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The second part of the article explores the issue of differentiation in terms of learning styles and suggests that a gathering of relevant assessment data is important to teach the concept of differentiated learning to students.

Having considered teacher preparation, teacher skills acquisition, the context of teaching, the importance of assessing student learning, and the social evaluation conundrum, the article ends by a call to consider the role of emotion in the cognitive nature of learning. This shift in thinking considers the role that an individual’s emotional state can play in a dynamic, social learning activity.

For the first time, students and parents expressed their opinions about the idea of a relationship- based model of learning in a recent Hechinger Report (Hechinger 2011) article, “Relationship-Based Education: Children Deserve Better.” The articles paints the role of relationships to be the most important factor of student learning. To reinforce this idea, we first consider the role of emotions within relationships.

The third part of the article explores the concept of differentiation and considers the critical issues of assessment and how the content of assessment can often be a major obstacle in the learning process. We then consider the third stage of the cognitive process: constructing meaning. Differentiation and constructing meaning are linked by the ideas of

The final section of the article addresses the idea of curriculum, how differentiation of learning can be subtly disrupted, and how the hegelian-like idea of transformational agency can be used to consider the social aspect of learning. d2c66b5586