| Schools are like airport hubs; student | | | | the essentials are learnt. |
| passengers arrive from many different | | | | |
| backgrounds for widely divergent | | | | -What if a students' first language is |
| destinations. Their particular takeoffs into | | | | Russian? She is learning to speak English, |
| adulthood will demand different flight plans | | | | there should be a plan in place to offer this |
| (Levine, 2002, p. 336)." | | | | student critical elements in learning this |
| | | | new language. |
| Satisfying the differences in the classroom | | | | |
| requires different teaching methods to | | | | -Kids who give up. Incessant planning should |
| satisfy the different ways that students | | | | be in place to actively reconnect student |
| learn. | | | | with student body and classroom work. |
| | | | |
| -Students that learn at a faster pace, and | | | | The differences in the classroom are vast. |
| need greater depth of knowledge than is | | | | However, we propose that differentiated |
| planned for in a 35-60 minute lesson. There | | | | instruction matters in the way children |
| should be plans for adapting the pace for | | | | learn. As a teacher, we must take into |
| that particular student or individual. | | | | account "who" we are teaching or tutoring. |
| | | | Teachers must constantly plan ahead and |
| -Students that have difficulty learning | | | | actively to accommodate each learning style. |
| should have provisions made to ensure that | | | | Dr. |