What is DIFFERENTIATED INSTRUCTION?
According to Jones, "differentiated instruction is a broad term that expresses a philosophy which maximizes students' opportunities to learn curriculum from their strengths rather than a step-by-step curriculum process. From this firm foundation, they can address their limitations without developing negative perceptions of self-ability or self-worth as they become creative-productive members of our society. In differentiating instruction, the teacher weaves individual goals into the classroom content and instructional strategies. The content and the instructional strategies are the vehicles by which the teacher meets the needs of all the students. An approach to planning is used that enables concepts and skills to be taught to the entire class while meeting the individual needs of each child."
Tomlinson succinctly writes "the idea of differentiating instruction is an approach to teaching that advocates active planning for and attention to student differences in classrooms, in the context of high quality curriculums."
Milmam contends that, "Differentiated instruction is not watering down of curriculum to make it easier for some students to 'pass' or more challenging for others to master the content; rather, it involves providing students opportunities to learn content using different resources, employing varied strategies, and/or allowing students to demonstrate their learning in different ways based on their individual learning needs and interests."
Differentiated instruction, according to Carol Ann Tomlinson (as cited by Ellis, Gable, Greg, & Rock, 2008, p. 32), is the process of “ensuring that what a student learns, how he/she learns it, and how the student demonstrates what he/she has learned is a match for that student’s readiness level, interests, and preferred mode of learning”. Differentiation stems from beliefs about differences among learners, how they learn, learning preferences and individual interests (Anderson, 2007). "Research indicates that many of the emotional or social difficulties gifted students experience disappear when their educational climates are adapted to their level and pace of learning."
Each student comes to the classroom with different learning needs.With differentiated instruction, you can help each and everyone of these students.With differentiated instruction, a teacher plans activities that will fit every student.A perfect model of differentiated instruction would be an active, student centered, meaning-making approach to teaching and learning. The theoretical and philosophical influences embedded in differentiated instruction support the three key elements of differentiated instruction itself: readiness, interest, and learning profile (Allan & Tomlinson, 2000).
Milman, N. B. (2009). Differentiating instruction in online environments. Distance Learning. (6)3, 87-89. Retrieved December 11, 2009 from ProQuest. (DOI: 1903520011).
According to Jones, "differentiated instruction is a broad term that expresses a philosophy which maximizes students' opportunities to learn curriculum from their strengths rather than a step-by-step curriculum process. From this firm foundation, they can address their limitations without developing negative perceptions of self-ability or self-worth as they become creative-productive members of our society. In differentiating instruction, the teacher weaves individual goals into the classroom content and instructional strategies. The content and the instructional strategies are the vehicles by which the teacher meets the needs of all the students. An approach to planning is used that enables concepts and skills to be taught to the entire class while meeting the individual needs of each child."
Tomlinson succinctly writes "the idea of differentiating instruction is an approach to teaching that advocates active planning for and attention to student differences in classrooms, in the context of high quality curriculums."
Milmam contends that, "Differentiated instruction is not watering down of curriculum to make it easier for some students to 'pass' or more challenging for others to master the content; rather, it involves providing students opportunities to learn content using different resources, employing varied strategies, and/or allowing students to demonstrate their learning in different ways based on their individual learning needs and interests."
Differentiated instruction, according to Carol Ann Tomlinson (as cited by Ellis, Gable, Greg, & Rock, 2008, p. 32), is the process of “ensuring that what a student learns, how he/she learns it, and how the student demonstrates what he/she has learned is a match for that student’s readiness level, interests, and preferred mode of learning”. Differentiation stems from beliefs about differences among learners, how they learn, learning preferences and individual interests (Anderson, 2007). "Research indicates that many of the emotional or social difficulties gifted students experience disappear when their educational climates are adapted to their level and pace of learning."
Each student comes to the classroom with different learning needs.With differentiated instruction, you can help each and everyone of these students.With differentiated instruction, a teacher plans activities that will fit every student.A perfect model of differentiated instruction would be an active, student centered, meaning-making approach to teaching and learning. The theoretical and philosophical influences embedded in differentiated instruction support the three key elements of differentiated instruction itself: readiness, interest, and learning profile (Allan & Tomlinson, 2000).
References.
http://en.wikipedia.org/wiki/Differentiated_instruction
Jones, J. E. (2008). Differentiated Instruction. Retrieved from http://www.eht.k12.nj.us/~Jonesj/Differentiated%20Instruction/1%20DI%20Homepage.htm
Milman, N. B. (2009). Differentiating instruction in online environments. Distance Learning. (6)3, 87-89. Retrieved December 11, 2009 from ProQuest. (DOI: 1903520011).
Tomlinson, Carol A. (n.d.). Carol Tomlinson Ed. D. Retrieved from http://www.caroltomlinson.com/index.html