Inspiring Teachers - Monthly Columns -Differentiation of Instruction Part 1 - classroom... - 0 views
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It is teaching towards each student's strengths, and allowing their weaknesses to develop into future strong points.
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Quite frankly, the course of action begins with the very basics of how you run your classroom. Begin the year by getting a grasp of the strengths and weaknesses of your students through the use of the available data, like benchmark testing results, standardized test scores, pre-tests, student inventories, portfolios, guidance folders, and/or classroom grades from the previous year; although those important items are just the beginning of your learning process. They give results and information, but they do not tell you how the student got there.
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a responsive classroom that differentiates is one where the teacher prides him or herself on getting to know the students as individuals. From my own experience, once you tap into that resource, you can more easily find ways to connect with everyone in the classroom.
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so use the idea of getting to know your students as a place to incorporate writing. When given a topic they can personally relate to, students usually write much more than they would ever tell you verbally. Sentence starters work well. Journal prompts are a terrific asset.
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A teacher who makes an effort to value and learn about students on a more personal level, will gain the respect of the students and will begin on the journey of lesson planning for the whole group. It is not a "waste of time" to spend important moments on this "getting-to-know-you" task. The better you understand your students, the easier it is to get them to learn.
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If students work together toward a common goal, then communication and organization improves. Plus, students feel supported, and they know they can go to other members of the class for guidance.
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Facilitating an environment where a struggling student can approach a gifted student to request assistance, provides students with the chance to succeed in safe surroundings and at their own pace.
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Although some teachers would disagree with me, I use self-assessment often
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students are self-monitoring as well, and more often than not, they are pleased with their progress.
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They feel good about themselves because they can see the learning in concrete form.
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All students, from resource to gifted, need to "work up."
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Using rubrics, checklists, and clearly written instructions, which are provided in advance, are a way to begin in helping all students learn to desire achievement
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Diversity in the classroom is a given; our job is to figure out how to get students to want to learn the material on their own, at a pace that is good for them.
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Teachers differentiate through their CONTENT.
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What are the procedures/activities/steps which are followed so that students create their final outcome? This middle part is called the PROCESS. The final outcome is the PRODUCT. The product is most often the assessment vehicle by which students demonstrate what they have learned.
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When students are offered choices in the process area, you enable them to discover different skills and competencies.
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it means one plan with three options or sections.
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Activities related to the same learning outcome are prepared with different stages of difficulty, each stage addressing higher levels of thinking and/or different learning styles.
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