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  • Input Output Processing Model

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    5GDNIST
    42 vizualizări1 pagină
    The document outlines an input-output processing model for differentiated instruction. It aims to make high-quality curriculum accessible to all students by differentiating instruction based on content, process, and product. Content refers to the curriculum and input tools like questions. Process involves processing tools such as thinking frameworks and flexible grouping strategies. Product covers output tools like performance assessments and addressing multiple intelligences.

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    The document outlines an input-output processing model for differentiated instruction. It aims to make high-quality curriculum accessible to all students by differentiating instruction based on content, process, and product. Content refers to the curriculum and input tools like questions. Process involves processing tools such as thinking frameworks and flexible grouping strategies. Product covers output tools like performance assessments and addressing multiple intelligences.

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    Attribution Non-Commercial (BY-NC)
    Descărcați ca PDF, TXT sau citiți online pe Scribd
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    42 vizualizări1 pagină

    Input Output Processing Model

    Încărcat de

    5GDNIST
    The document outlines an input-output processing model for differentiated instruction. It aims to make high-quality curriculum accessible to all students by differentiating instruction based on content, process, and product. Content refers to the curriculum and input tools like questions. Process involves processing tools such as thinking frameworks and flexible grouping strategies. Product covers output tools like performance assessments and addressing multiple intelligences.

    Drepturi de autor:

    Attribution Non-Commercial (BY-NC)
    Descărcați ca PDF, TXT sau citiți online pe Scribd
    Indicator pentru conținut neadecvat
    din 1

    Input—Output Processing Model

    The purpose of differentiated instruction is to make high quality curriculum accessible to all students
    We can differentiate by:
    Content Process Product

    Process (Processing tools)


    Content (Input tools) Product (Output tools)
     PYP Key Concepts
     Multiple intelligences
     Curriculum
     De Bono’s Thinking Hats
    Content
     Performance
     Questions  Thinkers Keys assessments

     Kolb’s learning  Blooms Taxomony


    preferences
      Flexible grouping strate-
     Vygotsky’s ZPD gies
     Motivation, confidence
    (John Joseph)

    G. Davies

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