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DIFFERENTIATION IN ACTION
Chapter 1
(Judith Dodge, 2005) - Coggle Diagram
DIFFERENTIATION IN ACTION
Chapter 1
(Judith Dodge, 2005)
4 THINKING STYLES
(Anthony Gregorc, 1982)
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4 SENSUAL LEARNING STYLES
(Rita & Ken Dunn, 1987)
visual
- written/pictorial cues
- writing on board
- color-codes
tactile
- tiles, letters, computer keyboards
- flashcards, sentence strips, sticky notes
- equipment they can touch and handle
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kinesthetic
- physical activity, movement
- include task rotations, small-group activities, simulations
4 LEARNING STLYES
(Silver, Hanson, Strong, Schwartz, 1980)
understanding style
- understands concepts, patterns, and proofs for ideas
- learn best conceptually
- use higher-level thinking skills to compare/contrast, analyze/summarize, support ideas/ refute ideas
interpersonal style
- cooperative learning, real-life contexts, connnections to everyday life
- learn best through interaction with others
mastery style
- remember basic facts and details
- learns best though procedures
- enjoy learning through observation, memorizing, practicing, sequencing
self-expressive style
- produces original work
- divergent thinkers
- learn best through investigation
- use information in new ways, visualize and create images, solve problems, etc.
GENDER-BASED PREFERENCES
sometimes it's useful to plan same-gender groups for one or more cooperative activites of assignments
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MULTIPLE INTELLIGENCES
(Howard Gardner, 1990s)
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EMOTIONAL INTELLIGENCE
set of characteristics:
- motivate ourselves, presist in the face of frustrations
- control impulse, delay gratification
- regulate our moods, keep distress from swamping our ability to think
- empathize, hope
(Goleman, 1995)
16 habits of mind
(Costa, Kallick, 2000)
focus on the LEARNER, not on the content!