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Effective differentiation functions on the premise that every student can do remarkable things with the appropriate guidance and support. Teachers can differentiate through a range of instructional and management strategies. This includes classroom elements content, process, product and learning environment in relation to student needs readiness, interest and learning profile.
In its truest sense, teaching is not finished until learning occurs — for each learner. Teaching without learning is an oxymoron. Tomlinson, There are a number of guiding principles that reflect effective practice in a differentiated classroom, including flexibility, respect and collaboration.
The key principles are:. Flexibility is at the heart of differentiation and the teacher is continually looking for ways to modify classroom elements to make learning as effective as possible for the greatest number of students. Those elements may include time, space, groupings, materials, modes of presentation, modes of investigation, resources and instructional strategies. Flexibility involves the teacher searching for solutions to the inevitable problems and tensions that arise when teaching complex content to a variety of students.
The teacher modifies content, process and products in response to student readiness, interest and learning profile. In doing this, teachers maximise the opportunities for success for each learner.
This will enable every student to gather information from books and magazines they can truly read Robb, ; Worthy et al. Organize for instruction so you meet all reading levels. Set aside 15 to 30 minutes of class time, at least three times a week, for students to read books at their comfort levels — and these levels carry from student to student. Show students how to construct meaning while reading. Students can become better readers only if they understand how to construct meaning as they read.
By modeling the ways you think about texts during your read alouds, while you work with small reading groups, and in your one-to-one instructional conferences with students, you are offering students mutliple opportunities for learning how to consruct meaning Encourage discussion. Discussion is especially important in a differentiated reading classroom because it provides a powerful way to build on every student's understandings and knowledge of facts.
It also provides them with opportunities to clarify meaning and to build comprehension. By asking students to move beyond memorizing the facts to applying those facts to issues and problems through discussion, students deepen their understanding and recall. In-depth discussions among small groups, and with the entire class, can show students how their peers think and reason, can build background knowledge, and can make the facts relevant to their own lives. Write to explore, think, learn, and improve comprehension.
These insights support planning interventions for individuals, pairs, small groups, and, at times, the entire class. Use ongoing assessments to support each student.
Study the assessments students complete for a unit to discover their successes and their areas of need. Then support each student in your class by getting to know him or her so you can provide targeted instruction. Ongoing assessments allow you to do this. Plan your units carefully.
Thinking through each unit of study enables you to understand what you want students to learn about a genre, an issue, and reading strategies Tomlinson, It will also ensure that you have gathered reading materials that meet the needs of each student, as well as appropriate texts for your read alouds. Suggested Reading Related to Differentiation Here are some seminal books on differentiation. View not found. Download the PDF from here. Related Subjects. Using a flexible approach to time-based tasks, however, faster students are given the facility to complete extension tasks, and it gives other pupils an opportunity to complete their exercise at a more comfortable speed.
Facilitating group work is excellent for empowering shyer students to participate more in class. Forming mixed-ability groups of pupils gives high achievers a platform to vocalise their ideas, and lower ability students a way of collaborating with and learning from their peers.
Allocating roles to each member of the group can also help pupils organise themselves according to their different skills and capabilities. This gives less able students a way to add value and generates more confidence. Discover the tools and priorities for a streamlined approach to staff and student needs. It is possible for teachers to set separate work or exercises to different students based on their abilities.
However, this approach can pose a few problems. Not only does it highlight student ability more publicly with potentially negative social implications, it also requires considerably more administrative work for the teacher. Never miss a beat with the latest insights, tips and updates for school leaders and educators.
View our privacy policy. Explicit Teaching is one of the 10 HITS and it focuses on providing students with a sound and common understanding of the new knowledge and ideas, opportunities for group and independent practice. The stages of the process, often simplified to "I do, we do, you do", provide multiple opportunities for differentiation. During the "we do" phase, as teachers model the application of the new knowledge, they can assess the general level of understanding, provide feedback to the group, provide additional support to the whole class and plan for targeted interventions.
During the "you do" phase teachers can rove the room and provide individual feedback, set up small groups for additional and targeted instruction, or call individual students for conferencing. As Shane suggests, one of the most common ways of differentiating learning is to differentiate the 'product'. By setting up multiple activities, teachers provide students with the opportunity to work on the same concepts and ideas, but at different levels of proficiency.
Students can therefore work within their zone of proximal development and, with the support and feedback of the teacher, gradually progress to the more challenging tasks.
Multiple tasks can also be used to provide opportunities for multiple exposure, group work, targeted feedback and extension. Feedback plays a crucial role in differentiation. Timely and actionable feedback enables students to identify the next steps required to progress in their learning.
In conjunction with clear learning intentions and success criteria, group and individualised feedback can promote self-regulation.
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