DIFFERENTIATED instruction
Maximizing the learning of ALL students
Carol Ann Tomlinson offers several ways that teachers can begin differentiating instruction
Teachers must get to know their students in terms of:
As teachers begin to differentiate instruction, there are three main instructional elements that they can adjust to meet the needs of their learners: |
aboutDifferentiated Instruction is an
approach in which teachers adjust their curriculum and instruction to enhance
the learning experience for all students including: average learners, English
language learners, struggling students, students with learning disabilities,
and gifted and talented students. Differentiated instruction is shaped to meet
the needs of all students. Educators incorporate differentiate instruction in
the classroom in a number of ways. Some of these methods include: ongoing
assessments, flexible grouping, providing a variety of materials, learning
centers, effective evaluation and grading, continuous communication with
students and parents, and having a well-organized classroom. Differentiated
instruction is not a single strategy but rather a framework that teachers
can use to implement a variety of strategies, many of which are evidence-based.
These evidence-based strategies include:
challenges Teachers who differentiate instruction to
groups of students face the challenge of meeting the various needs of individuals.
These needs vary across content area (e.g. some students excel with math but
struggle with reading), within content areas (e.g. some students excel at
addition but struggle with subtractions), and across the school year (e.g. at
the beginning of the year some students struggle with reading but improve
greatly due to effective instruction). Two important strategies teachers should
use to face these challenges in differentiated instruction are ongoing
assessments and flexile grouping. By continuously assessing students’ knowledge teachers can use that data to modify or change
instruction. Teachers should also use more than one assessment to gain a better
understanding of how to teach content or a skill to a diverse group of
students. In addition to having students work independently, teachers should
use a variety of grouping such as small group, pairs, or whole group. Flexible
grouping gives students the opportunity to work with classmates who have similar
or different skill sets (Differentiated Instruction).
How do teachers prepare their students and their classrooms for differentiated instruction?
A well-organized classroom is one example of how teachers differentiate instruction. We are used to seeing teachers organize their classrooms in a traditional way with the goal of providing largely whole-class instruction. In this classroom the teacher’s desk is usually at the front of the classroom and the students’ desks are arranged in rows so that they can easily see the teachers. However, teachers who use differentiated instruction consider more flexible options so they can work more effectively with different groups or individuals. Another important element of creating a well-organized classroom is making sure the environment is structured so that students feel secure while working in groups, pairs, or independently without direct supervision by the teacher. To do this, the teacher should address how to make the best use of: (Differentiated Instruction) |