tag:blogger.com,1999:blog-563700503000190521.post4784262422922585163..comments2010-09-25T15:16:55.383-07:00Comments on Teaching on Mars: Of Multi-tools and Spud WrenchesLoren C. Kleinhttp://www.blogger.com/profile/15205005614862927793noreply@blogger.comBlogger2125tag:blogger.com,1999:blog-563700503000190521.post-74784499769827592792010-04-11T15:51:36.539-07:002010-04-11T15:51:36.539-07:00Very interesting perspective. I agree with most o...Very interesting perspective. I agree with most of it. However, the first step is to define "differentiation." If we are referring to "learning styles", then we are wasting our time with it. ALL students need multisensory instruction, even if they do tend to lean more toward one specific style.<br /><br />OTOH, differentiation in order to meet the individual needs of students based on knowledge and skill levels is an entirely different animal. We cannot expect students reading two grade levels below placement to progress if they have significant foundational deficits UNLESS we provide explicit instruction in their deficit area(s). This what we're doing at the elementary level in Iberia Parish.Anonymoushttps://www.blogger.com/profile/09321585911640610597noreply@blogger.comtag:blogger.com,1999:blog-563700503000190521.post-28338723011655492042010-04-07T21:20:11.577-07:002010-04-07T21:20:11.577-07:00You make some great points. We try to tell kids w...You make some great points. We try to tell kids what they are instead of letting them determine it for themselves.<br /><br />I'm in a little bit different place, being in special ed where the kids have to take tests for their grade level despite being far underqualified for the tests. The assessment is such a misfit for their abilities, it doesn't say anything except "they don't know anything."Anonymousnoreply@blogger.com