Grouping, Differentiation, and Enrichment
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Transcript of Grouping, Differentiation, and Enrichment
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Grouping, Differentiation, and Enrichment
By: Kristin Eggers
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“Expect more, demand more, probe more, and deliver more – more material and more challenges” (145).
“…teachers differentiate … student has the opportunity
to learn what he or she is ready and motivated to learn” (145).
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Grouping: Full Time Homogenous Grouping
(Specialized training, emphasis in specific subjects of interest, invaluable real world preparation, continued
interest in strengths, etc.)
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Full Time Heterogeneous Grouping (Developing more appropriate criteria within classroom,
planned differentiated experiences, planned support services and special resources, etc.)
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Part-Time Temporary Grouping(Opportunity for students from the regular classroom to construct their own meaningful education; for example:
pull out programs which collaborate with the regular teacher.)
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Grouping should consider readiness, interests, and learning styles
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Differentiation (Flexible grouping, clear expectations, and understanding that students might be doing different things at the same
time!)
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Goals of Differentiation Every student is engaged in meaningful learning
All students reach the same outcome, on different paths: enrichment, not acceleration
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Enrichment(Process and Content Goals)
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Process Goals: Creative thinking, Problem solving, Critical thinking,
Scientific thinking, etc.
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Content Goals: Subject matter, projects, activities
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OverallSupportive AtmosphereCollaborative Culture
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