Holly Hendricks <
hendricks@programart.com> recently inquired on TRDEV-L for
leads on research and practice related to targeting instruction to the
"top", "middle", or "bottom" segments of a class. Among the issues she
raised were:
Are we aware of which part of a class it is that we teach to.
Are we doing 'dog and pony shows' (the focus being on what *we* do) or
responding interactively to students who may have varied learning styles
and abilities (the focus being on what the *students* do).
She vaguely recalled having seen articles on:
--introducing a concept to your students
--letting your fast learners go practice
--develop something in a small group to present to the class
--then doing a demonstration and overview of the steps and giving
details about the process before letting your "average" learners go
practice
--then spending some time going over procedural details slowly and
guiding the practice of your "concrete" or "slower" learners.
This might be a topic for the still nascent MG-ED-DV to grapple with. Any
takers?