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The process of differentiation is challenging for educators, as it requires developing skills to teach in a flexible manner that responds to the unique needs of learners. Often total lessons or the pace of individual lessons need to be adjusted "on-the-fly." Teacher-led group instruction is only one model of instruction. So, teachers also need to know about additional resources beyond what's in the textbook or available in print format that can be used to help learners. For example, students can also learn from each other in collaborative groups, or from virtual instructors in online settings, or by working alone using software or apps. They can get different perspectives on a topic from viewing podcasts.
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Changing the question. Teachers might take an existing question and turn it into an open question. For example, a text might have the question "A cookie has a diameter of 1.75 inches. Express the diameter as a fraction in simplest form." An associated open question might be "The diameter of a cookie is between 1 and 2 inches. Express the diameter as a fraction in two different ways." (p. 9)
Diversity plays a significant role in classroom management. Disabilities and cultural differences impact behavioral differences. It important to know the nature of a disability. For example, an autistic child might require consistency in his/her schedule as disruptions in routine might trigger inappropriate behaviors. In responding to students with disabilities, some learners might need individualized plans for behavior management. Ideas might be to develop a behavior progress monitoring form with categories such as "Brought supplies, Worked productively, Was respectful of others" for various time frames (e.g., periods in a school day) or to develop a behavioral contract. In terms of cultural differences, teachers and all learners in a class should be aware of each others' interaction styles. What is acceptable in one culture might not be in another. For example, there are cultural differences in what is acceptable in speaking to others (e.g., one at a time, and loud voice), levels of physical activity and verbal discourse needed with thinking and learning, attitudes about sharing and respecting physical space, authority figures, what constitutes an authority figure and the manner in which deference is shown to authority figures (Voltz, Sims, & Nelson, 2010, pp. 52-55).
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For example: “Because of its humiliating and demoralizing effect on African American slaves, black face was used less as a comedy routine and more as a way of enforcing racial segregation” and “Science is beginning to seriously question whether a comet, not an asteroid, was responsible for the extinction of the dinosaurs” are both thesis statements.
How to Write an Essay Introduction (with Sample Intros)
For example: “Although we tend to think of social media as a young person’s game, the fastest-growing demographic on Twitter are people aged 55-64.” This statistic confronts an expectation your readers may have and could set up an argument on the importance of, say, access to the internet for senior citizens.
How to Write an Essay Introduction
Same with lists. Why are you listing ten symptoms of diabetes in the first place, and why the heck do you think you need to put that list in quotes? Whenever you find a list in your research materials and think “Ooh, good, this is ten words I don’t have to write,” just stop. Pick a few things on that list and use them as examples. Explain what the hell they have to do with anything, and now look at you! You’re actually writing!
How to Write a Persuasive Speech: 13 Steps (with …
The fundamental challenges of the teaching profession are also well-articulated in Connecticut's , which includes "six domains and 46 indicators that identify the foundational skills and competencies that pertain to all teachers, regardless of the subject matter, field or age group they teach" (p. 2). They are useful for teacher preparation programs, beginning teachers, and experienced teachers. For example, among professional responsibilities, the Connecticut Department of Education (2010) indicated "Continually engaging in reflection, self-evaluation and professional development to enhance their understandings of content, pedagogical skills, resources and the impact of their actions on student learning" (p. 10). Collaboration and proactive communication with colleagues, administrators, students, and families are featured elements, as are understanding the legal rights of individuals with disabilities, and the role that race, gender, and culture might have on professional interactions with students, families, and colleagues, and ethical uses of technology.