Needs of Struggling Learners

Everyone does some things really well. It is important to find those things.

1. People overlook the strength of these learners.
2. Spend too much time remediating what they do not do well. (Not working on what they do well)
3. Just learn enough of the "big picture" without all the details.
4. Use many avenues of learning.
5. See with eyes of love. Tolerate

Needs of Advanced Learners

1. Become mentally lazy.
2. Grades are important. Being praised is important.
3. Perfectionist. Do not want to risk getting things wrong. Avoid trying to avoid failure. Worry too much. Eating disorder.
4. Never developed learning skills or coping skills.

一日喝牛奶太多也不好

一日喝牛奶太多也不好。

老鼠大约活两年左右。假如食物中有 20%* 牛奶蛋白质 (Casein from milk)， 两年後 100% 不是已经死于肝腫瘤就是快死了.(書中第 61 页)

假如食物中只有 5%* 蛋白质, 老鼠過了两年还是活得很好.

假如食物中有 20%* 植物蛋白质如大豆或麥的制品,腫瘤(foci, 書中第 54 页)倒是很少生長. (書中第 60 页)

假如長了腫瘤馬上停止吃牛奶蛋白质, 腫瘤就很快的不见了.(書中第 56 页)

* 12% 蛋白质是美国政府建議每日吃的量(RDA).

摘錄自 "China Study". 作者: Campbell. http://www.amazon.com/China-Study-Comprehensive-Nutrition-Implications/dp/1932100660/ref=pd_bbs_sr_1?ie=UTF8&s=books&qid=1224876604&sr=8-1

Differentiated Classroom - Why

1. If a lesson is good for "standard issue" students, it is not good for other students.

2. There is no substitute for high-quality curriculum and instructions.

3. Build a bridge between "learner" and "learning" for each individual learner for life.

Differentiated classroom is

1. Proactive - Teacher needs to know the kids and tailor instructions.

2. Qualititive but not just a lot of work for all. (A student who knows this math does not need to practice with 50 problems of this kind)

3. Evaluating all the time. Is it working? What can be modified?(not just a unit test after everything)

4. Multiple Approaches to content, process, and product.

5. Student centered. Interesting. Relevant. Teacher will eventually make students responsible for learning.

6. Instruction is whole class, groups, individual. (Keeps changing amongst those three)

7. Organic Classroom is dynamic. Teacher and students collaborate, make course-corrections, re-grouping, re-evaluating all the time.

Differentiated classroom is NOT

1. It is not the individualized plan for each student done in the 70s. It is not assuming students are at different levels so they are taught at different levels.

2. Not a chaotic classroom. (Develop ground rules with students)

3. Not fixed grouping. (Do flexible grouping so low groups are not always the same people)

4. Not teaching students at their levels. (Teach high to all)

Taiwan, Be Proud

chanced upon these two articles and I believe, after reading them, you will feel as proud as I am:
http://www.wretch.cc/blog/moer23/21051159
http://www.washingtonpost.com/wp-dyn/content/article/2007/11/29/AR2007112901887_pf.html

If you have trouble with the second link above you may try an alternative here:
http://www.furl.net/item/30148469/cached

Travel to Asia?
http://www.wutravel.com?a_aid=40c0aaa1