GITI Module 3: Differentiation of pedagogy and teaching skills

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In this module we see that effective communication in the classroom is essential to enable each learner to achieve maximum growth. Carol Ann Tomlinson shows us how a teacher’s beliefs, attitudes, and practices determine the effectiveness of communication for each learner. Teachers are likely to communicate more effectively if they take time to establish clear aspirations and reflect on them in light of their on-going classroom practices. Carol Ann Tomlinson demonstrates how framing can also help students reflect on what they have learned and how they can use what they have learned. She also sets out how effective classroom questioning enhances the learning of both students and their teacher; it supports student engagement, develops student voice and extends student thinking.

Helena Wallberg sets out the importance of the learning goal to benefit all students’ learning. This includes enabling students to set their own learning goals using content, language and active verbs. We also see how assignments, including homework, can be differentiated to meet the learning needs. Helena Wallberg shows how us how techniques and methods can be used to prevent stress from hampering performances. We explore growth mindset and its impact on inclusive education and how feedback can foster a growth mindset and why. We look at the four types of feedback and their effectiveness.