Student assessment data can be used at a district level, school level, class level, and individual level. Here we want to focus on the class and individual level.
The fact that not all students harbor the same learning modalities is ubiquitously accepted by educational scholars. In addition, it is well documented that students learn at different paces. This problem highlights the importance of effective scaffolding and differentiated instruction within the classroom.
Briefly explain how the following two goals can be achieved via the utilization of Student Response Systems, such as SMART Response or Turning Point Clickers:
1. using formative assessment data to dynamically guide Direct Instruction.
2. support a socially constructivist environment which maintains students in their individual Zones of Proximal Development (ZPD).
Paper should be 2-3 pages in length.
Be formatted according to proper APA writing and requirements.
Reference three scholarly sources
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