From differentiated instruction to differentiated assessment and grading

 

 

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Whether teachers differentiate content, process, products, or the learning environment, the use of ongoing assessment and flexible grouping makes this aDifferentiated instruction is a nice idea, but what happens when it comes to assessing and grading students? What's both fair and leads to real student Teachers use student work to make adjustments to the pace of instruction, to differentiate learning activities and to modify teaching methods in order to development with instruction as well as capitalize on interests, learning styles, intelligence strengths, etc. Pre-Assessment in a. Differentiated Classroom (2002) Differentiating Instruction in the Regular Classroom: How to Reach and Teach All Learners, Grades 3-12. Minneapolis, MN: Free Spirit. Holloway, J. (2000)

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