Differentiation Theory In Learning

Damian Cooper’s book “Redefining Fair” is dedicated to providing insight, resources, and support to teachers when considering differentiation within the classroom. His central argument is that the greatest obstacle to differentiation within a classroom is outdated beliefs of fairness. Cooper’s work is directed toward breaking down such obstacles through the various sources, advice, and viewpoints. It is possible to be a teacher who successfully implements differentiation within the classroom in all areas that benefit the students maximum education and potential.

Piaget’s cognitive development theory analyses the growth of children’s development for thinking and intellectual. In fact, American Psychological Association (2015) refers to cognitive development as the ‘The development of processes of knowing, including imagining, perceiving, reasoning, and problem solving’. This essay analyses Jean Piaget’s theory of cognitive development. In addition to this, Piaget’s key concepts will be discussed which include; children and young people construct their own knowledge, individuals possess their own mental templates, equilibration and the stages of cognitive development that children and young people undertake will be investigated. Further to this, a critical reflection will be constructed

There are a lot of unanswered questions in this fast-paced world and one of them is the famous “Why Johnny won’t read?” which encourages readers especially the men [metaphorically speaking, Johnny means boys in general] to still keep up in their reading even if it means pushing oneself against prevailing circumstances. Shedding light on the issue is a commentary published on the third day of July, 2014 entitled “Why Johnny won’t learn to read” by Robert Pondiscio, a distinguished writer and speaker on education and education-reform issues. Pondiscio asserts the disparity between Common Core State Standards and balanced literacy in the education system which reveals the reading proficiency gap between the male and the female learners. Important

Performance Activity 18: Discuss with cooperating teacher how he/she uses on line resources such as video streaming, You Tube, or even in assessments, etc. to accomplish differentiated instructional objectives that enhance learning for each student.

Problem: As a society, we are beginning to see that biological parents are not taking an active role in the juvenile justice system, or simply not as active as one would hope they would accept and perform, which is presenting further problems and concerns within the system (Baker, et al., 2013; Greenwood, 2008). Due to parents not being as actively involved as what certain individuals may like to see, other concerns can arise, creating this sense of criticism, along with a flawed juvenile justice system to the untrained societal eye because parents are not home with their families, they are in out of home placements (Amandoala, 2009; Farrugggia, & Sorkin, 2009; Woods, Farineau, & McWey, 2013; Younes & Harp, 2007).

How does differentiation support or hinder pupils’ progress in writing? A study examining a school in Brent. Abstract: “We used to teach subjects and classes – now we teach students (Petty, 2004).” Differentiation is recognised as a key part of effective teaching in writing but there seems to be a little general

You are the hospital CEO. Doctors on the capital budget committee can’t agree on which equipment to recommend for purchase and for how much. The total list of requests is way over the board’s guideline. Explain what you say to them. (“Doctors and the Capital Budget” in Health Services Management: Readings, Cases, Readings, and Commentary, 9th ed., A. R. Kovner, A. S. McAlearney, D. Neuhauser, Chicago: AUPHA/HAP 2009, p.

Differentiation in the classroom begins with a teacher's understanding of scaffolding students academic levels to help students reach a common goal. Differentiation occurs in many ways, books like Leading and Managing a Differentiated Classroom, The Differentiated Classroom, and Learning by Choice have several ideas on how differentiation may look like in the classroom. Common topics among three books include learning stations, levels of tier, and communication and collaboration.

2. The psychodynamic theory is associated with, Sigmund Freud and Erik Erikson. Theorists who support this theory state, early childhood experiences play a major part in later development of a child’s personality, even if it is buried in there unconscious. Psychodynamic Theorists also believe that children go through qualitatively distinct stages in their development. In my classroom, how I could apply this theory is by engaging the child on who they think they are, and how it will affect their future. Identity plays a major role in this theory, by engaging the child on who they think they are, I feel I will be able to assess their ability to learn.

Behaviourism assumes that a learner is fundamentally flaccid, replying to environmental incentives. Behaviour theorists states learning as nothing more than the attainment of new behaviour. In this theory Language acquisition is the result of stimulus-response activities where factors that facilitate are imitation, replication, reward and reinforcement.

Cognition is a process where different aspects of the mind are working together that lead to knowledge. Piaget’s cognitive development theory is based on stages that children go through as they grow that lead them to actively learn new information. Cognitive change occurs with schemes that children and adults go through to make sense of what is happening around them. The change that occurs is activity based when the child is young and later in life correlates to mental thinking. Piaget’s stages of cognitive development start from birth to adulthood and it begins with the sensorimotor stage, a child from birth to the age of 2 years old learns and thinks by doing and figuring out how something works. The second stage is the preoperational stage and in this stage children from ages 2 through 7 years are developing their language and they do pretend play (Berk, 2005, p.20). Concrete operational is the third stage and children ages 7 to 11 years old lack abstract but have more logic than they did when they were younger. The last stage is formal

This article aims to explore Piaget’s cognitive development theory and Vygotsky’s sociocultural cognitive theory. Piaget explicated people fundamentally improve their thinking in stage at distinct periods. In terms of Vygotsky’s sociocultural cognitive theory, it is inevitable to investigate the correlation between social interaction and individual cognitive development, the role of cultural tools in mental process, and the zone of proximal development(ZPD).

The literature reviews in this section will present a description on Variation Theory and Learning Study, and the degree to which the approach are being used in education context. This section will also review literatures that are related to tone value drawing, student learning and teacher development.

All students deserve to be treated fairly as individuals. When considering the diversity of the class members, we will celebrate the uniqueness that the differences contribute. Because I have high expectations that all my children can be successful, adjustments may be necessary because everyone is not the same (Burden, 2017, p. 115). It is vital that a spirit of understanding and edification is active amongst the students and from the teacher (Romans 14:19, King James Version) to produce fruits of mutual respect: reduced bias, positive academic outcomes, enhanced problem solving, and healthy group dynamics (Cousik, 2015, p. 54). For differences that stem from culture, gender, ethnicity, or socioeconomic status, the adjustments will involve bridging the cultural gap between the students’ diversity and the curriculum. For differences that result from cognitive abilities, learning styles, or developmental stages, the differentiation in delivery style and product styles support students’ academic, emotional, and social growth. Strategies that support diversity:

Direct instruction is known as the use of straightforward, explicit teaching techniques, usually to teach a specific skill. It is a teacher-directed method, meaning that the teacher stands in front of a classroom and presents the information. It emphasizes the use of small-group, face-to-face instruction by teachers and aides using carefully articulated lessons in which cognitive skills are broken down into small units, sequenced deliberately, and taught explicitly. Direct instruction is a theory of education which posits that the most effective way to teach is by explicit, guided instructions. This method of teaching directly contrasts other styles of teaching, which might be more passive or encourage exploration. It is a very common teaching strategy, relying on strict lesson plans and lectures with little or no room for variation. Direct instruction does not include activities like discussion, recitation, seminars, workshops, case studies, or internships. DI is probably the most popular teaching strategy that is used by teachers to facilitate learning. It is teacher directed and follows a definite structure with specific steps to guide pupils toward achieving clearly defined learning outcomes. The teacher maintains the locus of control over the instructional process and monitors pupils ' learning throughout the process. Benefits of direct instruction include delivering large amounts of information in a timely manner. Also, because this model is