Are you finding that no two children are alike or that no two learn in the same way? Are you wondering how to set up a classroom that meets the needs of all students? You already know that to differentiate instruction is to recognize students’ varying backgrounds, knowledge, readiness, language, preferences in learning, and interests.
For help in accomplishing your goals, visit CAST: Differentiated Instruction to view aids like the following:
Learning Cycle and Decision Factors Used in Planning and Implementing Differentiated Instruction
Tomlinson (2001) identifies three elements of the curriculum that can be differentiated:
a. Several elements and materials are used to support instructional content.
b. Align tasks and objectives to learning goals.
c. Instruction is concept-focused and principle-driven.
a. Flexible grouping is consistently used.
b. Classroom management benefits students and teachers.
a. Initial and on-going assessment of student readiness and growth are essential.
b. Students are active and responsible explorers.
c. Vary expectations and requirements for student responses.
Tomlinson, C. A. (2001). How to differentiate instruction in mixed-ability classrooms. (2nd Ed.) Alexandria, VA: ASCD.
In addition, check out my Meeting all Students’ Needs project.
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