Differentiation, with respect to instruction, means tailoring it to meet individual needs of the students. Teachers can differentiate content, process, products, or the learning environment, the use of ongoing assessment and flexible grouping makes this a successful approach to instruction. Teachers differentiate the four classroom elements based on student readiness, interest, or learning profile. (Tomlinson 2000). Differentiated instruction can be known as an organizing framework in teaching and learning which calls for a major restructuring in the classroom and syllabus, if done in the proper way, its benefits will transgress the costs.
According to Tomlinson (2004), Differentiated instruction is “a philosophy of teaching that
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In accordance with Piaget’s theory, the learner interacts with objects and events available in the physical and social environment and therefore comprehends the objects or events using the process of assimilation, accommodation and equilibration. The learners, therefore, construct their own conceptualizations and use them to generate solutions to problems. This theory also suggests that humans create and construct knowledge as they try to bring meaning to their experiences. In the differentiated classroom, teachers should facilitate the learning process by organizing learning activities and using variety of aid material according to the level of students’ cognitive structure to enable them to construct knowledge through their …show more content…
Stations or centers might be teacher-led if new knowledge is to be given or student-led if mastery is to be obtained on the information given by the teacher. Project-based is another strategy and one of the best ways to differentiate instruction due to the students’ needs and styles are addressed. Projects internalize help and support among students beside some academic skills. Tiered Activities, on the other hand, are based on the learning tasks designed at different levels of complexity according to students’ readiness levels, i.e. to be gradually given to the students ,whenever the student finishes one stage, they transfer to the other one until the task is done, or at times keeping the learning outcomes same the learning tasks can be designed according to students’ learning preferences viz. Learning styles or Gardner’s multiple intelligences.( Bigelow,1994;Onosko and Jorgensen ,1998;Lewis and Batts
I support what this aforementioned idea of Pondiscio very strongly because according to him, this means of communicating about distinction only “leans heavily on teachers “modeling” good reading habits for children, having children choose books themselves (worthwhile or not), and kids practicing strategies such as “visualizing” or “finding the main idea,” which is dissimilar to the goal of the Common Core Standards – to highlight the content of each reading materials so that the students will read to learn and not only learn
, A. R. Kovner, A. S. McAlearney, D. Neuhauser, Chicago: AUPHA/HAP 2009, p.
One video I know is students counting by twos, fives, tens, twenties, twenty-five, fifties, and one hundred. Differentiated instruction is seen by allow students to practice skills by singing and dance, or musical rhythmic and bodily-kinesthetic than counting numbers as a whole class. The math online resources differentiate instruction by testing students
How does differentiation support or hinder pupils’ progress in writing? A study examining a school in Brent. Abstract: “We used to teach subjects and classes – now we teach students (Petty, 2004).” Differentiation is recognised as a key part of effective teaching in writing but there seems to be a little general agreement about what it implies, or what it might look like in the classroom.
Gautheir et al., 2004; Hoeve et al., 2012; Taylor & McQuillan, 2014; Whelan,
More time in the lesson could of been spent building on the responses of the other students in the class. I have learned about differentiation through this lesson. For my students of concern it was important for me to repeat directions and the definition of Manifest Destiny. It was also important for me to discuss what it meant to analyze and to write what we discussion about analyzing on the board so that students can refer to it, when analyzing the picture. The use of collaborative of learning groups also provided a support to the students of concern by allowing them to discuss, clarify ideas, and transfer knowledge from one group member to another.
There are two theorists associated with cognitive development; Piaget and Vygotsky. Piaget believes that things children learn and do are organized as schemes, groups of similar actions and thoughts are repeated in response to the environment. Vygotsky believes that thoughts and language are separate functions for infants and toddlers. This is important for me to know because when teaching my first graders using Piaget’s belief that children curiosity to adapt to their environment, will help me in setting up my classroom so as to provide the friendliest environmental atmosphere. Another useful belief of Piaget that I intend to use, is by exploring and manipulating physical objects, children gain a relationship with their physical environment.
Cognitive Learning Theory suggests that the different methods regarding learning can be elucidated by scrutinising the mental progressions first. Unsuccessful cognitive processes provide effects in learning complications that can be perceived anytime during the period of an individual. Piaget’s theory Piaget’s theory of cognitive development contains of four stages of intellectual development.
Lessons are designed according to students learning difficulties. Students’ prior knowledge is assessed through the pre-tests and interviews as assessment tools to inform the content of the lessons. According to Hodge (2010), the key component of an effective lesson is when the teacher understands and knows about the topic. As Variation Theory using learning study is collaborative in its nature, teachers gain more knowledge on the topic as they discuss and meet to share their past experiences about teaching the topic before proceeding to the
Differentiation in the classroom begins with a teacher's understanding of scaffolding students academic levels to help students reach a common goal. Differentiation occurs in many ways, books like Leading and Managing a Differentiated Classroom, The Differentiated Classroom, and Learning by Choice have several ideas on how differentiation may look like in the classroom. Common topics among three books include learning stations, levels of tier, and communication and collaboration. Learning stations help teachers differentiate lessons. Usually a learning station is when students are given the opportunity to work at a center and work on a targeted task to help improve a specific skill.
In this regard, he came up with the view that people inherit two basic tendencies in thinking, namely organization and adaptation. Organization refers to constant arranging experience and information into psychosocial structure. Concerning adaptation, people are born to adjust the environment. One of Piaget’s key views was stages of cognitive development, he divided cognitive development into separate stages as follows: sensorimotor stage, preoperational stage, concrete operational stage, and formal operational stage.
Piaget’s Theory of Cognitive Development Cognition is a process where different aspects of the mind are working together that lead to knowledge. Piaget’s cognitive development theory is based on stages that children go through as they grow that lead them to actively learn new information. Cognitive change occurs with schemes that children and adults go through to make sense of what is happening around them. The change that occurs is activity based when the child is young and later in life correlates to mental thinking. Piaget’s stages of cognitive development start from birth to adulthood
These can include gender, age and perhaps ability. These classifications are based on fixed attributes meaning learners can 't change their gender or age. School rituals celebrate domination and the rewards and punishments are public. The roles of teachers and students are seen to be clear and given. In contrast, differentiated control is concerned with personal forms of transference where learners are seen to have variable attributes that undergo development and which can be developed by the teachers and school.
Differentiated instruction is a support or concept for effective teaching that involves showing students with different ways to learning. According to Bearne (1996). “ differentiated instruction corresponds to an innovative approach through which educators whatever their subject area, are able to bring modification to curricula, teaching methods, usage of educational sources and resources, learning events or activities as well as assessment and evaluation methods.” Differentiation in simple words means tailoring instruction to meet individuals needs that is student needs in the school context. Differentiated instruction is the way a teacher anticipates and responds to a variey of students need in class.
It is a very common teaching strategy, relying on strict lesson plans and lectures with little or no room for variation. Direct instruction does not include activities like discussion, recitation, seminars, workshops, case studies, or internships. DI is probably the most popular teaching strategy that is used by teachers to facilitate learning. It is teacher directed and follows a definite structure with specific steps to guide pupils toward achieving clearly defined learning outcomes. The teacher maintains the locus of control over the instructional process and monitors pupils ' learning throughout the process.