Beginning differentiation
According to the book, Differentiated
Instructional Strategies: One Size Doesn’t Fit All 2nd edition,
differentiation is a philosophy that enables educators to plan strategically in
order to reach the needs of the diverse learners in classrooms today to achieve
targeted standards. (Gregory,
& Chapman, 2007). As educators is important
to understand that all our students are different and they are coming from
different background. Therefore, our
instruction should be different if we want to reach all our students. If I want to differentiate content, I should
use different genres,
level materials, use a variety of instructional material, and provide choice. Here, I am going
to identify 5 ways by which I can differentiate a content presentation with the
following types of students: A. English Language Learners, B.
Special Needs Students, C. Advanced or Gifted Learners.
English
Language Learners:
1. Pre-assessment:
With this strategy teachers can know more about the students and they know
about the topic they are going to teach.
2. Present
the content in Native Language if it is possible. English language learners feel more
identified when the information is presented in their native language.
3. Flexible
grouping: Try to group these students with advanced students and with students
who are speaking the same native language.
The buddy system helps the students and they are gaining confidence
during the learning process.
4. Use
visual aids: present the content with different visual aids can help these
students to stretch their capacities as learners.
5. Tiered
activities: with these activities students are focused on essential
understandings and skills but at different level of complexity.
Special
Needs Students:
1. Problem
based learning: this strategy enhances students’ critical thinking and problem
solving.
2. Choice
boards: with this strategy, teachers are asking students to make a work
selection from a particular row. The
teachers’ target work toward students’ need and at the same time allow
students’ choice.
3. Using
varied text and resource materials: Using multiple texts and combining them
with a wide variety of other supplementary materials increases the chances for
reaching all the students, especial the ones who are really advanced. Also add
to these resources audio-videotapes, DVDs, guest speakers, field trip, and
Total Physical Response (TPR) or Total Physical Response Storytelling (TPRS).
4. Peer
and adult mentors: adults often volunteer to help students who are behind with
their work and in need of additional guidance.
Teachers can create a support system by using the people in the
classroom, school and community.
5. Tiered
activities: with these activities students are focused on essential
understandings and skills but at different level of complexity.
Advanced
or Gifted Learners:
1. Curriculum
compacting: this strategy is specifically designed to help advanced learners
maximize their use of time for learning.
2. Using
varied text and resource materials: Using multiple texts and combining them
with a wide variety of other supplementary materials increases the chances for
reaching all the students, especial the ones who are really advanced. Also add
to these resources audio-videotapes, DVDs, guest speakers, field trip, and
Total Physical Response (TPR) or Total Physical Response Storytelling (TPRS).
3. Learning
contracts: with this activity students have the opportunity to work somewhat
independently on material that is largely teacher-directed.
4. Tiered
activities: with these activities students are focused on essential
understandings and skills but at different level of complexity.
5. Adjustable
assignments: allows students to begin learning where they are and to work on
challenging and worthwhile tasks.
References
Gregory, G.H., & Chapman, C.M (2007).
Differentiated Instructional Strategies:
One Size Doesn’t Fit All 2nd edition. Corwin Press A Sage Public Company.
Tomlinson,
C.A. (1999). The differentiated
classroom: Responding to the Needs of All Learners, (1ed). Alexandria, VA: ASCD
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