LAYNE TPE D.

Literature Review Main ideas 1. Before any learning can be successful students must understand how to learn. This process will be different for each student. 2. It is important in planning to wor with smaller amounts of content for students to gain the most nowledge. !. "nowing ones students and planning accordingly incorporating different learning styles is e#tremely important. $. %hen planning& teachers should use their nowledge of students socio' economic& culture& and language bac grounds to understand barriers to learning. (. Based on observation& data& reflection& and consultation& a teacher can identify and plan according to students needs. ). * teacher must ta e into account three +uestions when planning a lesson. ,. %hen planning differentiated lesson they must meet two student needs. Supporting Evidence 1. /01earning how to learn0 has become an important ob2ective for students because this is a learning this will positively transfer into every new learning situation3 45unter& 1.),& p. )-6. 2. /7or efficiency in learning you wor with the smallest amounts possible without sacrificing ma#imum meaning or wasting time3 45unter& 1.),& p. (!6. !. /8bviously the amount of guidance a learner needs is partially related to his own personality ma e up. Some students needs reassurance and support almost every step of the way. 8thers are comfortable proceeding independently and have little need for support3 45unter& 1.),& p. )!6. $. /9ositive transfer implies that past learnings are aiding or propelling new learning. :egative transfer implies that past learnings are actively interfering with the accomplishment of a new learning3 45unter& 1.),& p. )-6. (. /5ow you group depends on what you are trying to accomplish educationally and the nowledge of the student that is relevant to that accomplishment3 45unter& 1.),& p. ,!6. ). 5ow much of a learning tas should you practice at one time; 2. 5ow long 4in time6 should the practice period be; !. 5ow often should you have practice periods3 45unter& 1.),& p. -!6; ,. /7irst& the activity must challenge students to thin critically and creatively about what they have learned. Secondly& the activity must re+uire students to use their preferred learning styles to transform what they have learned into a new form3 4<entriglia& 2=1=& p. 2-6 -. /7le#ible grouping is the ey to an effective and differentiated classroom3 4<entriglia& 2=1=& p. ()6. .. />ifferentiated instruction models the ?ule of 7oot@ A8ne siBe does not fit all.0 >ifferentiated instruction accounts for the fact that students come to school with different siBes of feet and with different levels of learning3 4<entriglia& 2=1=& p. 12,6.

-. By nowing students levels one can create various groupings that promote learning. .. "nowing students varied ability levels and planning differentiated lessons helps all students achieve the best result.

?eferences

LAYNE TPE D.

5unter& M. 41.),6. Teach for Transfer. Thousand 8a s& C*@ Corwin 9ress.
<entriglia& 1.>. 42=1=6. Best Practices: Differentiated Instruction: The Rule of Foot . Me#ico@ DoungLightEducate.