Konten

Differentiation Instruction

Konten Progress:

What is Differentiated Instruction?

Imagine being in a college literature class. The professor decides to do a quick assessment of the class’ understanding of the use of symbolism in the novel to determine whether they are ready to move on to the next objective. She hands out a piece of blank paper and a pencil to all students and asks each of you to draw a picture to express your understanding of the novel’s symbolism.

How would the students respond? The gifted artists in the class would get right to work. The non-artistic might protest, saying that their product could not possibly represent their understanding of the content. Others might give it a try but fall short. Others might decide not to try at all. How fair would that task seem to you? CONTINUE READING

Differentiation is a way of teaching; it’s not a program or package of worksheets. It asks teachers to know their students well so they can provide each one with experiences and tasks that will improve learning. As Carol Ann Tomlinson has said, differentiation means giving students multiple options for taking in information (1999). Differentiating instruction means that you observe and understand the differences and similarities among students and use this information to plan instruction. Here is a list of some key principles that form the foundation of differentiating instruction. CONTINUE READING 

This site uses Akismet to reduce spam. Learn how your comment data is processed.