Table of Contents
What is differentiation in teaching and learning?
Differentiated teaching occurs when a teacher plans a lesson that adjusts either the content being discussed, the process used to learn or the product expected from students to ensure that learners at different starting points can receive the instruction they need to grow and succeed.
What are the main principles of differentiated instruction?
The Center for Applied Linguistics has drawn upon this research to organize differentiation for second language students along three principles: Increase comprehensibility • Increase opportunity for interaction • Increase critical thinking and study skills.
What is the purpose of differentiation in education?
The objective of differentiation is to lift the performance of all students, including those who are falling behind and those ahead of year level expectations. Differentiation benefits students across the learning continuum, including students who are highly able and gifted.
How is differentiated instruction used in the classroom?
Differentiated instruction is a teaching approach that tailors instruction to all students’ learning needs. All the students have the same learning goal. But the instruction varies based on students’ interests, preferences, strengths, and struggles.
Who is the leader in differentiated learning at the University of Virginia?
Carol Ann Tomlinson is a leader in the area of differentiated learning and professor of educational leadership, foundations, and policy at the University of Virginia. Tomlinson describes differentiated instruction as factoring students’ individual learning styles and levels of readiness first before designing a lesson plan.
How can you differentiate content in a classroom?
What you could do is differentiate the content by designing activities for groups of students that cover various levels of Bloom’s Taxonomy (a classification of levels of intellectual behavior going from lower-order thinking skills to higher-order thinking skills).
Which is the least effective instructional strategy in the classroom?
Research by educator Leslie Owen Wilson supports differentiating instruction within the classroom, finding that lecture is the least effective instructional strategy, with only 5 to 10 percent retention after 24 hours.