Differentiation
The class you have been assigned includes a diverse range of students from different ability levels, backgrounds and cultures. At times this can be overwhelming and you may not really know where to begin in order to cater for all of these diverse needs present within the learning environment. The process of differentiation is an effective way in which you can begin to flexibly cater for these needs and provide meaningful and significant learning experiences for all students, regardless of their ability, background or culture. Get to know your students and give them the tools to become successful.
Inclusive education provides meaningful learning experiences where each child ‘belongs’ and has the opportunity to succeed both academically and socially, regardless of their differences. Differentiation is the key ingredient to effective, appropriate and high-quality inclusive instruction (Westwood, 2001). Differentiation is not ability grouping nor is it individualised instruction. However, it is instruction characterised by educational adaptations to the content, processes and assessment procedures within the learning environment (Westwood, 2001). Combined with these elements, differentiated instruction aims to meet the varying readiness levels, learning preferences and interests of students (Tomlinson, 2001).
Each learner brings with them into the classroom an individual set of needs and abilities. It is the responsibility of the teacher to identify these needs and abilities of each student, with the aim of providing every child the opportunity to succeed (Tomlinson, 2001). The view that ‘one size fits all’ is not an effective vision for educators to hold in regard to the teaching and educational instruction. However, the recognition of individual differences and learning styles should be the fundamental foundations of teaching practice. Differentiated instruction helps educators to achieve this (Foreman, 2008; Dempsey & Arthur Kelley, 2007).
Inclusive education provides meaningful learning experiences where each child ‘belongs’ and has the opportunity to succeed both academically and socially, regardless of their differences. Differentiation is the key ingredient to effective, appropriate and high-quality inclusive instruction (Westwood, 2001). Differentiation is not ability grouping nor is it individualised instruction. However, it is instruction characterised by educational adaptations to the content, processes and assessment procedures within the learning environment (Westwood, 2001). Combined with these elements, differentiated instruction aims to meet the varying readiness levels, learning preferences and interests of students (Tomlinson, 2001).
Each learner brings with them into the classroom an individual set of needs and abilities. It is the responsibility of the teacher to identify these needs and abilities of each student, with the aim of providing every child the opportunity to succeed (Tomlinson, 2001). The view that ‘one size fits all’ is not an effective vision for educators to hold in regard to the teaching and educational instruction. However, the recognition of individual differences and learning styles should be the fundamental foundations of teaching practice. Differentiated instruction helps educators to achieve this (Foreman, 2008; Dempsey & Arthur Kelley, 2007).
Differentiating Instruction: The Journey - Judy Rex
This in depth PowerPoint constructed by Judy Rex from Kennesaw State University clearly defines differentiation, explaining the vital processes to be undertaken in order to make its implementation effective. A range of effective differentiation strategies are also presents, providing great individual and group learning ideas to help make differentiation in your classroom work.
This in depth PowerPoint constructed by Judy Rex from Kennesaw State University clearly defines differentiation, explaining the vital processes to be undertaken in order to make its implementation effective. A range of effective differentiation strategies are also presents, providing great individual and group learning ideas to help make differentiation in your classroom work.
| powerpoint_on_differentiation.ppt |
How to Create and Use Learning Contracts
Learning contracts are an effective way that you can differentiate individualised instruction to help cater for specific student needs. This document guides you through the process of creating a learning contract, whilst also acting as a checklist to ensure all information required for its effective implementation is included.
Learning contracts are an effective way that you can differentiate individualised instruction to help cater for specific student needs. This document guides you through the process of creating a learning contract, whilst also acting as a checklist to ensure all information required for its effective implementation is included.
| learning_contracts.pdf |
Learning Contracts in the Classroom: tools for empowerment and accountability.
This research paper describes and explains the use of learning contracts to promote empowerment and accountability among students. The article highlights that through the use of learning contracts, students take heightened ownership and accountability of their learning, providing them with opportunities to be more engaged within the learning experiences, whilst also matching the learning outcomes to their specific individual needs.
This research paper describes and explains the use of learning contracts to promote empowerment and accountability among students. The article highlights that through the use of learning contracts, students take heightened ownership and accountability of their learning, providing them with opportunities to be more engaged within the learning experiences, whilst also matching the learning outcomes to their specific individual needs.
| learning_contracts_in_the_classroom.pdf |
Differentiation using Bloom's Taxonomy
This visual resource will help you to implement learning tasks utilising Bloom's Taxonomy within your classroom learning experiences. It provides strategies and questions that you could implement to provide effective and matched learning programs too student needs and abilities.
This visual resource will help you to implement learning tasks utilising Bloom's Taxonomy within your classroom learning experiences. It provides strategies and questions that you could implement to provide effective and matched learning programs too student needs and abilities.
| blooms_differentiation_planner.pdf |
Example Learning Contract based on Bloom's Revised Taxonomy
This document is an example set of two learning contracts each for the same unit of work but for two differing levels of ability. The learning contracts are based upon Bloom's Revised Taxonomy and provide effective differentiation strategies for students with differing ability levels. Students choose which activities they would like to complete from the learning contract, as long as one activity is from the green section and one is from the blue section. This also provides opportunities for students to feel that they are taking ownership of their personal learning experiences.
This document is an example set of two learning contracts each for the same unit of work but for two differing levels of ability. The learning contracts are based upon Bloom's Revised Taxonomy and provide effective differentiation strategies for students with differing ability levels. Students choose which activities they would like to complete from the learning contract, as long as one activity is from the green section and one is from the blue section. This also provides opportunities for students to feel that they are taking ownership of their personal learning experiences.
| learning_contract_sarah.docx |
Teach Me, Teach My Brain: A Call for Differentiated Classrooms - Carol Tomlinson
Carol Tomlinson is a highly regarded research professional in the area of differentiated instruction. This research article presents the importance for educators to provide differentiated instruction within their teaching and learning experiences and suggests that the "one-size fits all" approach to education is unrealistic.
Carol Tomlinson is a highly regarded research professional in the area of differentiated instruction. This research article presents the importance for educators to provide differentiated instruction within their teaching and learning experiences and suggests that the "one-size fits all" approach to education is unrealistic.
| carol_tomlinson_differentiation.pdf |
Carol Tomlinson on Differentiation: Responsive Strategies
Carol Tomlinson on Seizing Opportunities
