Differentiation and Monitoring
Planing and effectively managing a formative programme requires a profound consideration of two aspects: differentiation and monitoring.
Differentiation si achieved when the teacher detects which stimulus are effective for each student: this is possible when the proposed activities are various and scientifically organised. Thus, the contrast between different activities will stimulate the student's interest, who's contribution will result in a greater emotional involvement, a higher level of participation and a furthermore dynamic attitude.
Monitoring is the process of acquiring relevant data related to the student's formative progress; it must occur constantly and has to be related to every single activity undertaken. As a consequence, the teacher will be able to estimate the student's improvements relying on an improved empirical evidence.
Differentiation si achieved when the teacher detects which stimulus are effective for each student: this is possible when the proposed activities are various and scientifically organised. Thus, the contrast between different activities will stimulate the student's interest, who's contribution will result in a greater emotional involvement, a higher level of participation and a furthermore dynamic attitude.
Monitoring is the process of acquiring relevant data related to the student's formative progress; it must occur constantly and has to be related to every single activity undertaken. As a consequence, the teacher will be able to estimate the student's improvements relying on an improved empirical evidence.