Two Schools Pursuing Learning Profiles

Autor/in	Tomlinson, Carol Ann
Titel	Two Schools Pursuing Learning Profiles
Quelle	In: School Administrator, 66 (2009) 2, S.32-33 (2 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-6439
Schlagwörter	Formative Evaluation; Individualized Instruction; Elementary Schools; High Schools; Teachers; Administrators; Principals; Outcomes of Education; Academic Achievement; Missouri; Vermont + Suchen Sie Ihr Suchwort? Individualisierender Unterricht; Elementary school; Grundschule; Volksschule; High school; Oberschule; Lehrer; Lehrerin; Lehrende; Principal; Schulleiter; Lernleistung; Schulerfolg; Schulleistung
Abstract	In this article, the author discusses how both schools at Conway Elementary School in St. Louis, Missouri and Colchester High School in Colchester have moved to schoolwide differentiated instruction as part of a systemic approach to teaching and learning. Teachers and administrators at both schools ensure clarity about what students should know, understand and be able to do as the result of each segment of learning--whether the segment is the school year, a course unit or a day. Teachers in both settings regularly pre-assess students to determine their readiness levels relative to the essential knowledge, understanding and skill, as well as their interests and ways in which students seem to prefer to learn. They also regularly use ongoing or formative assessment to understand where each student is relative to the key learning goals and to hear from students which approaches to teaching and learning seem most helpful to them. (ERIC).
Anmerkungen	American Association of School Administrators. 801 North Quincy Street Suite 700, Arlington, VA 22203-1730. Tel: 703-528-0700; Fax: 703-841-1543; e-mail: info@aasa.org; Web site: http://www.aasa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10