Differentiated Learning
Differentiated Learning
Everyone is diverse and learns in different ways. Not every student is the same. Established on this knowledge, differentiated instruction applies a method to teaching and learning that gives students numerous options and opportunities for compelling in information and making sense of ideas. Differentiated instruction is a teaching theory based on the principle and idea that instructional tactics should contrast and be adapted in relative to individual and diverse students in classrooms (Tomlinson, 2001).
To differentiate instruction is to distinguish learners ' unpredictable and varying background information, enthusiasm, language, preferences in learning and securities; and to respond quickly. Differentiated instruction is a procedure to education and knowledge for students of opposing capabilities in the same class. The intent of differentiating instruction is to make the most of each student 's growth and discrete success by gathering each student where he or she is and supporting in the learning procedure (Hall, Strangman, & Meyer, 2003).
Differentiated instruction mixes constructivist knowledge theories, learning styles, and brain development with investigation on impelling issues of learner readiness, interest and intelligence preferences toward students’ motivation, engagement, and academic growth within schools (Anderson, 2007). According to educational psychologist Kathie Nunley, differentiated instruction became a vital part of US educator 's repertoire as the make-up of the overall classroom moved from homogeneous groupings of students prior to the 1970s to the ever growing variety of learners seen in the assorted classroom make-up in the last 40 years (Nunley, 2006).
By using differentiated instruction, educators can meet all individual student needs and help every student meet and exceed established standards (Levy, 2008). According to Tomlinson (as cited by Rebora, 2008), the apparent necessity intended for differentiated
Everyone is diverse and learns in different ways. Not every student is the same. Established on this knowledge, differentiated instruction applies a method to teaching and learning that gives students numerous options and opportunities for compelling in information and making sense of ideas. Differentiated instruction is a teaching theory based on the principle and idea that instructional tactics should contrast and be adapted in relative to individual and diverse students in classrooms (Tomlinson, 2001).
To differentiate instruction is to distinguish learners ' unpredictable and varying background information, enthusiasm, language, preferences in learning and securities; and to respond quickly. Differentiated instruction is a procedure to education and knowledge for students of opposing capabilities in the same class. The intent of differentiating instruction is to make the most of each student 's growth and discrete success by gathering each student where he or she is and supporting in the learning procedure (Hall, Strangman, & Meyer, 2003).
Differentiated instruction mixes constructivist knowledge theories, learning styles, and brain development with investigation on impelling issues of learner readiness, interest and intelligence preferences toward students’ motivation, engagement, and academic growth within schools (Anderson, 2007). According to educational psychologist Kathie Nunley, differentiated instruction became a vital part of US educator 's repertoire as the make-up of the overall classroom moved from homogeneous groupings of students prior to the 1970s to the ever growing variety of learners seen in the assorted classroom make-up in the last 40 years (Nunley, 2006).
By using differentiated instruction, educators can meet all individual student needs and help every student meet and exceed established standards (Levy, 2008). According to Tomlinson (as cited by Rebora, 2008), the apparent necessity intended for differentiated
References: Anderson, K. M. (2007). Tips for teaching: Differentiating instruction to include all students. Preventing School Failure, 51(3), 49-54. Attention deficit hyperactivity disorder (ADHD). (2010). Retrieved February 26, 2011, from http://www.ncbi.nlm.nih.gov/pubmedhealth/PMH0002518 Differentiated Instruction. (2010). Retrieved February 26, 2011, from http://www.cec.sped.org/AM/Template.cfm?Section=Differentiated_Instruction&Template=/Tag gedPage/TaggedPageDisplay.cfm&TPLID=24&ContentID=4695 Hall, T., Strangman, N., & Meyer, A UDL implementation. Wakefield, MA: National Center on Accessing the General Curriculum. Retrieved February 26, 2011, from http://aim.cast.org/learn/historyarchive/backgroundpapers/differentiated... Levy, H. M. (2008). Meeting the needs of all students through differentiated instruction: Helping every child reach and exceed standards. The Clearing House, 81(4), 161-164. Nunley, K. (2006). Differentiating the High School Classroom: Solution Strategies for 18 Common Obstacles. Corwin Press: Thousand Oaks, CA. Parker,H. Accommodations Help Students with Attention Deficit Disorders. Retrieved February 26, 2011, from http://addwarehouse.com/shopsite_sc/store/html/article4.htm. Rebora, A. (2008). Making a difference. Teacher Magazine, 2(1), 26, 28-31 Thousand, J., Villa, R