How to Differentiate Instruction in Mixed-Ability Classrooms What Differentiated Instruction Is And Isn't Kids of the same age aren't all alike when it comes to learning, any more than they are alike in terms of size, hobbies, personality, or likes and dislikes. Children do have many things in common because they are human beings and because they are all children, but they also have important differences. What we share in common makes us human. How we differ makes us individuals. Ryan's Well Foundation Inspiring the Next Generation! It was Ryan’s Grade 1 teacher who first taught him about kids in other parts of the world living without access to clean water. With support, encouragement and helpful resources, Ryan proved that young people can make a big impact! We continue to support the efforts of students from around the world in creating positive change.
What Is a Differentiated Classroom? Though today's teachers generally work with single classes with students of nearly the same age, these children have an array of needs as great as those among the children of the one-room school. Thus, a teacher's question remains much the same as it was 100 years ago: “How do I divide time, resources, and myself so that I am an effective catalyst for maximizing talent in all my students?” Consider how these teachers answer that question. Mrs. Wiggins assigns students to spelling lists based on a pretest, not the assumption that all 3rd graders should work on List Three.
And Is Not: The Definition Of Differentiated Instruction What Differentiation Is–And Is Not: The Definition Of Differentiation by TeachThought Staff For teacher’s and administrators, a useful definition of differentiated instruction is “adapting content, process, or product” according to a specific student’s “readiness, interest, and learning profile.” It can be first that of as a matter of contrast–“differences.” This student needs something different than that in pursuit of a given learning goal. We’re not sure it is a matter of fact how personalized learning, personal learning, and differentiated instruction compare, but we tend to think of differentiated instruction as the process of optimizing the packaging of academic content for individual students, while the former “personalized” and “personal” learning can also involve the changing of the content itself.
There's No Time to Differentiate: Myth-Busting DI, Part 2 The microwave oven is a great timesaver for getting any food on the table. Yet it's a taste killer. The more I use the grill and oven to cook meals for my family, the more I experience the diversity of tastes that come from grilled or baked salmon, chicken, and burgers, plus sautéed vegetables. A microwave oven dries everything out, and thus limits the tastes.
Differentiation - tools, tips and resources Differentiation is an important aspect of education. Students learn differently, have different needs, different backgrounds, different skills, different ability levels, different interests and more. As educators, we try to create engaging lesson activities that provide a variety of learning experiences and allow students to demonstrate their learning in different ways.
Differentiated Instruction in the Adult Education Classroom - April 9 & 10, 2015 Brain Research confirms what wise and experienced teachers have always known: No two brains are alike; therefore, no two students are alike. Logically, then, we must ask the question: If no two students are alike, why would we teach them same way? Every adult is different. And, although we rejoice in this fact, it oftentimes poses a dilemma for adult educators. When students are diverse, teachers can either "teach to the middle" and hope for the best outcome, or they can face the challenge of diversifying their instruction. What Is Competency-Based Learning? What Is Competency-Based Learning? by TeachThought Staff Competency-based learning is an approach to education that focuses on the student’s demonstration of desired learning outcomes as central to the learning process. It is concerned chiefly with a student’s progression through curriculum at their own pace, depth, etc.
Faculty Conversation: Carol Tomlinson on Differentiation » Articles » Curry School of Education In education circles, Carol Ann Tomlinson is known as the guru of differentiation. Her research-based work is in such high demand that she has made more than 700 presentations and keynote addresses to school districts and professional associations across the country and abroad since joining the Curry School in 1991. She has authored 17 books on the topics of differentiated instruction and curriculum, some of which have been translated into twelve languages.
Pros and Cons of Differentiated Instruction Maybe you have heard of differentiated instruction but don’t quite know what it is. Differentiated instruction is a way of teaching which looks at each individual student in the classroom, and tries to personalize instruction for each individual. That means stepping away from teaching in a classroom in only one way, and incorporating different things for different learning styles and personalities.
Student-Driven Differentiated Instruction with "I Choose" How it's done: Definitions I Choose is a 30-minute block of time during the day that allows fourth, fifth and sixth grade students to rotate through various interventions within RTI or attend their choice of electives including peer tutoring, library, physical education, computers, or music. How to create the perfect colour scheme Curtains in Pasillo Red/Copper, £89 a metre; sofa covered in Seville Red, £65 a metre; stool covered in Carnival Red/Gold, £79 a metre; all Jane Churchill Discover how colours work together and the ways in which they can be combined to achieve the perfect colour scheme for your space. Colour adds visual impact and can also have a powerful effect on how we feel.
6 Steps to Differentiated Instruction At the beginning of my teaching career I believed that effective differentiation consisted of sitting students in ability groups and producing three different level worksheets for each lesson. I soon began to realize that this could produce a self fulfilling prophecy in students, believing that whichever group or worksheet they were assigned defined them as a student. Even the parents were aware of who was on the “top” or “bottom” table. I felt very uncomfortable with this labeling of children so young and began to research and experiment with a range of strategies to ensure all children are challenged and taught at an appropriate level. It often feels like spinning plates in the classroom, but these ideas have really helped to ensure that all students make accelerated progress without feeling disillusioned. Sometimes I differentiate by ability, by social skills, or by confidence in performing.