Adaptations of the American Model Envelopped at the University of Virginia by Pedagogy Science in Carol Ann Tomlinson Structural Works in the Italian Context Extended to Everyone Differentiation Pedagogy

Differentiated instruction and schooling for all at all levels, are adaptations of the American model adopted at the University of Virginia by Ordinary Pedagogy in the scientific works of Carol Ann Tomlinson in the Italian context extended to everyone, where the focus is on the transmission of an open and participatory teaching method beyond the exclusive commitment to the action of educating today, considering the functions of learning and teaching to be pleasant and comforting qualities. differentiation, becomes a true way of thinking that benefits the individual. The learning and teaching process is seen as a set of principles based on specific strategic pillars that transcend mere quantitative differentiation or general individualization of learning paths on the basis of the number of students in the classroom. Teachers must focus on understanding the characteristics of the students to whom differentiation is applied. Differentiation is not random and does not proceed in working groups preceded by multiple useful teaching strategies, from focus groups to brainstorming, Flipped Classrooms, to achieve virtuous classroom management where noise fosters dialogue and exchange. Implementing differentiation structurally addresses the reasonable doubt that creeps into the preservice teacher. The act of becoming an inclusive teacher is capable of addressing everyone's differences as a meaningful teaching mission for all. Differentiation is nothing other than the thinking behind the methodological tool from which to subsume metacognitive awareness of the way of teaching in relation to the academic and extraacademic context. didactic differentiation took the Italian route, differentiating itself and carrying out this operation through a methodology suitable for learning in relation to giftedness, aiming to generate a lasting competitive advantage derived from learning while being mindful of potential ethical inequalities regarding access to educational opportunities. This is certainly an assimilated learning process in which the student is an integral part of the learning process within a planned curriculum. principles and practices of the diversification pedagogical model, is nevertheless structured to include everyone in an educational climate where it is standard practice to approach activities in an original and innovative manner while aiming to safeguard the well-being of the learner and implement all the necessary precautions to implement a public health intervention. The elements of the aforementioned pedagogical model, with a transposition of activities and content that can be implemented in Italian and European classrooms. Educational differentiation is transversal to all school levels: and laboratory activities in line with the unique and unrepeatable characteristics of the class as an ecosystem identified through preliminary assessment. The preassessment phase of the teaching differentiation model includes a thoughtful study of our learners' interests, A second level of differentiation engages the instructional design skills of the differentiating teacher or teachers with specific interventions around the contents and the learning process that can be assessed by the output educational product in terms of learning units or simulated lessons consisting of learning episodes located in immersive classrooms or in SESAM-accredited simulation centers equipped with a pedagogical framework, thus breaking down the level groups. Coordinating teachers will be equipped with a scholarly tailored catalogue that can be used to propose final outputs that meet their needs without excessively perpetuating the teacher's experience and subjectivity, Educational planning is the central point of differentiated teaching, which includes the teacher's planning perspective to acquire a natural posture to the point of choosing not to diversify for social awareness. This approach presents an important first result in the differentiation of methods useful for training teachers capable of conducting innovative projects for public and private schools as well as for special schools still operating special education in the institutions of civilized America. The overseas perspective that metaphorically incorporates the Anglo-Saxon model with the American model comes from authoritative university institutes such as the Harvard Graduate School of Education as well as the research centre for sustainability in leadership at the Cambridge University Institute for Sustainability Leadership. It is very important to adapt the diversification paradigm contextualized in Italian pedagogy and docimology. The scientific community believes that it is important to always explicitly state what is being done to foster a thinking mentality that is geared towards didactic differentiation.