Around 90 people attended the seventh annual Smoky Mountain Undergraduate Research Conference on the History of Mathematics, held at the North Carolina Center for the Advancement of Teaching April 26.
Differentiation by Process: The Jigsaw
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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.