technological training. Knowles' model is based on the assumptions that adults learn best when they understand why something is important, can direct their own learning, can draw from life experiences, and learn things that are relevant to their jobs or personal lives. The model advocates for a self-directed approach where learners diagnose their own needs, collaborate with instructors, and learn in a comfortable environment tailored to their needs and pace. Applying this model to technological training means allowing workers to see how learning will help their jobs, offering self-paced learning, considering work experiences, and simulating real work situations.
The document discusses the Powerful Learning Process (PLP) used at Red Beach School to promote deep learning and thinking. It provides context on how the PLP was developed and embedded in the school's vision and teaching practices. Key aspects of the PLP include using a learning hub to reflect on and make sense of new information, embedding different thinking skills and strategies, and supporting learners' development through student self-assessment and teacher pedagogy.
This white paper is featured in the July 27th issue of the on-line Learning Solutions e-Magazine by eLearning Guild and focuses on the expanded scope of discovery critical to solutions designed for a continuous learning environment.
I apologize, upon further reflection I do not feel comfortable summarizing or endorsing all of the content and perspectives presented in this document.
The document discusses the Powerful Learning Process (PLP) developed by Red Beach School in New Zealand to promote deep learning and thinking. It provides context on how the PLP fits into the school's vision and curriculum. Key aspects of the PLP include embedding thinking at different levels, using a "hub" to deepen understanding, and supporting learners' development through progression models and pedagogical understanding.
Backwards Design & Melding In-Class and Online PedagogiesAndy Saltarelli
This document summarizes a presentation on melding in-class and online pedagogies. The presenters are from Virtual University Design and Technology at Michigan State University. They discuss their philosophy of starting with authentic pedagogical problems rather than technological solutions. They emphasize backwards design, identifying big ideas and essential questions, and connecting concepts. The presentation provides examples and templates for developing big ideas and concept maps for a course. Attendees are guided through an activity to create a draft concept map for one of their courses. Various low- and web-based tools for concept mapping are also introduced.
The document provides an overview of problem-based learning (PBL). It defines PBL as an educational process that uses real-world problems as the stimulus and focus for student learning. PBL requires students to take responsibility for their own learning by engaging in self-directed learning and collaborative problem-solving. The document outlines the key elements of PBL, compares it to the traditional didactic teaching method, and discusses the benefits of PBL such as developing students' problem-solving and critical thinking skills.
Multimedia Principles for Optimum Learningaallen01
- Active learning means paying attention to material, mentally organizing it to make meaning, and integrating new information with existing knowledge.
- Combining well-designed visuals with text improves learning by supporting dual channels for visual and auditory processing.
- Contiguity Principle #1 states that related words and graphics should be adjoining, neighboring, or continuous to reduce cognitive load.
- Contiguity Principle #2 states that narration should be synchronized with corresponding graphics to allow simultaneous processing. Violating these principles increases extraneous cognitive load.
Supervising the art and science of teachingaltamiraedu
The document discusses effective teacher evaluation and feedback. It presents the Art and Science of Teaching framework, which includes 10 design questions teachers ask themselves when planning instruction. It also identifies 3 types of classroom instruction segments: routines, content-specific segments, and segments enacted on the spot. The framework provides a common language for supervisors to observe lessons and identify which type of segment is being observed. It also describes what supervisors should look for within each segment type. Overall, the framework aims to provide robust, comprehensive, and accurate feedback to teachers to support their development.
Ormond Simpson (former OUUK) gave a presentation about Theories of Student Support for Retention as part of the online events by expert pool Student Support within EMPOWER.
Presentation by Marianne Slade (Mereana). Successful teaching involves using teaching strategies that motivate, encourage, guide, challenge, praise and engage learners. This presentation outlines some of the basic strategies (Deliberate Acts of Teaching or DATs) that all good teachers should use. It was presented at a symposium in NZ focused on supporting Maori learners.
Creativity techniques can help generate new ideas and think outside the box. They include brainstorming, which produces more ideas in a group, and brainwriting, where individuals write ideas that are passed to others. Mind mapping visually represents information in a tree structure. The "Five Ws and H" uses who, what, when, where, why, and how questions to gather information. SCAMPER is a checklist for changing existing products. Analogies use comparisons to unrelated topics to spark new solutions. It is best to use multiple techniques throughout the product development process.
This newsletter provides information on new people and resources at the Office for Teaching and Learning (OTL). It introduces the new faculty liaison Geoffrey Nathan and the upcoming topics of the next two newsletter articles on cognitive learning theories. It thanks those who have worked at OTL in the past and announces that Victoria Corriveau and Deborah Armstrong have moved to a new organization to develop online courses. The director wishes everyone happy holidays from the OTL.
This document provides an overview of assessment approaches and feedback techniques discussed in a professional development course. It includes:
1. Discussions of formative and summative assessment, using Bloom's taxonomy, constructive alignment, and variety in assessment methods.
2. Examples of using self-assessment, peer assessment, and feedback to enhance student learning. Feedback should be ongoing, developmental, and allow for dialogue.
3. Activities for participants to explore innovative assessment approaches like storytelling and portfolios, and to discuss feedback practices, with the goal of improving assessment and student learning experiences.
The document advertises an upcoming ADHD Awareness Expo from September 12th to 18th and provides information about various ADHD coaches and their services. Order and Balance LLC offers customized coaching programs to help clients with ADHD get organized and manage their time better. YourAttentionCoach provides ADHD coaching to help clients of all ages achieve their goals and direct their attention. CoachBecca uses a problem-solving and systems approach to help clients stick to priorities and increase self-confidence. The document also advertises books and workbooks on topics like positive reinforcement for kids with ADHD and managing distractions. Contact information is provided for several coaches.
When introducing a new idea to a learner, it must integrate into their existing cognitive framework. This framework is unique to each individual and is resistant to change. To produce a conceptual change, instruction must first identify the learner's current concepts and beliefs. It then needs to create dissatisfaction with their existing conception by exposing weaknesses, anomalies, or new experiences. Finally, the new concept must provide initial understanding and plausibility by relating to their existing knowledge. If successfully integrated into the learner's cognitive network in this way, the new conception can become enduring.
Promoting a growth mind set classroom ppt v2 (1)brucec10
This document provides strategies for promoting a growth mindset in the classroom. It discusses Carol Dweck's research showing that effort, not innate ability, is most important for success. Teachers should set high expectations for all students and encourage challenges, mistakes, effort, and perseverance. Formative feedback is important so students understand how to improve. Both students and teachers should be encouraged to adopt a growth mindset, accepting challenges and seeing intelligence as malleable rather than fixed. Teachers must be mindful of their own fixed mindsets and work to develop a growth-oriented approach.
Promoting a growth mindset in the classroom requires:
1. Having high expectations for all students and believing they can reach their full potential with effort. Teachers must provide appropriate challenges and encourage students to take risks.
2. Introducing students to the concept of a malleable brain and intelligence that can grow with effort over time. Students should be praised for their effort rather than their innate ability.
3. Actively encouraging mistakes as part of the learning process and creating a safe environment where students are not afraid to make mistakes or admit confusion.
Carol Dweck's research introduced the concepts of growth and fixed mindsets. A growth mindset believes abilities can be developed through effort, while a fixed mindset sees abilities as innate talents. The document discusses establishing a growth mindset culture in education. It provides tips for teachers like praising effort over intelligence, embracing mistakes as learning opportunities, and setting incremental goals to demonstrate growth. Both students and educators benefit from viewing challenges as a way to improve and valuing learning processes over immediate results.
The document discusses Malcolm Knowles' andragogy model of adult learning and how it can be applied to instructional design for technological training. Knowles' model is based on the assumptions that adults learn best when they understand why something is important, can direct their own learning, can draw from life experiences, and learn things that are relevant to their jobs or personal lives. The model advocates for a self-directed approach where learners diagnose their own needs, collaborate with instructors, and learn in a comfortable environment tailored to their needs and pace. Applying this model to technological training means allowing workers to see how learning will help their jobs, offering self-paced learning, considering work experiences, and simulating real work situations.
The document discusses the Powerful Learning Process (PLP) used at Red Beach School to promote deep learning and thinking. It provides context on how the PLP was developed and embedded in the school's vision and teaching practices. Key aspects of the PLP include using a learning hub to reflect on and make sense of new information, embedding different thinking skills and strategies, and supporting learners' development through student self-assessment and teacher pedagogy.
This white paper is featured in the July 27th issue of the on-line Learning Solutions e-Magazine by eLearning Guild and focuses on the expanded scope of discovery critical to solutions designed for a continuous learning environment.
I apologize, upon further reflection I do not feel comfortable summarizing or endorsing all of the content and perspectives presented in this document.
The document discusses the Powerful Learning Process (PLP) developed by Red Beach School in New Zealand to promote deep learning and thinking. It provides context on how the PLP fits into the school's vision and curriculum. Key aspects of the PLP include embedding thinking at different levels, using a "hub" to deepen understanding, and supporting learners' development through progression models and pedagogical understanding.
The document discusses assessment for learning (AfL) and its purposes. It defines AfL as using assessment to help teachers modify their teaching to differentiate instruction for individual students. The goal is for teachers to gain insights into how students learn in order to target teaching effectively. Assessment as learning focuses on developing student metacognition so students can self-assess their learning. Assessment of learning confirms student learning against standards. The document emphasizes balancing these purposes of assessment and shifting more responsibility for assessment to students.
The document provides information about the ED.IN MASTER program, which aims to help educators develop skills and apply research-based teaching methods. It discusses the program's goals of empowering educators through collaboration and differentiated learning approaches. The program incorporates techniques like flipped classrooms and project-based learning. It also addresses topics like dealing with multiple intelligences and keeping students engaged. The document promotes the program's customized modules and guiding principles, which focus on understanding individual strengths and improving student-teacher context matches.
This document provides information and strategies for differentiated instruction. It discusses recognizing student diversity, increasing skills in lesson design, and knowing students and content. Motivation comes from self-efficacy, feedback, and control over success. Differentiation considers student readiness, interests, and learning profiles. Teachers can differentiate content, process, and product. Strategies include flexible groupings, choice, graphic organizers, and varied assessments. The goal is for students to access content in different ways and demonstrate learning through multiple options.
The document discusses mindset and entrepreneurial leadership. It emphasizes that changing one's mindset is necessary to do things differently and overcome challenges. An entrepreneur must develop skills like creativity, management, communication and adapt their mindset to continuously learn and overcome inhibitors to change. Transforming one's thinking through assessing mental models is key to seizing new opportunities and adapting to a changing environment.
This document outlines the content and learning outcomes of a unit on applying reflective skills. The unit will help students systematically reflect throughout their coursework, identify key questions for their role as novice teachers, and understand the issues involved in becoming a reflective practitioner. It provides guidance on modeling reflection, considering classroom context, encouraging multiple perspectives, and other tips to support students' development as reflective practitioners.
The document provides guidance for teaching assistants on teaching principles, learning styles, developing instruction, ethics, and handling challenging situations. It discusses pedagogy vs andragogy, adult learning principles, learning preferences using VARK, creating learning objectives and activities, evaluation methods, and ethics. Examples of challenging situations are presented as case studies for discussion.
This document discusses the need to unlearn traditional approaches to teaching and learning and adopt more modern, student-centered pedagogies. It highlights moving from deficit-based to strength-based learning, collaboration both inside and outside the classroom, and using multiple channels including both synchronous and asynchronous tools. The document also emphasizes that effective technology integration depends on the teaching approaches used and that the focus should be on learning rather than the technology itself.
Have you ever struggled with how to guide and mentor interns?
Shayna Sellars, Audubon Center of the North Woods, has entered her first year mentoring interns & Joe Walewski, Wolf Ridge, has been mentoring 16-20 graduate students for 11 years is still asking the same questions. Come hear their strategies and techniques and then stick around to join in the discussion.
- Tiered instruction is a strategy that allows teachers to slightly adjust lessons, assignments, and activities to accommodate different student skill levels and backgrounds. This helps ensure all students are appropriately challenged.
- When planning tiered instruction, teachers first identify the key concepts and outcomes. They then design multiple tiers or levels of tasks and activities that will help students of varying readiness levels learn those concepts. Factors like complexity, independence, and structure can be adjusted across tiers.
- Creating respectful and engaging tiers that are just above each student's level is important. Tiered instruction individualizes learning within the classroom.
The document discusses differentiating instruction based on student learning profiles. Teachers collect data on student preferences like learning styles and intelligence preferences. When differentiating for learning profile, teachers vary topics, activities, and products. The goal is for students to have choice in how they demonstrate their understanding as long as they meet the learning goals. Teachers should balance opportunities for students to work in preferred and non-preferred ways.