What Does Differentiated Instruction Look Like In The Classroom?
Below is the Introduction from my research paper on Differentiated Instruction in the Classroom.
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What is Differentiated Learning?
Carol Ann Tomlinson and Susan Allen
“ “Differentiated instruction, according to Carol Ann Tomlinson (as cited by Ellis, Gable, Greg, & Rock, 2008, p. 32), is the process of “ensuring that what a student learns, how he or she learns it, and how the student demonstrates what he or she has learned is a match for that student’s readiness level, interests, and preferred mode of learning.” (2015)
Much of the academic research on differentiation could leave a new educator puzzled. What does it look like in practice? The National Center for Accessing the General Curriculum defines Differentiated Instruction as: “a process to approach teaching and learning for students of differing abilities in the same class. The intent is to maximize each student's growth and individual success by meeting each student where he or she is…” (Huebner 2010)
Tracy Huebner goes on to say that differentiation includes:
“...using effective classroom management procedures; promoting student engagement and motivation; assessing student readiness; responding to learning styles; grouping students for instruction; and teaching to the student's zone of proximal development (the distance between what a learner can demonstrate without assistance and what the learner can do with assistance)” (Huebner 2010) Researched Peter Westwood responds to this by writing “The teaching methods and practices required for the provision of effective inclusion are easier to identify than they are to implement.” (Yuen, Westwood, Wong 2005)
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