1. Learning Profile
1.1. categories
1.1.1. Gender
1.1.2. Culture-Influence
1.1.3. Intelligence
1.1.4. Learning Style
1.2. student reflection/evaluation of self
1.3. Menus for Success
1.3.1. options
1.4. use typical performance assessment
2. Readiness
2.1. the Equalizer
2.1.1. Foundational vs. Transformational
2.1.1.1. Info, ideas, materials, apps
2.1.2. Concrete vs. Abstract
2.1.2.1. Representations, ideas, apps, materials
2.1.3. Simple vs. Complex
2.1.3.1. Resources, research, issues, problems, skills, goals
2.1.4. Single vs. Multiple facets
2.1.4.1. directions, problems, apps, solutions, approaches, connections
2.1.5. Small vs. Great Leap
2.1.5.1. application, insight, transfer
2.1.6. Structured vs. Open
2.1.6.1. solutions, decisions, approaches
2.1.7. Dependence vs. Independence
2.1.7.1. planning, designing, monitoring
2.1.8. Slow vs. Quick
2.1.8.1. pace of study, pace of thought
2.2. zone of proximal development
2.3. applications in Latin:
2.3.1. Have students read the same myth in Latin but provide it in varying levels of Latin.
2.3.2. Assign grammar practice with varying degrees of difficulty. Assess the students mid-assignment, so that they can change level if need be
3. Interest
3.1. make student interest activities a part of the curriculum
3.1.1. interest groups
3.1.2. invite input
3.1.3. real life applications
3.2. be passionate, so that you create interest in your students
3.2.1. new forms of expression
3.2.2. keep an eye out for passionate students