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WHY DIFFERENTIATE?
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Students come to us from different
cultures, languages, academic backgrounds, and experiences. They come with
different learning styles, learning needs, and expectations. You might see one
student as the red tie fish in the group, but, in fact, all our little fish
wear different ties! While it is certainly easier to imagine that children are
really the same, we become more effective teachers by understanding -- and
consequently planning, adapting, assessing, managing -- that, in terms of
learning styles, interests, and needs, they are not. When we as educators focus our goals on student learning rather than on teaching (DuFour, DuFour, & Eaker, 2008), it will be clear that we must differentiate instruction.
Enjoy exploring the website. Perhaps an idea here will be applicable in your classroom. Or, more likely, you will say, "Yes, I'm doing that." The important point is that we focus all we do on the children. We must meet them where they are, appreciate the color of tie each one wears, and plan each day to best meet their readiness, interests, and learning styles through Differentiated Instruction.
Enjoy exploring the website. Perhaps an idea here will be applicable in your classroom. Or, more likely, you will say, "Yes, I'm doing that." The important point is that we focus all we do on the children. We must meet them where they are, appreciate the color of tie each one wears, and plan each day to best meet their readiness, interests, and learning styles through Differentiated Instruction.
CONTENT
Maintaining the learning goal, match the content of the lesson to better meet learners' READINESS, INTERESTS, and LEARNING STYLES. Knowing the learner allows you to plan powerful, high interest lessons. Complete learning style and interest INVENTORIES to build classroom community and learn about your students. With this information, you will be more effective in connecting learners with new information. Remember also to differentiate ASSESSMENT content to meet the learners' needs. | PROCESS
_Maintaining the learning goal, match the practice tasks and assessments
to better meet the READINESS, INTERESTS, and LEARNING STYLES of the
students. Remember that differentiation is about quality, not quantity. If a learner is not ready for
the standard practice, adjust the work. Do not simply reduce the number of
problems, but provide SCAFFOLDING to support the learner.
| PRODUCT
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Maintaining the learning goal, match the final output or product expectation to better meet the READINESS, INTERESTS, and LEARNING STYLES of the students. Using information from pre-assessments, you may choose to organize independent work contracts or give students choice about products through choice boards or agendas. Based on formal and informal formative assessment, adapt lessons so that all students will be successful in meeting the learning goals. |