Moving Toward Differentiation
Differentiated instruction is understanding that all students are individuals and treating them that way in the classroom. Students are often seen as different because of their learning level, their primary language, or their economic status. However, there is no such thing as a kid who doesn't need to be seen as an individual by their teacher (Tomlinson).
Differentiated instruction is flexible and it is for all students. Rather than grouping students or placing them with students who are similar, it encourages teachers to give the students opportunities to work with all kinds of different learners. It also encourages teachers to move away from being so robotic because of standards and look for different ways for "all" students to not only meet standards, but attain and achieve as highly as they possibly can.
It's not differentiation if it's not proactively planned (Doumet). Readiness, interest, and learning profile must all be taken into account to efficiently do this. Though that sounds like it may be a lot for a teacher to take into account, differentiating instuction is not extra teaching, it's good teaching (Tomlinson). If a teacher strives to be successful, they must first learn that the flexibility to reach all students is essential.
Differentiated instruction is understanding that all students are individuals and treating them that way in the classroom. Students are often seen as different because of their learning level, their primary language, or their economic status. However, there is no such thing as a kid who doesn't need to be seen as an individual by their teacher (Tomlinson).
Differentiated instruction is flexible and it is for all students. Rather than grouping students or placing them with students who are similar, it encourages teachers to give the students opportunities to work with all kinds of different learners. It also encourages teachers to move away from being so robotic because of standards and look for different ways for "all" students to not only meet standards, but attain and achieve as highly as they possibly can.
It's not differentiation if it's not proactively planned (Doumet). Readiness, interest, and learning profile must all be taken into account to efficiently do this. Though that sounds like it may be a lot for a teacher to take into account, differentiating instuction is not extra teaching, it's good teaching (Tomlinson). If a teacher strives to be successful, they must first learn that the flexibility to reach all students is essential.