Oh, yeah, we can tell. There really are no closet early childhood folk. They don't know passive! You know, THE TEACHER having the responsibility of adjusting the levels of difficulty is another problem. If she teaches in an open-ended enough fashion, it is most definitely a joint process by the teacher AND the student to "differentiate" -or what I would describe as being invited to participate in a developmentally appropriate fashion. Developmental appropriateness includes both age-appropriate and individually-appropriate, so there's really plenty of room there for shared responsibility. Hmmm. I'm thinking.
> From: [EMAIL PROTECTED]> To: [email protected]> Date: Tue, 23 > Sep 2008 07:48:14 -0400> Subject: Re: [Understand] Beginning with Chapter > One> > Bev,> Amen!> It is so sad that differentiation has come to mean only > levels of difficulty. To me, you can differentiate by learning styles, > interests...etc etc.> (And, Bev, maybe it won't surprise you, but before I > became a reading specialist, I was an early childhood classroom teacher.) _________________________________________________________________ Want to do more with Windows Live? Learn “10 hidden secrets” from Jamie. http://windowslive.com/connect/post/jamiethomson.spaces.live.com-Blog-cns!550F681DAD532637!5295.entry?ocid=TXT_TAGLM_WL_domore_092008 _______________________________________________ Understand mailing list [email protected] http://literacyworkshop.org/mailman/listinfo/understand_literacyworkshop.org
