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Final paper for Differentiated Instruction - SlideShare

(3) The eight strands of the essential knowledge and skills for social studies are intended to be integrated for instructional purposes. Skills listed in the social studies skills strand in subsection (b) of this section should be incorporated into the teaching of all essential knowledge and skills for social studies. A greater depth of understanding of complex content material can be attained when integrated social studies content from the various disciplines and critical-thinking skills are taught together. Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.

Describe (in general) the standards for mathematics.
Describe (in general) the standards for English language arts.
Summarize the Common Core State Standards initiative including their purpose (i.e., the expectations of the CCSS) and academic impact.
Discuss how differentiated instruction is an essential strategy for the CCSS.
Explain five or more differentiated strategies, tools, or activities that will support teachers’ implementation of the CCSS for mathematics.
Explain five or more differentiated strategies, tools, or activities that will support teachers’ implementation of the CCSS for English language arts.

Final paper for Differentiated Instruction ..

Differentiated instruction term papers / Gatsby color essay

Tomlinson, C., & McTighe, J. (2006). Integrating differentiated instruction & Understanding by Design. Alexandria, VA: ASCD.

Topic: What is the role of a teacher in a differentiated instruction class, and how does this role compare to what may be called the ‘traditional role’ of a teacher, one that does not utilize differentiated instruction?

(3) The eight strands of the essential knowledge and skills for social studies are intended to be integrated for instructional purposes. Skills listed in the social studies skills strand in subsection (b) of this section should be incorporated into the teaching of all essential knowledge and skills for social studies. A greater depth of understanding of complex content material can be attained when integrated social studies content from the various disciplines and critical-thinking skills are taught together. Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.

Investigating Pre-service Science Teachers ..

NCLB mandated that states and districts adopt programs andpolicies supported by scientifically based research. The Every Student Succeeds Act of 2015 recognizes other forms of research in that this law "requires that states and districts use evidence-based interventions to support school improvement" (Dynarski, 2015, para. 1; 114th Congress, 2015). Drawing upon research and an extensive collection of evidence from multiple sources, the Common Core State Standards (2010) were developed to reflect the knowledge and skills that young people need for success in college and careers. Those standards impact teachers in several ways, including to guide them "toward curricula and teaching strategies that will give students a deep understanding of the subject and the skills they need to apply their knowledge" (Common Core State Standards Initiative, ). For many the standards require changes in how mathematics is taught, thus they will influence instructional strategies that educators use. In a standards-basedclassroom four instructional strategies are key:

of other educators who have experience with differentiated instruction, ..

It is best to begin by seeking out the wisdom of other educators who have experience with differentiated instruction, ground your own practice in the theory, and learn in a way that is meaningful to you.

Tomlinson, C.

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Support and Resources for Educators


Education Major Essays, Research Papers and Theses

Carol Ann Tomlinson The concept of differentiated instruction is linked to Carol Ann Tomlinson's book The Differentiated Classroom (1999.) Bell Curve No Child Left Behind Act of 2001 ...

Medullary carcinoma of the colon: can the …

Characteristics of Differentiatied
Direct Instruction Traditional lecture
Whole class
Alternative note taking
Cornell Notes
Scientific Notebook
Print out notes
Manipulatives
Cooperative Groups
Small groups Process /Strategies Traditional pencil/paper
Tiered Activities
Cooperative Groups
Stations
Curriculum Acceleration
Curriculum Compacting
Independent contracts
Choice Opportunities
Choice Boards Product Traditional assessments
Written reports/papers
Art/video projects
Oral reports/presentations
PowerPoint Presentations
Skits/Songs/Dances Content Standards
Objectives
Be Specific

Effective Instruction - LDA - Learning Difficulties Australia

Research
MultiLit is a research initiative of Macquarie University, Sydney.
Since 1990, a research team led by from Macquarie University Special Education Centre (MUSEC) has been researching more effective ways of managing children’s behaviour in the classroom and how best to teach children who struggle to learn to read.
In 1995, Professor Wheldall launched the Making Up Lost Time In Literacy (or MultiLit) Initiative at MUSEC as a focus for a program of research and product development. The was established in 2006 as the focus for continuing research.
The early MultiLit research (1996 – 1998) is detailed in the report commissioned by the Commonwealth Department of Education, Training and Youth Affairs (DETYA, now DEEWR) entitled ‘’ (Wheldall & Beaman, 2000).
To keep up to date with research from the MultiLit Research Unit (MRU), click on
A list of by members of MRU published since 2000 is available.
Members of MRU have also contributed regularly to the series of , one page summaries of sometimes controversial programs and practices, published by Macquarie University Special Education Centre (MUSEC).


Effective instruction for socially disadvantaged low-progress readers
The Schoolwise Program
Kevin Wheldall, MULTILIT Research Unit, Macquarie University, Australia
(This paper was prepared for the 2008 LDA Mona Tobias lecture, and was subsequently published in the Australian Journal of Learning Difficulties, Vol 14 (2) 2009, Copyright Taylor & Francis.)
Abstract
In this article, I consider social class and reading performance, outline a non-categorical approach to reading disability, describe the reading intervention program we have developed for older low-progress readers, and seek to demonstrate how students from socially disadvantaged backgrounds can, and do, make substantial progress when offered effective reading instruction based on the available scientific research evidence. Click here to access Professor Kevin Wheldall's 2008 Mona Tobias lecture.

Instructional Strategies - For the Teachers


Visible Learning for Teachers: Maximizing Impact on Learning
Author: John Hattie
"In November 2008, John Hattie's ground-breaking book Visible Learning synthesised the results of more than 15 years research involving millions of students and represented the biggest ever collection of evidence-based research into what actually works in schools to improve learning. Visible Learning for Teachers takes the next step and brings those ground breaking concepts to completely new audiences.


SRA/DIRECT INSTRUCTION - Corrective Reading
Intensive instructional support for primary or secondary students with reading difficulties.
Corrective Reading provides intensive, sustained direct instruction to address deficiencies in decoding and comprehension.
Designed to provide differentiated personalised instruction to each learner.
A complete core programme that uses:
Two major strands and four instructional levels address a wide range of reading problems.
The Decoding and Comprehension strands can be used separately as a supplemental reading intervention or combined for use as a comprehensive reading intervention programme.
Multiple points of entry and fast-cycle options appropriately address skill levels of students in Grades 4-Adult.
Fully integrated assessments monitor progress and guide movement through the programme.
Choose the Decoding strand for students who do not read accurately or whose oral reading is choppy, as well as for less fluent readers who lack comprehension when they read.
Select the Comprehension strand for students who need to develop vocabulary, background information, and reasoning skills that are the foundation of comprehension.

Students learn best when instruction is: Appropriately Challenging

(3) The eight strands of the essential knowledge and skills for social studies are intended to be integrated for instructional purposes. Skills listed in the social studies skills strand in subsection (b) of this section should be incorporated into the teaching of all essential knowledge and skills for social studies. A greater depth of understanding of complex content material can be attained when integrated social studies content from the various disciplines and critical-thinking skills are taught together. Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.

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