Transcription of 1. I routinely differentiate. 2. I occasionally ...
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1. I routinely differentiate. 2. I occasionally ...
4/16/2013.. Julia Link Roberts and Tracy Ford Inman The Center for Gifted Studies at Western Kentucky University 1. I routinely differentiate. 2. I occasionally differentiate. 3. I am thinking about moving to differentiation. 4. I am curious about differentiation. 1. 4/16/2013.. Early in the year . Standard 4: Learning Environments 2. 4/16/2013. Student Outcomes Evidence-Based Practice Personal Competence Educators maintain high expectations for all students with gifts and talents as evidenced Students with gifts and talents in meaningful and challenging activities. demonstrate growth in personal Educators provide opportunities for self- competence and dispositions for exploration, development and pursuit of exceptional academic and creative interests, and development of identities supportive of achievement, , through productivity.
4/16/2013 11 May appear disorganized and noisy, but, on closer examination, a strong organizational structure is evident How do I organize materials and resources? What are different grouping possibilities? How can students get into groups smoothly? How do I get multiple learning experiences started at the same time? How do I know when groups need to change?
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