Accommodating differences variations in differentiated literacy instruction

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This information is stored temporarily, and the brain decides what to do with the acquired data.

The more of these stimuli that are activated, the more impact the data has on the brain.

When more regions of the brain store data about a subject, there is more interconnection and cross-referencing of data from multiple storage areas in response to a single cue, meaning one has learned rather than memorized.

As Wolfe (2001) argues, information is acquired through the five senses: sight, smell, taste, touch and sound.

Differentiated instruction, according to Carol Ann Tomlinson (as cited by Ellis, Gable, Greg, & Rock, 2008, p.

32), is the process of "ensuring that what a student learns, how he or she learns it, and how the student demonstrates what he or she has learned is a match for that student's readiness level, interests, and preferred mode of learning." Teachers can differentiate in four ways: 1) through content, 2) process, 3) product, and 4) learning environment based on the individual learner.

Students vary in culture, socioeconomic status, language, gender, motivation, ability/disability, personal interests and more, and teachers must be aware of these varieties as they plan curriculum.By considering varied learning needs, teachers can develop personalized instruction so that all children in the classroom can learn effectively.Differentiated classrooms have also been described as ones that respond to student variety in readiness levels, interests and learning profiles.To understand how students learn and what they know, pre-assessment and ongoing assessment are essential.This provides feedback for both teacher and student, with the ultimate goal of improving student learning.Soap actress Molly Burnett has stepped in as her temporary replacement.

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