By Margaret Weis
The area of Krynn is ever altering, or even the gods might be taken all at once. And if that’s precise of the gods, what probability can a trifling mortal have? stuck up in forces none of them may well desire to stand on my own, a small yet decided band of adventurers come jointly in a determined try and cease an invasion.
Mina, as enigmatic as ever, escapes imprisonment to trigger on a quest that might attempt even her massive will. the entire whereas, evil spreads around the land, gaining floor with each one new day. With rather a lot at stake, with the very soul of Krynn at the line, champions needs to be chanced on even within the darkest areas.
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Additional info for Amber and Iron (Dragonlance: The Dark Disciple, Book 2)
Both principals understood the model well. Both had a strong conviction that the model—appropriately implemented—would address the needs they identified. Both undertook change toward defensible differentiation as a second-order change, ensuring focus on the initiative and long-term persistence in pursuing it. Both were—and remain—attentive to the personal and professional needs of faculty throughout the change process. Thus, despite dramatic differences in virtually all key school characteristics, the principals of the two schools adhered in common to the traits of leaders for second-order change.
One of those relates to the vision for differentiation; the second relates to the leader as a model for differentiation. Examining these two elements sets the stage for looking at two leaders for change toward differentiation and for much of what follows in the book. A Vision for Differentiation As will become evident in the final section of the chapter, leaders who envision a particular change will envision it somewhat differently. ” Nonetheless, there are important components of a philosophy of differentiation that merit a brief exploration here.
These components are both visionary and practical in their scope and are a worthy engine for energizing change in a particular school—and in schools in general. Among the underpinnings of differentiation are the following beliefs: • Human beings differ as learners as a result of factors such as prior experiences, culture, interests, approaches to learning, adult support, maturity, and heredity. • Such differences are normal and should be dealt with as normal in classroom settings. • When students are separated out because of learning differences, all students receive important, and often negative, messages about the worth of individuals.