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ACSI Europe Blog

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Roslyn Barnes
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Roslyn Barnes


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Current Issues
Current Issues

Differentiating Instruction in Practice


Having looked at the elements of the learning experience that can be differentiated as separate parts, this final post is about putting all the elements back together as we plan to make learning more meaningful and accessible for...

  • Roslyn Barnes
  • 6th Jun '23
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Current Issues
Current Issues

Differentiating the Learning Environment


Learning goals, subject content, resources, learning activities and assessment all contribute to the learning environment. However, there are a number of other factors that influence the overall learning experience for the...

  • Roslyn Barnes
  • 30th May '23
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Current Issues
Current Issues

Differentiating Learning and Assessment Strategies


In the previous post, we looked at differentiating the content being taught and the resources being used in our classrooms. Another way that learning can be made meaningful and accessible to all students is to use a variety of...

  • Roslyn Barnes
  • 26th May '23
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Current Issues
Current Issues

Differentiating Content and Resources


Differentiating instruction is complex and multi-layered. While we need to keep in mind that all the steps we might take to make learning meaningful and accessible for all students are intertwined rather than isolated, it is...

  • Roslyn Barnes
  • 9th May '23
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Current Issues
Current Issues

Differentiating Instruction: Why does it matter?


Differentiating instruction aims to make learning meaningful and accessible to all students by providing them with some flexibility as they work toward clear learning goals. Like everything else in education, this aim is not...

  • Roslyn Barnes
  • 2nd May '23
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Current Issues
Current Issues

Differentiating Instruction: What does it mean?


The need to cater for a diversity of learners in the same classroom causes a significant tension for many teachers.  On the one hand, teachers desire to see all their students learn and grow, and therefore recognize the need...

  • Roslyn Barnes
  • 21st Apr '23
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Leadership
Leadership

Approaches to Professional Learning: Common Themes and Elements


As I reflect on the five approaches to professional development that I have outlined in this series of posts, I notice some common elements or themes: A Focus on Student Learning. In each of these approaches student learning is...

  • Roslyn Barnes
  • 23rd Feb '22
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Leadership
Leadership

Approaches to Professional Learning #5: Action Research


To some extent, “action research” is formalizing something that good educators do informally all the time.  Every time a teacher ponders a challenge they are facing in the classroom, considers possible interventions to...

  • Roslyn Barnes
  • 15th Feb '22
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Leadership
Leadership

Approaches to Professional Learning #4: Adaptive Expertise and Professional Conversations


Teachers need all kinds of expertise to carry out their work.  Some of it is “routine” – developing effective responses to known challenges in a stable context.  Teachers do indeed need this kind of expertise, being...

  • Roslyn Barnes
  • 8th Feb '22
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Leadership
Leadership

Approaches to Professional Learning #3: Instructional Coaching


Like Reflective Practice, the idea of “coaching” is not unique to education professionals.  The specific approach of “Instructional Coaching” has been championed by Jim Knight (see links below for references) to support the...

  • Roslyn Barnes
  • 1st Feb '22
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Older Posts

Recent Posts

  • Differentiating Instruction in Practice
  • Differentiating the Learning Environment
  • Differentiating Learning and Assessment Strategies
  • Differentiating Content and Resources
  • Differentiating Instruction: Why does it matter?

Recent Comments

  1. Roslyn Barnes on Supporting Learning Through Peer and Self-Assessment
  2. Roslyn Barnes on Assessment: What are your Assumptions?
  3. Dagim on Assessment: What are your Assumptions?
  4. Roslyn Barnes on Approaches to Leading Professional Learning
  5. rosbarnes on Documenting Your Foundations
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