Please enable JavaScript.
Coggle requires JavaScript to display documents.
Rethinking How We Do School - and for Whom (Struggle: Equity and…
Rethinking How We Do School - and for Whom
History
differentiating instruction is quite old
21st century changes revolutionary
current knowledge: cultivate individuality
Four Understandings
intelligene is variable
8 intelligences
3 intelligences
conclusions
we think, learn and create in different ways
development of our potential affected by what we learn an how we apply our abilities
the brain is malleable (plastic)
learning can change physiology of the brain
teacher: include various intelligences
appropriately challenging tasks
getting involved is beneficial
the brain hungers for meaning
meaningful patterns
"chunked" information
connect parts to wholes
deep an personal meaning
emotion
connect old and new knowledge
humans learn best with moderate challenge
too difficult - learner feels threatened, "downshifts"
too easy --> relaxation mode
teaching sthg. unknown --> know enough to get started
Students
diverse mix
different backgrounds
cyberspace
variety of needs
Struggle: Equity and Excellence
support growth (readiness diff.)
motivation to learn (interest diff.)
efficiency of learning (learning profile diff.)
full potential is reached when educators understand and draw on its potential to create schools and classrooms that promise equity of access to excellence for the full range of students
excellence: top of agenda
Issues of homogeneous learner-groups
attention to academic needs matters most
no long-term success for struggling learners
advanced students asked to do more work or to wait
aims at average students
differentiation: effective heterogeneous communities of learners, cater to diverse learning needs
conflict: Knowledge vs. Practice