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The Shoulds and Should Nots of an Appropriately Designed Differentiated Curriculum

The Shoulds and Should Nots of an Appropriately Designed Differentiated Curriculum. Dr. Jennifer Scrivner. Should be planned and sequentially organized to include specific expectations for acquisition of content.

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The Shoulds and Should Nots of an Appropriately Designed Differentiated Curriculum

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  1. The Shoulds and Should Nots of an Appropriately Designed Differentiated Curriculum Dr. Jennifer Scrivner

  2. Should be planned and sequentially organized to include specific expectations for acquisition of content Should not be a potpourri of learning activities that are disjointed and haphazardly selected without reference to specified criteria Curriculum

  3. Should place emphasis on the interdependence of content, process and products Should not focus on attainment of cognitive competencies in isolation form the development of affective competencies Curriculum

  4. Should incorporate learning experiences that foster development of complex thought processes Should teach both fundamental and higher level thinking skills Should NOT overemphasize mastery of fundamental basic skills, nor should it exonerate g/t kids from mastering these. Should NOT ignore the development of basic skills for the mastery of higher level thinking skills Curriculum

  5. Should provide opportunities to learn to reconceptualize existing knowledge, to percieve things from various points of view, to use information for new purposes or new ways Should NOT stress the accumulation of knowledge or reinforce mastery without simultaneously encouraging students to be productive thinkers Curriculum

  6. Should provide opportunities for students to practice leadership and appropriate forms of communication Should NOT be based on the assumption that g/t students can assume positions of leadership without the development of skills and understanding Curriculum

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