![]() ![]() Effective differentiation requires ongoing evaluation of students' needs and conscious attention to designing instructional activities and assessment to meet those needs. It is important to recognize that differentiated instruction is an approach to teaching, not simply a collection of strategies or activities. And every student does not need to be taught individually differentiating instruction is a matter of presenting the same task in different ways and at different levels, so that all students can approach it in their own ways" (Trujo, 2004). Every student is not learning something different they are all learning the same thing, but in different ways. Thus, "differentiated instruction is not the same as individualized instruction. Content may be modified for students who need additional practice with essential elements before moving on however, the expectation is that modifications in other areas will ultimately allow all students to master the same key content. The goal of differentiated instruction is to create learning opportunities that make allowances for differences in how individual students learn in order to ensure equal access to important academic content. Learning Profile - how students approach the task of learning.Interest - what appeals to students and thus motivates them to learn.Readiness - students' preparation for learning specific information or skills.These curriculum-related factors are based on student need in three areas: Affect - the feelings and attitudes that affect students' learning.Product - how students demonstrate what they have learned. ![]() ![]() Process - how students make sense of the content being taught.Content - the information and skills that students need to learn.They suggest that this balance is achieved by modifying four specific elements related to curriculum: Tomlinson and Imbeau (2010) describe differentiation as creating a balance between academic content and students' individual needs. ![]()
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