Differentiation_in_Large_and_Small_Group_Instruction3

Differentiation_in_Large_and_Small_Group_Instruction3 -...

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    Differentiating Large and Small  Group Instruction Essential Question: How can we encourage all students to actively participate in large and small group discussions/activities? Objectives: Teacher candidates will be able to Describe cognitive, linguistic, and social-affective factors that may necessitate differentiation in instruction for students Articulate strategies for effectively managing cooperative learning activities and guiding whole class discussions
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    Why Differentiate Instruction? Thomas & Collier’s Prism Model (1995) Language Development Academic Development Cognitive Development Social and Cultural Processes
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    Cooperative learning principles  (Kagen, 1994; Salend  2002) Grouping configurations Pre-plan Heterogenous (home groups)/ homogenous/random Seating arrangements Students see front (teacher/blackboard) See group members Give positive attention to groups
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    Cooperative learning principles Teacher as consultant More time to attend to students’ individual needs Team questions Students first try to get question answered
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This note was uploaded on 09/08/2010 for the course EDSC 173 at San Jose State.

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Differentiation_in_Large_and_Small_Group_Instruction3 -...

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