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Differentiated Instruction

Differentiated Instruction VI

Differentiation by Process: Musical Modality

My final post regarding differentiation by process involves using musical modality. If you set something to music, it becomes almost impossible to forget. We can all recite Jenny’s phone number[1], as well as that of Empire Carpet. I will never be able to erase Coach’s geography lesson on Cheers. He sang to the tune of “When the Saints Go Marching in,” “Albania! Albania! You border on the A-dri-atic.” He and Sam both passed the test.

This week we have been posting a series of blogs from NCCAT Lead Fellow Dr. Deb Teitelbaum on Differentiated Instruction. We hope to hear from you with comments, questions or observations as we go along.

Differentiated Instruction IV

Back to differentiation by modality. Whether we believe there is such as thing as learning styles is really a moot point. There are several good reasons to differentiate this way regardless.

Reason #1: Novelty

This week we are posting a series of blogs from NCCAT Lead Fellow Dr. Deb Teitelbaum on Differentiated Instruction. We hope to hear from you with comments, questions or observations as we go along.

Differentiation by Process: The Jigsaw

Previously, on the NCCAT blog, we had established that differentiated instruction (DI) had to be preceded by assessment and that it could be accomplished in at least three ways: content, process, and product. We also learned the term “crap ton.” See yesterday’s post for further edification on that subject.

Thanks for coming back for day two. This week we will be posting a series of blogs from NCCAT Lead Fellow Dr. Deb Teitelbaum on Differentiated Instruction. Yesterday, we talked about what Differentiated instruction is and today we go further.