Wright (2007, pp. 130-131) mentions several app...
... middle of paper ...
... of the weaker learners to participate in the plenary during the open class feedback.
A magic recipe of how lessons should be differentiated does not exist. Different learners have different needs and effective differentiation can only happen if the teacher is able to accurately assess the students’ needs. Many educators do so without realizing. When asked about what differentiation strategies he/she used in his/her class, the math teacher from the example above seemed unaware of everything he/she had done. Although for that teacher differentiation sounded fancy and sophisticated, in fact it was a practice that the he/she, without realizing, had naturally embedded in his/her lessons. A list of differentiation routines is also a list of good classroom practices (Wright, 2007, p.130). “Good teaching and differentiation are almost synonymous” (Wright, 2007, p.130).
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