Reform_Essay.docx SPD-501 Education Reform Grand Canyon University: SPD-501 Education

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Reform_Essay.docx SPD-501 Education Reform Grand Canyon University: SPD-501 Education Reform Education provides student with a foundation to move forward in life. A way to look at education refor... m is to look at it as a way of constant improvements, ways the educational system can better provide education to all learners. Some historical events that have happened in education include, Brown vs. Board of Education in 1954 that required all children regardless of their race to get and education another more recent event is in 2001 with No Child Left Behind Act. The purpose of this act was to hold schools more accountable for their student™s education and to promote stronger reading programs and teacher quality improvements (Benchmarks of Reform: Timeline, 2005). As education progresses changes will continue to happen in order to always work on how to better education for learners. Differentiated learning and Inclusive classrooms will both be addressed in this essay and how they impact education. Differentiated Learning Differentiated learning can be traced back to the early days of education when there were children of all ages inside one classroom being taught by one teacher. All students learn different and have different strengths. Cathy Weselby explains differentiating instruction as, œteaching the same material to all students using a variety of instructional strategies. She also goes on to state that by doing this œit may require the teacher to deliver lessons at varying levels base. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .. .. . . . . . . . . . . . . . . . . . .. . . . . [Show More]

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