What Are Modifications
•Download as PPTX, PDF•
0 likes•525 views
Modifications involve altering content, difficulty, goals, or instructional methods to build connections between existing curriculum and those involved in education. Modifications change what a student must learn or demonstrate, the instructional level or benchmark, or the number of concepts mastered. Modifications may negatively impact a student's education if they reduce learning or assessment expectations.
Report
Share
Report
Share
![Modifications are… ,[object Object],learn and demonstrate ,[object Object],benchmark ,[object Object],mastered within a benchmark or unit of study ,[object Object],assessment expectations](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
Recommended
Models of teaching
The document discusses models of teaching and their characteristics. It describes six families of teaching models developed by Bruce Joyce and Marsha Weils: information processing, social, personal, behavior modification, and fundamental elements of a teaching model. The information processing family helps learners seek and organize information to build and test hypotheses. The social family emphasizes interpersonal relationship development. The personal family stresses personal development and human feelings. The behavior modification family shapes behavior through stimulus response and reinforcement. All teaching models specify learning outcomes, environmental conditions, and a process for modifying student behavior.
Sasmita mohanty
The document discusses the importance of inclusiveness and learning to live together in creating a positive classroom environment. It emphasizes developing understanding of students' diverse strengths and needs through various assessment techniques. Teachers must consider required adaptations and accommodations to assessment and instruction rather than using a one-size-fits-all approach. Effective strategies for inclusive classrooms include individualized education plans, universal design for learning, differentiated instruction, and using technology, peer tutoring and positive behavior management.
Ed 335 pbl
Project-based learning (PBL) challenges students to solve real-world problems and become self-directed learners through cooperative group work. It is based on constructivism and engages learners by having them select, plan, implement and evaluate purposeful activities. PBL recreates real-world complexity and promotes collaborative learning and skills like teamwork. It is well-suited for adult learners who bring experience and have competing interests, and supports self-directed, goal-oriented and relevant learning. However, students may lack experience with group work, inquiry skills, and receiving feedback, which teachers can help address.
Learning principles
This document outlines seven principles of learning:
1) Students' prior knowledge can help or hinder new learning.
2) How students organize knowledge impacts how they learn and apply it.
3) Students' motivation determines what they learn and how they sustain learning.
4) To develop mastery, students must acquire skills, practice integrating them, and know when to apply learning.
5) Goal-directed practice with targeted feedback enhances learning quality.
Educational Aims, Objectives and other Aspirations
This document discusses different types of educational objectives:
1) Behavioral objectives aim to clearly define specific learner outcomes but can be limiting and reductionist.
2) Problem-solving objectives present learners with problems to solve rather than predefined behaviors. This allows for more creative thinking.
3) Expressive outcomes focus on learners expressing themselves through means such as art, music, and creative writing rather than demonstrated behaviors or problem-solving. The document examines the benefits and limitations of each approach to setting educational objectives.
Helping Students Learn to Learn
The document discusses strategies to help students learn how to learn. It introduces the concept of self-regulation and the self-regulation cycle which includes forethought, planning, monitoring, control, and reflection. Specific strategies are presented that instructors can use to support each stage of the self-regulation cycle, such as goal setting, retrieval practice, reading reflections, exam wrappers, and learning journals. The strategies are categorized as low, moderate, or high effort based on the work required of instructors. Overall, the document aims to provide community college instructors with research-backed approaches to help students develop self-regulated learning skills.
INTERPERSONAL SKILLS IN SUPERVISION
This document discusses self-efficacy theory, which involves an individual's belief in their own ability to successfully perform a task or behavior. Self-efficacy has two components - outcome expectancy, which is the belief that a specific action will lead to a particular result, and self-efficacy, which is the belief in one's own competence to perform a task. An individual's expectations for success determine their behavioral response, level of effort, and perseverance when facing obstacles. Self-efficacy can be developed through mastery experiences, vicarious experiences, verbal persuasion, and physiological states. The document also discusses how a teacher's sense of self-efficacy is influenced by opportunities for collaboration with colleagues, support from administrators,
6 Developing Transformative Education
Transformative education aims to develop students holistically through physical, moral, creative, emotional, intellectual, and spiritual growth. It views learning as using prior knowledge to develop new understandings to guide future actions. Implementing transformative education requires support from school administrators, teachers, curriculum, mission and vision, and library resources. Teachers must be committed, creative, and continuously improve lessons to achieve the goal of educating students to be liberal, pro-Filipino, and pro-poor citizens.
Recommended
Models of teaching
The document discusses models of teaching and their characteristics. It describes six families of teaching models developed by Bruce Joyce and Marsha Weils: information processing, social, personal, behavior modification, and fundamental elements of a teaching model. The information processing family helps learners seek and organize information to build and test hypotheses. The social family emphasizes interpersonal relationship development. The personal family stresses personal development and human feelings. The behavior modification family shapes behavior through stimulus response and reinforcement. All teaching models specify learning outcomes, environmental conditions, and a process for modifying student behavior.
Sasmita mohanty
The document discusses the importance of inclusiveness and learning to live together in creating a positive classroom environment. It emphasizes developing understanding of students' diverse strengths and needs through various assessment techniques. Teachers must consider required adaptations and accommodations to assessment and instruction rather than using a one-size-fits-all approach. Effective strategies for inclusive classrooms include individualized education plans, universal design for learning, differentiated instruction, and using technology, peer tutoring and positive behavior management.
Ed 335 pbl
Project-based learning (PBL) challenges students to solve real-world problems and become self-directed learners through cooperative group work. It is based on constructivism and engages learners by having them select, plan, implement and evaluate purposeful activities. PBL recreates real-world complexity and promotes collaborative learning and skills like teamwork. It is well-suited for adult learners who bring experience and have competing interests, and supports self-directed, goal-oriented and relevant learning. However, students may lack experience with group work, inquiry skills, and receiving feedback, which teachers can help address.
Learning principles
This document outlines seven principles of learning:
1) Students' prior knowledge can help or hinder new learning.
2) How students organize knowledge impacts how they learn and apply it.
3) Students' motivation determines what they learn and how they sustain learning.
4) To develop mastery, students must acquire skills, practice integrating them, and know when to apply learning.
5) Goal-directed practice with targeted feedback enhances learning quality.
Educational Aims, Objectives and other Aspirations
This document discusses different types of educational objectives:
1) Behavioral objectives aim to clearly define specific learner outcomes but can be limiting and reductionist.
2) Problem-solving objectives present learners with problems to solve rather than predefined behaviors. This allows for more creative thinking.
3) Expressive outcomes focus on learners expressing themselves through means such as art, music, and creative writing rather than demonstrated behaviors or problem-solving. The document examines the benefits and limitations of each approach to setting educational objectives.
Helping Students Learn to Learn
The document discusses strategies to help students learn how to learn. It introduces the concept of self-regulation and the self-regulation cycle which includes forethought, planning, monitoring, control, and reflection. Specific strategies are presented that instructors can use to support each stage of the self-regulation cycle, such as goal setting, retrieval practice, reading reflections, exam wrappers, and learning journals. The strategies are categorized as low, moderate, or high effort based on the work required of instructors. Overall, the document aims to provide community college instructors with research-backed approaches to help students develop self-regulated learning skills.
INTERPERSONAL SKILLS IN SUPERVISION
This document discusses self-efficacy theory, which involves an individual's belief in their own ability to successfully perform a task or behavior. Self-efficacy has two components - outcome expectancy, which is the belief that a specific action will lead to a particular result, and self-efficacy, which is the belief in one's own competence to perform a task. An individual's expectations for success determine their behavioral response, level of effort, and perseverance when facing obstacles. Self-efficacy can be developed through mastery experiences, vicarious experiences, verbal persuasion, and physiological states. The document also discusses how a teacher's sense of self-efficacy is influenced by opportunities for collaboration with colleagues, support from administrators,
6 Developing Transformative Education
Transformative education aims to develop students holistically through physical, moral, creative, emotional, intellectual, and spiritual growth. It views learning as using prior knowledge to develop new understandings to guide future actions. Implementing transformative education requires support from school administrators, teachers, curriculum, mission and vision, and library resources. Teachers must be committed, creative, and continuously improve lessons to achieve the goal of educating students to be liberal, pro-Filipino, and pro-poor citizens.
Learner-centered principles
The document outlines 14 learner-centered psychological principles related to learning and education. It discusses that learning is most effective when it is an intentional process, when learners can create meaningful representations of knowledge, and when new information can be linked to existing knowledge. It also notes that motivation, development, social and individual differences influence learning and should be taken into account.
The development of education beliefs, teaching and supervision
This document discusses models of developmental supervision, including directive, informative, collaborative, and non-directive approaches. It describes how the appropriate approach depends on the teacher's experience level and ability to address problems independently. Differentiated, contextual, and peer supervision models are also covered. The differentiated model accounts for individual teacher needs, while contextual supervision adapts to situational factors. Peer supervision involves teachers observing and providing feedback to one another to improve practice.
Transformative curriculum
This presentation includes the most important features of the transformative curriculum proposed by Henderson and Hathowrne. It also includes a practical activity I designed for EFL teachers to see how the 3 kinds of learning can be promoted.
Child centered learning
The document discusses child-centered learning and design. It defines child-centered design as focusing on developing students' individual and social qualities by allowing students to take command of their own learning according to their interests and passions, with teachers providing support and facilitation. Key aspects include students co-creating learning objectives with teachers, capitalizing on students' interests to emotionally invest them in learning, and teachers taking more of a coaching role to provoke active learning rather than traditional passive teaching.
Transformative education
This document discusses transformative education, which involves experiencing a deep shift in one's basic premises of thought, feelings, and actions. It describes Mezirow's theory of transformative learning, which involves two kinds of learning: instrumental learning focused on problem-solving and communicative learning regarding relationships. The process of perspective transformation involves critically reflecting on one's assumptions and implementing new ways of defining the world. Reasons to consider transformative learning for students include helping with life transitions, challenging beliefs and assumptions, and aiding personal or social transformation.
From Research to Practice: The Instructional Design of Online Collaborative L...
Synthesizes research findings and provides instructional design recommendations to guide successful Online Collaborative Learning
Resume-Ed Specialist
Kelly Thomason has over 25 years of experience as an elementary school teacher and educational leader. She is skilled in areas such as educational leadership, technology integration, differentiated instruction, and assessment. Thomason has taught 4th and 5th grade and developed remedial programs to help struggling students. She strives to create a positive learning environment and build relationships with students, families, and colleagues. Thomason is now seeking a new position in education, educational software sales, or as an educational consultant.
Habits of mind in the curriculum chapter 3 (rochelle teachers)
The document discusses the purpose and implementation of Habits of Mind (HOM) in school curriculum. HOM are intended to provide guidelines for thoughtful interaction, create a shared vision, and foster lifelong learning. The document recommends integrating HOM across grade levels, subjects, and at home. It also suggests using HOM to guide curriculum development through mapping content, skills, and assessments across grades and subjects. Implementing HOM effectively requires deliberately structuring lessons around higher-level thinking and reflection.
Learner-centered design
Among progressive educational psychologists, the learner is the center of the educational process at all levels, from elementary to college. Examples of learner-centered design include child-centered design, where the learner actively engages with their environment rather than being passive, experience-centered design, and humanistic design. The document provides these insights into learner-centered design and cites a reference for further information.
Pratt 5 Teaching Perspectives
The document outlines five perspectives on teaching adults:
1) Transmission - Effective teaching requires subject matter expertise and conveying enthusiasm to students.
2) Apprenticeship - Effective teaching involves socializing students into professional norms and revealing skilled performance. Teachers provide guidance and responsibility as skills develop.
3) Developmental - Effective teaching considers the student's perspective and challenges them to more complex thinking by engaging with content.
4) Nurturing - Effective teaching provides academic and emotional support through clear standards, peer and teacher support, and acknowledging effort and growth.
5) Social Reform - Effective teaching aims to change society by awakening students to embedded values and ideologies and encouraging critique of knowledge construction.
Teaching perspectives good teaching - one size fits all
The document discusses a chapter that provides a counterargument to the trend of adopting a single constructivist approach to teacher development and good teaching. The chapter argues that research has found a plurality of good teaching perspectives rather than all constructivist, and describes five perspectives on teaching - transmission, developmental, apprenticeship, nurturing, and social reform - that each have potential for good teaching.
Collaborative learning
Collaborative learning involves students working together in teams to discuss lessons and complete assignments. It celebrates diversity and develops higher-level thinking and social skills, but requires adjustments for both educators and students - educators must shift their role to focus on facilitating student-led learning, while students must learn time management and take responsibility for their own learning within a group structure.
Unit3 a1 organization and management of learner-centered classrooms
This document discusses organization and management in a learner-centered classroom. It explains that learner-centered classrooms require students to develop new skills such as independent learning, collaboration, teaching others, and metacognition. It also discusses forms of classroom organization including management, procedures, physical structure, and structuring. Effective classroom management uses rules and routines to actively engage students in learning, while organization focuses on optimizing the physical environment. The document provides guidelines for properly structuring classrooms and checklists for ensuring classrooms are conducive to learning.
Building Innovative Curriculum
Workshop session on "How Schools Build Innovative Curriculum" from the Independent Curriculum Group conference, "Re-Imagining High School," October 27, 2009 at Beaver Country Day School in Chestnut Hill, Massachusetts.
Assignment
This document discusses cooperative learning as an educational approach that organizes classroom activities into academic and social learning experiences through small group work. It identifies five essential elements for successful cooperative learning: positive interdependence, individual and group accountability, promotive interaction, interpersonal skills building, and group processing. The document also outlines characteristics of cooperative learning including small group size, task focus, cooperation/interaction, individual responsibility, and division of labor. Benefits include improved content comprehension, reinforced skills, active learning, and boosted self-esteem.
Authentic Learning
Performance assessment involves students performing real-world tasks that demonstrate meaningful application of knowledge and skills. It uses authentic, real-life situations that integrate prior knowledge and higher-order thinking skills. Students explain, justify and defend their reasoning on sustained work over days or weeks. Performance is directly observable. Formative assessment collects, interprets, and uses information to help teachers improve student learning. It should measure clearly defined learning objectives, use appropriate test items for the outcomes, and improve student learning.
Developmental supervision
Developmental supervision views instructional leadership as a process of improving teaching. The supervisor diagnoses teachers' development levels and needs, which vary due to experience. Supervisors then use directive, collaborative, or nondirective approaches to help teachers solve problems tactically. Strategically, supervisors expose teachers to new ideas and problem-solving techniques while lessening dependence, to accelerate development and independent thinking. The goal is increasing each teacher's ability to think at higher stages.
Aubrey Howell BSN RN HNBBC
Aubrey Howell has over 8 years of experience as a registered nurse, nursing instructor, and case manager. She has a Bachelor's of Science in Nursing and is pursuing a Master's in Nursing Education. She is board certified as a Holistic Baccalaureate Nurse and is currently a nursing instructor at ITT Technical Institute where she teaches in the skills lab, classroom, and clinical settings. Prior to her current role, she has worked as a registered nurse in long-term care facilities, rehabilitation centers, and home health.
1 Differentiating for Student Readiness and Interest D.docx
1
Differentiating for Student Readiness and Interest
Differentiating for Student Readiness and Interest
Student
EDU382: Meeting the Need of Diverse Learners
(CXF1522A)
Instructor Beyer
2015
2
Differentiating for Student Readiness and Interest
Differentiating for Student Readiness and Interest
There are three differentiable elements that impact curriculum. These three elements
are content, process, and product. When considering student readiness these elements can be
differentiated o support growth (Sousa & Tomlinson, 2011). The following contents of this paper will be
used to examine two
specific students, at different levels of readiness, and how content, process, and product impacts
the learning experience.
Content can be considered as the “meat and potatoes” of a lesson plan. Content is
ultimately the knowledge, understanding, and abilities (KUD’s) that is being taught. The content
can be differentiated in two ways. The “meat and potatoes” can, itself, be modified. (Meat and
carrots or tofu and potatoes) This means that the actual materials being taught can change. Or, a
second way to differentiate is for the teacher to modify the means by which the material is
shared. Some ways to differentiate content include:
Use of video images to supplement text
Offering demonstrations to provide an example of application of abstract ideas
Bookmark a university website so advanced learners so they may take advantage of
expert level discussion regarding the topic of interest (Sousa & Tomlinson, 2011).
The process can also be referred to as “sense making activities”. This occurs after the
student has stopped receiving the information and begins to practice the information. Activities
help students to make the information their own and promote critical and abstract thinking.
Process is when the students integrate the knowledge, understanding, and skills into providing
solution a d conceptualization. Some examples of differentiation in process include:
3
Differentiating for Student Readiness and Interest
Providing other models or scaffolding to make tasks accessible
Increase or decrease the number of facets in the task
Ask students to work with partners to solve a problem versus working alone
Finally the product element of the curriculum is a way in which the student exhibits
understanding and comprehension of the lesson unit. The product may also be referred to as the
summative assessment. Products are basically how a teacher knows if the student has
successfully learned the content. Some ways to differentiate product include:
Provide more check in dates
Ask students to set personal goals for their products
Use community mentors to support or extend student understanding (Sousa & Tomlinson, 2011)
There are a few objectives when developing lesson plans. Knowledge and skills are
obvious objectives. A third kind of objective is attitude. “Good attitu.
Project based learning
This document discusses project-based learning (PBL), a teaching method where students work for an extended period of time to investigate and respond to a complex question or problem. It defines PBL, outlines its key elements and structure, and discusses the roles of students and teachers. Some advantages are that it engages students in real-world issues, develops skills like problem-solving, and increases student independence and self-esteem. Potential shortcomings include projects becoming unfocused, difficulty measuring success, and some students not contributing equally.
PROJECT BASED LEARNING.pdf
This document discusses project-based learning (PBL), a teaching method where students work for an extended period of time to investigate and respond to a complex question or problem. It defines PBL, outlines its key elements and structure, and discusses the roles of students and teachers. Some advantages are that it engages students in real-world issues, develops skills like collaboration, and increases independence; potential shortcomings include projects becoming unfocused and difficulties in measurement.
D1b1
This document discusses learning difficulties, their causes, and achieving positive outcomes for diverse students. It covers several key points:
1. Learning difficulties can stem from deficits within students themselves or from inappropriate teaching practices and school structures. An ecological approach that considers all factors is most inclusive and successful.
2. Diversity encompasses many attributes beyond just ethnicity, including ability, religion, gender, and language. It rejects the notion of a "normal" group and others.
3. Educational disparities exist for Māori students in areas like achievement and suspensions. Reasons include deficit views of Māori students and low teacher expectations. Shifting mindsets and practices can help realize students' potential.
More Related Content
What's hot
Learner-centered principles
The document outlines 14 learner-centered psychological principles related to learning and education. It discusses that learning is most effective when it is an intentional process, when learners can create meaningful representations of knowledge, and when new information can be linked to existing knowledge. It also notes that motivation, development, social and individual differences influence learning and should be taken into account.
The development of education beliefs, teaching and supervision
This document discusses models of developmental supervision, including directive, informative, collaborative, and non-directive approaches. It describes how the appropriate approach depends on the teacher's experience level and ability to address problems independently. Differentiated, contextual, and peer supervision models are also covered. The differentiated model accounts for individual teacher needs, while contextual supervision adapts to situational factors. Peer supervision involves teachers observing and providing feedback to one another to improve practice.
Transformative curriculum
This presentation includes the most important features of the transformative curriculum proposed by Henderson and Hathowrne. It also includes a practical activity I designed for EFL teachers to see how the 3 kinds of learning can be promoted.
Child centered learning
The document discusses child-centered learning and design. It defines child-centered design as focusing on developing students' individual and social qualities by allowing students to take command of their own learning according to their interests and passions, with teachers providing support and facilitation. Key aspects include students co-creating learning objectives with teachers, capitalizing on students' interests to emotionally invest them in learning, and teachers taking more of a coaching role to provoke active learning rather than traditional passive teaching.
Transformative education
This document discusses transformative education, which involves experiencing a deep shift in one's basic premises of thought, feelings, and actions. It describes Mezirow's theory of transformative learning, which involves two kinds of learning: instrumental learning focused on problem-solving and communicative learning regarding relationships. The process of perspective transformation involves critically reflecting on one's assumptions and implementing new ways of defining the world. Reasons to consider transformative learning for students include helping with life transitions, challenging beliefs and assumptions, and aiding personal or social transformation.
From Research to Practice: The Instructional Design of Online Collaborative L...
Synthesizes research findings and provides instructional design recommendations to guide successful Online Collaborative Learning
Resume-Ed Specialist
Kelly Thomason has over 25 years of experience as an elementary school teacher and educational leader. She is skilled in areas such as educational leadership, technology integration, differentiated instruction, and assessment. Thomason has taught 4th and 5th grade and developed remedial programs to help struggling students. She strives to create a positive learning environment and build relationships with students, families, and colleagues. Thomason is now seeking a new position in education, educational software sales, or as an educational consultant.
Habits of mind in the curriculum chapter 3 (rochelle teachers)
The document discusses the purpose and implementation of Habits of Mind (HOM) in school curriculum. HOM are intended to provide guidelines for thoughtful interaction, create a shared vision, and foster lifelong learning. The document recommends integrating HOM across grade levels, subjects, and at home. It also suggests using HOM to guide curriculum development through mapping content, skills, and assessments across grades and subjects. Implementing HOM effectively requires deliberately structuring lessons around higher-level thinking and reflection.
Learner-centered design
Among progressive educational psychologists, the learner is the center of the educational process at all levels, from elementary to college. Examples of learner-centered design include child-centered design, where the learner actively engages with their environment rather than being passive, experience-centered design, and humanistic design. The document provides these insights into learner-centered design and cites a reference for further information.
Pratt 5 Teaching Perspectives
The document outlines five perspectives on teaching adults:
1) Transmission - Effective teaching requires subject matter expertise and conveying enthusiasm to students.
2) Apprenticeship - Effective teaching involves socializing students into professional norms and revealing skilled performance. Teachers provide guidance and responsibility as skills develop.
3) Developmental - Effective teaching considers the student's perspective and challenges them to more complex thinking by engaging with content.
4) Nurturing - Effective teaching provides academic and emotional support through clear standards, peer and teacher support, and acknowledging effort and growth.
5) Social Reform - Effective teaching aims to change society by awakening students to embedded values and ideologies and encouraging critique of knowledge construction.
Teaching perspectives good teaching - one size fits all
The document discusses a chapter that provides a counterargument to the trend of adopting a single constructivist approach to teacher development and good teaching. The chapter argues that research has found a plurality of good teaching perspectives rather than all constructivist, and describes five perspectives on teaching - transmission, developmental, apprenticeship, nurturing, and social reform - that each have potential for good teaching.
Collaborative learning
Collaborative learning involves students working together in teams to discuss lessons and complete assignments. It celebrates diversity and develops higher-level thinking and social skills, but requires adjustments for both educators and students - educators must shift their role to focus on facilitating student-led learning, while students must learn time management and take responsibility for their own learning within a group structure.
Unit3 a1 organization and management of learner-centered classrooms
This document discusses organization and management in a learner-centered classroom. It explains that learner-centered classrooms require students to develop new skills such as independent learning, collaboration, teaching others, and metacognition. It also discusses forms of classroom organization including management, procedures, physical structure, and structuring. Effective classroom management uses rules and routines to actively engage students in learning, while organization focuses on optimizing the physical environment. The document provides guidelines for properly structuring classrooms and checklists for ensuring classrooms are conducive to learning.
Building Innovative Curriculum
Workshop session on "How Schools Build Innovative Curriculum" from the Independent Curriculum Group conference, "Re-Imagining High School," October 27, 2009 at Beaver Country Day School in Chestnut Hill, Massachusetts.
Assignment
This document discusses cooperative learning as an educational approach that organizes classroom activities into academic and social learning experiences through small group work. It identifies five essential elements for successful cooperative learning: positive interdependence, individual and group accountability, promotive interaction, interpersonal skills building, and group processing. The document also outlines characteristics of cooperative learning including small group size, task focus, cooperation/interaction, individual responsibility, and division of labor. Benefits include improved content comprehension, reinforced skills, active learning, and boosted self-esteem.
Authentic Learning
Performance assessment involves students performing real-world tasks that demonstrate meaningful application of knowledge and skills. It uses authentic, real-life situations that integrate prior knowledge and higher-order thinking skills. Students explain, justify and defend their reasoning on sustained work over days or weeks. Performance is directly observable. Formative assessment collects, interprets, and uses information to help teachers improve student learning. It should measure clearly defined learning objectives, use appropriate test items for the outcomes, and improve student learning.
Developmental supervision
Developmental supervision views instructional leadership as a process of improving teaching. The supervisor diagnoses teachers' development levels and needs, which vary due to experience. Supervisors then use directive, collaborative, or nondirective approaches to help teachers solve problems tactically. Strategically, supervisors expose teachers to new ideas and problem-solving techniques while lessening dependence, to accelerate development and independent thinking. The goal is increasing each teacher's ability to think at higher stages.
Aubrey Howell BSN RN HNBBC
Aubrey Howell has over 8 years of experience as a registered nurse, nursing instructor, and case manager. She has a Bachelor's of Science in Nursing and is pursuing a Master's in Nursing Education. She is board certified as a Holistic Baccalaureate Nurse and is currently a nursing instructor at ITT Technical Institute where she teaches in the skills lab, classroom, and clinical settings. Prior to her current role, she has worked as a registered nurse in long-term care facilities, rehabilitation centers, and home health.
What's hot (18)
The development of education beliefs, teaching and supervision
The development of education beliefs, teaching and supervision
From Research to Practice: The Instructional Design of Online Collaborative L...
From Research to Practice: The Instructional Design of Online Collaborative L...
Habits of mind in the curriculum chapter 3 (rochelle teachers)
Habits of mind in the curriculum chapter 3 (rochelle teachers)
Teaching perspectives good teaching - one size fits all
Teaching perspectives good teaching - one size fits all
Unit3 a1 organization and management of learner-centered classrooms
Unit3 a1 organization and management of learner-centered classrooms
Similar to What Are Modifications
1 Differentiating for Student Readiness and Interest D.docx
1
Differentiating for Student Readiness and Interest
Differentiating for Student Readiness and Interest
Student
EDU382: Meeting the Need of Diverse Learners
(CXF1522A)
Instructor Beyer
2015
2
Differentiating for Student Readiness and Interest
Differentiating for Student Readiness and Interest
There are three differentiable elements that impact curriculum. These three elements
are content, process, and product. When considering student readiness these elements can be
differentiated o support growth (Sousa & Tomlinson, 2011). The following contents of this paper will be
used to examine two
specific students, at different levels of readiness, and how content, process, and product impacts
the learning experience.
Content can be considered as the “meat and potatoes” of a lesson plan. Content is
ultimately the knowledge, understanding, and abilities (KUD’s) that is being taught. The content
can be differentiated in two ways. The “meat and potatoes” can, itself, be modified. (Meat and
carrots or tofu and potatoes) This means that the actual materials being taught can change. Or, a
second way to differentiate is for the teacher to modify the means by which the material is
shared. Some ways to differentiate content include:
Use of video images to supplement text
Offering demonstrations to provide an example of application of abstract ideas
Bookmark a university website so advanced learners so they may take advantage of
expert level discussion regarding the topic of interest (Sousa & Tomlinson, 2011).
The process can also be referred to as “sense making activities”. This occurs after the
student has stopped receiving the information and begins to practice the information. Activities
help students to make the information their own and promote critical and abstract thinking.
Process is when the students integrate the knowledge, understanding, and skills into providing
solution a d conceptualization. Some examples of differentiation in process include:
3
Differentiating for Student Readiness and Interest
Providing other models or scaffolding to make tasks accessible
Increase or decrease the number of facets in the task
Ask students to work with partners to solve a problem versus working alone
Finally the product element of the curriculum is a way in which the student exhibits
understanding and comprehension of the lesson unit. The product may also be referred to as the
summative assessment. Products are basically how a teacher knows if the student has
successfully learned the content. Some ways to differentiate product include:
Provide more check in dates
Ask students to set personal goals for their products
Use community mentors to support or extend student understanding (Sousa & Tomlinson, 2011)
There are a few objectives when developing lesson plans. Knowledge and skills are
obvious objectives. A third kind of objective is attitude. “Good attitu.
Project based learning
This document discusses project-based learning (PBL), a teaching method where students work for an extended period of time to investigate and respond to a complex question or problem. It defines PBL, outlines its key elements and structure, and discusses the roles of students and teachers. Some advantages are that it engages students in real-world issues, develops skills like problem-solving, and increases student independence and self-esteem. Potential shortcomings include projects becoming unfocused, difficulty measuring success, and some students not contributing equally.
PROJECT BASED LEARNING.pdf
This document discusses project-based learning (PBL), a teaching method where students work for an extended period of time to investigate and respond to a complex question or problem. It defines PBL, outlines its key elements and structure, and discusses the roles of students and teachers. Some advantages are that it engages students in real-world issues, develops skills like collaboration, and increases independence; potential shortcomings include projects becoming unfocused and difficulties in measurement.
D1b1
This document discusses learning difficulties, their causes, and achieving positive outcomes for diverse students. It covers several key points:
1. Learning difficulties can stem from deficits within students themselves or from inappropriate teaching practices and school structures. An ecological approach that considers all factors is most inclusive and successful.
2. Diversity encompasses many attributes beyond just ethnicity, including ability, religion, gender, and language. It rejects the notion of a "normal" group and others.
3. Educational disparities exist for Māori students in areas like achievement and suspensions. Reasons include deficit views of Māori students and low teacher expectations. Shifting mindsets and practices can help realize students' potential.
1/1
This document discusses learning difficulties, their causes, and achieving positive outcomes for diverse students. It covers several key points:
1. Learning difficulties can stem from deficits within students themselves or from inappropriate teaching practices and school structures. An ecological approach that considers all factors is most inclusive and successful.
2. Diversity encompasses many attributes beyond just ethnicity, including ability, religion, gender, and language. It rejects the notion of a "normal" group and others.
3. Educational disparities exist for Māori students in areas like achievement and suspensions. Reasons include deficit views of Māori students and low teacher expectations. Shifting mindsets from problems to potential can help realize student success.
Differentiated Instruction Presentacion In Service Training 2009
Differentiated instruction is a teaching approach that aims to meet the diverse needs of students in the classroom. It involves modifying content, process, products, and the learning environment based on student readiness, interests, and learning profiles. Effective differentiated instruction involves flexible grouping of students, ongoing assessment to inform instruction, providing students with choices, and ensuring all students are engaged in challenging work. The document provides examples of how teachers can differentiate content, process, and products to address the varied needs of students.
TEACHER EDUCATION - TEACHER EDUCATION AND CHALLENGES OF 21ST CENTURY - UNIT 9...
TEACHER EDUCATION - TEACHER EDUCATION AND CHALLENGES OF 21ST CENTURY - UNIT 9 - COURSE CODE 8626 - AIOU - B.ED
The Implications of StandardsPlease respond to the following.docx
The document discusses performance standards, developmental standards, and the standards-based movement in education. It proposes strengthening performance standards to better assist student learning through collaboration between teachers. It also examines how the standards-based movement has negatively affected schools by limiting flexibility and prioritizing standardized testing over real learning. The response supports transforming schools through providing counselor support, teacher training, community partnerships, and addressing teacher retention issues. It predicts successful transformations will provide more teacher support and structure as well as opportunities for teacher collaboration and input.
Teacher Education and Challenges of 21st Century-Unit 09- 8626
Teaching Education in Pakistan
Unit 9: Teacher Education and Challenges of 21st Century
Course Code 8626
Allama Iqbal Open University
B.Ed
Ed 335 pbl
Project-based learning (PBL) engages students in solving real-world problems and developing self-directed learning skills. It is based on constructivism and involves students purposing, planning, executing, and judging projects. The main goal is to engage learners, as Kilpatrick stated. PBL recreates real-world complexity and promotes collaborative learning. It is well-suited for adult learners, who come with experience and goals for education, and benefits from being self-directed, goal-oriented, and relevant to learners' lives. Some challenges for PBL include inexperience with group work, unfamiliarity with inquiry skills, and lack of feedback, but teachers can help address these.
Research Proposal on: Teacher’s knowledge & curriculum effect on student’s le...
This research proposal examines the relationship between teachers' knowledge, curriculum, and student learning in Pakistan. The proposal outlines the objectives of studying how teachers' knowledge and curriculum can help Pakistan achieve stability in education. The methodology discusses using both qualitative and quantitative data on government spending, teacher training, and curriculum improvements. The conclusion emphasizes that improving teacher effectiveness, such as through high-quality training, may have a greater impact on student achievement than other reforms alone.
Di udl.1.14.11 copy
This document discusses differentiated instruction and its implications for implementing Universal Design for Learning (UDL). It begins by defining differentiated instruction and identifying its key components, including differentiating content, process, and products. It also discusses evidence that differentiated instruction can be an effective classroom practice. The document then introduces UDL and discusses how its three principles - providing multiple means of representation, action and expression, and engagement - align with differentiated instruction. It provides examples of how computer simulations can support UDL implementation. Overall, the document explores the relationship between differentiated instruction and UDL, arguing they are complementary frameworks for making curriculum more flexible and inclusive.
Di udl.1.14.11
This document discusses differentiated instruction and its implications for implementing Universal Design for Learning (UDL). It begins by defining differentiated instruction and identifying its key components, including differentiating content, process, and products. It also discusses evidence that differentiated instruction can be an effective classroom practice. The document then introduces UDL and discusses how its principles align with differentiated instruction. It provides examples of how UDL and differentiated instruction can be combined in lessons using digital materials to increase flexibility and accessibility for all students.
Di udl.1.14.11
This document discusses differentiated instruction and its implications for implementing Universal Design for Learning (UDL). It begins by defining differentiated instruction and identifying its key components, including differentiating content, process, and products based on students' readiness, interests, and learning profiles. The document then discusses UDL and how its three principles (multiple means of representation, expression, and engagement) align with differentiated instruction. It provides examples of how teachers can implement differentiated lessons using UDL frameworks. The document concludes that while more research is still needed, differentiated instruction shows promise as an effective classroom practice based on educational theory and research supporting its foundations.
Educational NegligenceTaya Hervey-McNuttStrayer Univer
This summary analyzes an article about educational negligence. The article discusses how negligence in education can negatively impact students' school lives and future ambitions. It addresses the issue of educational negligence in three main points:
1) Educational negligence can take many forms from poor teaching standards to ignoring student needs and attendance issues. It seriously impacts students.
2) A study in South Korea found that neglecting culturally diverse students was linked to relationship issues, dropout rates increasing over time. Neglect harmed peer and teacher relationships for these students.
3) To address educational negligence, teachers must ensure all students complete assignments by attending all lessons to fully cover required material. Parents and teachers must work together to meet students' needs for
Module 2 slides
This document discusses the characteristics of well-written learning objectives and instructional objectives. It states that objectives should describe observable and measurable outcomes, be student-oriented, sequentially appropriate, attainable within a reasonable time frame, and developmentally appropriate. Objectives guide instructional planning, the learning process, and assessment of student progress. They should measure the intended learning outcomes and not just describe content or activities.
Teachers' beliefs4
This document discusses research on relationships between teacher beliefs, characteristics, and school context. It explores connections between teacher efficacy, expectations, goal orientation, gender, experience, and school socioeconomic level. The study found that mastery-oriented beliefs predicted teacher efficacy, and gender and school socioeconomic level predicted aspects of efficacy and goal orientation. Being male predicted a performance goal orientation. The research suggests teacher beliefs are interrelated and influenced by personal and school factors, with implications for instructional practices and student outcomes.
General Methods in Teaching.pptx
The document discusses concepts and principles of teaching, including:
- Teaching is an interactive process between students and teachers that aims to impart understanding and skills to facilitate learning.
- Effective teaching involves understanding students, aligning learning objectives, instruction, and assessment, prioritizing essential content, overcoming expert blind spots, and adopting appropriate teaching roles to support goals.
- Planning is important for teaching and includes setting objectives, selecting materials, and steps to teach content to improve organization, preparation, focus on goals, and save time.
- Teaching principles that improve effectiveness include acquiring knowledge about students, aligning objectives, instruction, and assessment, prioritizing content, recognizing expert assumptions, and choosing roles
curriculum design .pptx
This document discusses curriculum design and its purpose of improving student learning. It outlines three basic types of curriculum design: subject-centered, learner-centered, and problem-centered. It provides guidance on structuring curriculum, including developing a balanced curriculum, tailoring to individual needs and abilities, ensuring relevance to daily living, incorporating interpersonal skills, and taking a multidisciplinary approach. The goal is to design a curriculum that meets the developmental needs of each student.
Educations' Students Perception on the Professional Qualities of CUP Teachers...
Thesis Paper by Melloso, Cristy; Cuenca, Malou; Argallon, Jenifer And Reubal, Aprilon; BEED IV-1 Students at CUP
Similar to What Are Modifications (20)
1 Differentiating for Student Readiness and Interest D.docx
1 Differentiating for Student Readiness and Interest D.docx
Differentiated Instruction Presentacion In Service Training 2009
Differentiated Instruction Presentacion In Service Training 2009
TEACHER EDUCATION - TEACHER EDUCATION AND CHALLENGES OF 21ST CENTURY - UNIT 9...
TEACHER EDUCATION - TEACHER EDUCATION AND CHALLENGES OF 21ST CENTURY - UNIT 9...
The Implications of StandardsPlease respond to the following.docx
The Implications of StandardsPlease respond to the following.docx
Teacher Education and Challenges of 21st Century-Unit 09- 8626
Teacher Education and Challenges of 21st Century-Unit 09- 8626
Research Proposal on: Teacher’s knowledge & curriculum effect on student’s le...
Research Proposal on: Teacher’s knowledge & curriculum effect on student’s le...
Educational NegligenceTaya Hervey-McNuttStrayer Univer
Educational NegligenceTaya Hervey-McNuttStrayer Univer
Educations' Students Perception on the Professional Qualities of CUP Teachers...
Educations' Students Perception on the Professional Qualities of CUP Teachers...
More from Lou A Rosario
Slp Ethics
The document discusses various ethics cases and guidelines related to the practice of speech-language pathology in Texas. It includes examples of ethical dilemmas around issues like appropriate supervision, scope of practice, cultural competence in assessment, and misrepresentation of credentials. The document also outlines sections of the Texas Administrative Code and ASHA's Code of Ethics that are relevant to evaluating the ethicality of practitioners' actions.
Udl
Universal design is the design of products and environments to be usable by all people without the need for adaptation. Universal Design for Learning (UDL) is a framework for designing curricula that enables all individuals to gain knowledge through flexible options that reduce barriers while maintaining high standards. UDL supports learning through three principles that correspond to three brain networks: recognition, strategic, and affective networks.
What Are Accommodations
Accommodations provide equitable access to grade-level curriculum for all students during instruction and assessment, including those with special needs or disabilities. Accommodations do not reduce learning expectations but rather provide equal access and opportunity for students to demonstrate what they know. Certain accommodations may be needed more in some grades than others depending on academic content and rigor. While some accommodations are appropriate for instruction, they may not be allowed for standardized assessments.
What Are Modifications
Modifications involve altering content, difficulty, goals, or instructional methods to build connections between existing curriculum and those involved in education. Modifications change what a student must learn or demonstrate, the instructional level or benchmark, or the number of concepts mastered. Modifications may negatively impact a student's education if they reduce learning or assessment expectations.
What Are Modifications
Modifications involve altering content, difficulty, goals, or instructional methods to build connections between existing curriculum and those involved in education. Modifications change what a student must learn and show mastery of, as well as instructional levels, key concepts covered, or learning and assessment expectations. While modifications help students, they can negatively impact their education long-term if not done properly to teach in a way the child learns best.
What Are Accommodations
Accommodations provide equitable access to grade-level curriculum for all students during instruction and assessment, including those with special needs or disabilities. Accommodations do not reduce learning expectations but rather provide equal access and opportunity without changing instructional level or content. Certain accommodations may be needed more at some grades than others depending on academic rigor. While some accommodations are appropriate for instruction, they may not be allowed for standardized assessments.
More from Lou A Rosario (6)
Recently uploaded
Mule event processing models | MuleSoft Mysore Meetup #47
Mule event processing models | MuleSoft Mysore Meetup #47
Event Link:- https://meetups.mulesoft.com/events/details/mulesoft-mysore-presents-mule-event-processing-models/
Agenda
● What is event processing in MuleSoft?
● Types of event processing models in Mule 4
● Distinction between the reactive, parallel, blocking & non-blocking processing
For Upcoming Meetups Join Mysore Meetup Group - https://meetups.mulesoft.com/mysore/YouTube:- youtube.com/@mulesoftmysore
Mysore WhatsApp group:- https://chat.whatsapp.com/EhqtHtCC75vCAX7gaO842N
Speaker:-
Shivani Yasaswi - https://www.linkedin.com/in/shivaniyasaswi/
Organizers:-
Shubham Chaurasia - https://www.linkedin.com/in/shubhamchaurasia1/
Giridhar Meka - https://www.linkedin.com/in/giridharmeka
Priya Shaw - https://www.linkedin.com/in/priya-shaw
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh
Gender and Mental Health - Counselling and Family Therapy Applications and In...
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptx
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Lifelines of National Economy chapter for Class 10 STUDY MATERIAL PDF
The chapter Lifelines of National Economy in Class 10 Geography focuses on the various modes of transportation and communication that play a vital role in the economic development of a country. These lifelines are crucial for the movement of goods, services, and people, thereby connecting different regions and promoting economic activities.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
How to deliver Powerpoint Presentations.pptx
"How to make and deliver dynamic presentations by making it more interactive to captivate your audience attention"
How to Setup Warehouse & Location in Odoo 17 Inventory
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Temple of Asclepius in Thrace. Excavation results
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
Chapter wise All Notes of First year Basic Civil Engineering.pptx
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Stack Memory Organization of 8086 Microprocessor
The stack memory organization of 8086 microprocessor.
Jemison, MacLaughlin, and Majumder "Broadening Pathways for Editors and Authors"
Jemison, MacLaughlin, and Majumder "Broadening Pathways for Editors and Authors"National Information Standards Organization (NISO)
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.HYPERTENSION - SLIDE SHARE PRESENTATION.
IT WILL BE HELPFULL FOR THE NUSING STUDENTS
IT FOCUSED ON MEDICAL MANAGEMENT AND NURSING MANAGEMENT.
HIGHLIGHTS ON HEALTH EDUCATION.
BBR 2024 Summer Sessions Interview Training
Qualitative research interview training by Professor Katrina Pritchard and Dr Helen Williams
Recently uploaded (20)
Mule event processing models | MuleSoft Mysore Meetup #47
Mule event processing models | MuleSoft Mysore Meetup #47
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
B. Ed Syllabus for babasaheb ambedkar education university.pdf
B. Ed Syllabus for babasaheb ambedkar education university.pdf
Gender and Mental Health - Counselling and Family Therapy Applications and In...
Gender and Mental Health - Counselling and Family Therapy Applications and In...
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptx
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptx
Lifelines of National Economy chapter for Class 10 STUDY MATERIAL PDF
Lifelines of National Economy chapter for Class 10 STUDY MATERIAL PDF
NEWSPAPERS - QUESTION 1 - REVISION POWERPOINT.pptx
NEWSPAPERS - QUESTION 1 - REVISION POWERPOINT.pptx
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
How to Setup Warehouse & Location in Odoo 17 Inventory
How to Setup Warehouse & Location in Odoo 17 Inventory
Chapter wise All Notes of First year Basic Civil Engineering.pptx
Chapter wise All Notes of First year Basic Civil Engineering.pptx
Jemison, MacLaughlin, and Majumder "Broadening Pathways for Editors and Authors"
Jemison, MacLaughlin, and Majumder "Broadening Pathways for Editors and Authors"
What Are Modifications
- 1. What are Modifications? Modifications involve combinations of altered content knowledge, conceptual difficulty, educational goals, and instructional method versus building scaffolding and bridges between existing curriculum and people involved in the educational process. -Koga and Hall, 2009
- 4. Something to think about… “If the child is not learning the way you are teaching, then you must teach in the way the child learns”. - Rita Dunn