By Marge Scherer
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Extra resources for Supporting the Whole Child
Example text
This exercise is a far cry from the sterile math problems at the start of the textbook’s statistics chapter. Mr. P’s combination of probability knowledge and developmental understanding enabled him to tweak standardized materials, transforming a dry problem into an engaging puzzle for his 8th grade students. In addition, he tapped different learning styles by urging his students to think through the problem Differentiation: Lessons from Master Teachers in words, diagrams, or arithmetic. Mr. P encouraged his students to think in whatever way they find most natural, especially when learning a new concept.
Educational Leadership, 53(5), 14–16. Differentiation: Lessons from Master Teachers Hootstein, E. (1998, November). Differentiation of instructional methodologies in subject-based curricula at the secondary level. (Research Brief No. 38). Richmond, VA. Metropolitan Education Research Consortium. , & Wiggins, G. (1998). Understanding by design. Alexandria, VA: ASCD. Noddings, N. (1984). Caring: A feminine approach to ethics and moral education. Berkeley: University of California Press. Shulman, L.
Tyler, R. M. Gagne, & M. ), Perspectives of curriculum evaluation (AERA Mono- 45 46 Supporting the Whole Child graph Series on Curriculum Evaluation. No. 1; pp. 39–83). Chicago: Rand McNally. Silver, H. , Strong, R. , & Perini, M. J. (2000). So each may learn: Integrating learning styles and multiple intelligences. Alexandria, VA: Association for Supervision and Curriculum Development. Slavin, R. E. (1991). Synthesis of research on cooperative learning. Educational Leadership, 48(5), 71–82. Sternberg, R.
