“Our role as teachers is not to do the learning for our students; our role is to find ways to help our students learn on their own,” writes ASCD author and ASCD EDge community member Robyn Jackson. In a recent blog post, Jackson explains why it’s important for teachers not to work harder than their students and instead help students to learn to do things for themselves.
Scharberg, K. (2015, February 5). Differentiated Instruction Works: How and Why to Do DI. Retrieved January 24, 2017, from ASCD Inservice
- Posted: March 28, 2018
Home » Best Practices » Scharberg, K. (2015, February 5). Differentiated Instruction Works: How and Why to Do DI. Retrieved January 24, 2017, from ASCD Inservice
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- Why Poverty Matters
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- Why Resources Matter
- 1 – Build Relationships
- 2 – Decrease Stress
- 3 – Increase Status
- 4 – Increase Hope
- 5 – Proactively Guide
- 6 – Use “Me” Strategies
- 7 – Understand Goals of Misbehavior
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- 13 – Build Background Knowledge
- 14 – Grow Executive Function
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- 16 – Grow Emotional & Soft Skills
- 17 – Purposefully Teach
- 18 – Explicitly Teach
- 19 – Question Strategically
- 20 – Use Data
- 21 – Make Learning Fun
- 22 – Accommodate
- 23 – Infuse the Arts
- 24 – Maintain High Expectations
- 25 – Lead
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- Why Poverty Matters
- Poverty Data Sources
- Neuroscience & the Classroom
- Why Resources Matter
- 1 – Build Relationships
- 2 – Decrease Stress
- 3 – Increase Status
- 4 – Increase Hope
- 5 – Proactively Guide
- 6 – Use “Me” Strategies
- 7 – Understand Goals of Misbehavior
- 8 – Decrease Health Impacts
- 9 – Build Family/Community Partnerships
- 10 – Align Instruction & Assessment
- 11 – Motivate
- 12 – Grow Mindsets
- 13 – Build Background Knowledge
- 14 – Grow Executive Function
- 15 – Build Memory Trace
- 16 – Grow Emotional & Soft Skills
- 17 – Purposefully Teach
- 18 – Explicitly Teach
- 19 – Question Strategically
- 20 – Use Data
- 21 – Make Learning Fun
- 22 – Accommodate
- 23 – Infuse the Arts
- 24 – Maintain High Expectations
- 25 – Lead