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dc.date.accessioned
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2019-04-09T14:58:37Z
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2019-04-09T14:58:37Z
dc.date.issued
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2016
dc.description.abstract
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Teachers have long known that students learn differently, and learn more or less, depending on various instructional approaches. They have used this understanding to personalize learning as much as is possible in classrooms with 20, 25, or more students. However, these educators have largely been on their own, without many structured supports—curriculum, pedagogy, tools, and resources specifically designed to support personalization strategies. The growing diversity within today’s classrooms underscores the necessity for a more deliberate, supported shift to a learner-centered education system.
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Submitted by Jessie Fischer (jfischer@digitalpromise.org) on 2019-04-09T14:58:37Z
No. of bitstreams: 1
Growing-Diversity-2016.pdf: 4352727 bytes, checksum: 6bd6be14345571ff96acf291cfef0e51 (MD5)
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Made available in DSpace on 2019-04-09T14:58:37Z (GMT). No. of bitstreams: 1
Growing-Diversity-2016.pdf: 4352727 bytes, checksum: 6bd6be14345571ff96acf291cfef0e51 (MD5)
Previous issue date: 2016
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http://hdl.handle.net/20.500.12265/12
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en_US
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Digital Promise
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dc.relation.ispartofseries
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Making Learning Personal for All;1
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learner variability
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The Growing Diversity in Today’s Classroom
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Technical Report
en_US