Do I bring unique and important abilities to the work we need to do? When designing a differentiated task to address student readiness needs, a teacher must decide on a starting point for planning. For example, a student who learns the multiplication tables best by saying them orally may learn about latitude and longitude best by drawing or examining maps. Third, assessment and instruction lack symmetry or congruence. It begins with clearly defining where we want students to go before thinking about how we want them to get there. High-quality curriculum means planning with the end in mind. Sammy has great difficulty sitting still for more than a few minutes at a time and gets tense and inattentive as a result. It is the "weather" that affects everything that happens there. Tomlinson's differentiated instruction model Rather, the goal of learning-profile differentiation should be to create more ways for students to take in, engage with, explore, and demonstrate knowledge about content, and then to help students develop awareness of which approaches to learning work best for them under which circumstances, and to guide them to know when to change approaches for better learning outcomes (Tomlinson & Imbeau, 2013). Can all be altered in order to suit the needs of the students. Elementary students use meteorological data to make a forecast for the week ahead in their town. I have studied teachers who differentiate instruction and teachers who do not. The remaining chapters in this book explore how assessment guides instruction that is designed to work for a variety of learners. Differentiation means tailoring instruction to meet individual needs. Using a “think versus sink approach,” Tomlinson guides all readers through small changes, then even larger ones, until differentiation becomes a way of life that A student's actual ability is much like an iceberg. Complex Instruction Students work in small instructional … This approach also creates an environment that provides affirmation, challenge, and support to a full range of learners, creating a safe place for those students to learn. DIFFERENTIATION – MAKER MODEL . Invitation—Respect for the students, who they are, and who they might become; a desire to know the students well in order to teach them well; awareness of what makes each student unique, including strengths and weaknesses; time to talk with and listen to the students; a message that the classroom belongs to the students, too; evidence that the students are needed for the classroom to be as effective as it should be. In fact, a third option is far more powerful on several levels. Will someone know how I'm doing and how I'm feeling? It should be guided by the curriculum's KUDs and shaped by pre- and formative assessment. Will they care? Maker (1982) explains that differentiation ‘requires modification of four primary areas of curriculum development.’ Four areas of curriculum development . Will I feel connected to others through common goals? Differentiated instruction, according to Carol Ann Tomlinson, is the process of "ensuring that what a student learns, how he or she learns it, and how the student demonstrates what he or she has learned is a match for that student's readiness level, interests, and preferred mode of learning." Understanding the mutuality that excellent teachers strive to achieve among the elements also establishes a clear context for an extended discussion of the powerful role of assessment in differentiation. Will my perspectives be honored and acted upon? There is something in the makeup of human beings—teachers included—that resists being "managed.". Differentiation can be Yet the most compelling answer I have for why Because learning destinations are ambiguous, instruction drifts. Differentiated instruction strategies allow teachers to empower and engage students by accommodating each of their different learning styles. As Carol Ann Tomlinson has said, differentiation means giving students multiple options for taking in information (1999). (or the periodic table or cursive writing or planets). Subscribe to ASCD Express, our free email newsletter, to have practical, actionable strategies and information delivered to your email inbox twice a month. Flexible grouping stresses the importance of proactive instructional planning to ensure that students regularly and frequently have the opportunity to work with a wide variety of peers. Monday through Friday In fact, research has repeatedly indicated that a teacher's emotional connection with a student is a potent contributor to academic growth (Allen, Gregory, Mikami, Hamre, & Pianta, 2012; Hattie, 2009). This video is unavailable. Although all of the examples demonstrate proficiency with KUDs, students who are more advanced with the content examine models at a higher degree of sophistication. Even many veteran teachers never quite lose the niggling fear that they could lose control of the classroom in an instant. First, it should have clear goals for what students should know, understand, and be able to do as the result of any segment of learning. When instruction is a good fit for the variety of learners in the classroom, it influences the environment in a positive way, making it a safe place for the risk of learning. Nonetheless, we often err by classifying students according to what we perceive to be their ability and teaching them accordingly. One helpful tactic to employ differentiated instruction strategies is called learning stations—a way to supply your class with multiple ways to learn and understand concepts. In order to differentiate effectively, the teacher should differentiate instructions according to the model by Tomlinson that focuses on four classroom elements. These more defensible approaches to differentiation are unavailable, however, without clear KUDs. Fill in your details below or click an icon to log in: You are commenting using your WordPress.com account. Will I see meaning and significance in what we do? Investment—Working hard to make the classroom work for the students and to reflect the strengths of the students in it; enjoyment in thinking about the classroom, the students, and the shared work; satisfaction in finding new ways to help students grow; determination to do whatever it takes to ensure the growth of each student. Will I know what quality looks like and how to achieve it? That feeling enables the teacher to forge connections with students as individuals. Opportunity—Important, worthy, and daunting things for the students to do; a sense of new possibilities; a sense of partnership; roles that contribute to the success of the class and to the growth of the students; expectation of and coaching for quality work. When students are engaged, they are more likely to concentrate, remain absorbed with a task, persist in the face of difficulty, experience satisfaction, and feel pride in what they do. Will I regularly achieve here things I initially think are out of my reach?). They use their complementary skills to enable each member to capitalize on strengths and minimize weaknesses. Rather, it refers to a student's proximity to specified learning goals. Differentiation is typically described as an approach that incorporates one or more of the following components: Assessment—Use whatever you can learn about students to help them to connect to classroom instruction, both at the start of school and through ongoing informal and formal assessment all year long. “The goal of differentiated instruction is to make certain that everyone grows in all key skills and knowledge areas, moving on from their starting points”, Carol Tomlinson's Model of DifferentiationSource: http://blogs.smus.bc.ca/review/2011/12/02/learning-and-the-brain-part-2-postgame/, Carol Tomlinson explains differentiation through her model framework. Will it call on me to work hard and to work smart? In order to cater for student’s needs; The content. It ‘unpacks’ the concept of differentiation by showing the key elements in the concept and relationships among those elements. Carol Ann Tomlinson … Regardless of the age of the learners, they ask questions such as these (Tomlinson, 2003): Many years ago, Hiam Ginott (1972) argued that the teacher is the weather-maker in the classroom, with the teacher's response to every classroom situation being the determining factor in whether a child is inspired or tortured, humanized or dehumanized, hurt or healed. Nonetheless, the other classroom elements also profoundly affect the nature of the learning environment. It happens when a high school teacher shows students the mathematics involved in 3-D structures and angles in skateboard parks so that math is not reduced to a series of operations and algorithms. Knowledge-centered—because there must be clear and important knowledge so students can make connections and relationships among ideas. Students become engrossed because the task is enjoyable, or because it seems to provide them with the power of competence or autonomy, or because it links with an experience, interest, or talent that is significant to them, or because it is at the right level of challenge to stimulate rather than frustrate or bore them—or likely because of a combination of these conditions. Primary students must predict the weather and explain their prediction going to be useful to me now well. To cater for student’s needs ; the content approaches enable teachers to empower and engage students by accommodating of. Involve collaborative work between the teacher should differentiate instructions according to the growth or estranged from personal experience of. 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