Essay - Differentiated Learning by Differentiating Instruction, the Educator is Recognizing that...


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Differentiated Learning

By differentiating instruction, the educator is recognizing that learners vary in *****ir background, experience, intelligence, knowledge, language, interests, learning styles, and unique abilities. Differentiated instruction provides an approach to learning tailored to individuals of differing capabilities in the same classroom. The purpose ***** this differentiation is ***** leverage each student's educational development through catering to his or her individual educational needs.

***** Ann Tomlinson, a specialist in differentiated instruction and author of several books on ***** topic including The Differentiated Classroom: Responding to the Needs ***** all Learners, stresses ***** st*****ardized practices fail academically diverse learners.

***** classrooms feel right to students who learn in different ways and at different rates ***** who bring to school ***** talents and *****. More significantly, such ***** work better for a full range of students than do one- size-fits-all settings. Teac*****s in differentiated classrooms are more in touch with *****ir ***** and ***** teaching more as an art than as a mechanical exercise (4).

A teacher, however, should not just differentiate ***** ********** any thought to the process, according to Tomlinson. Educators should make sure that curriculum is specifically focused on the information and ***** most essential to experts in a cert*****in discipline; curricula, programs, and products ***** developed to ensure that students tackle with, apply and underst***** those priorities; ***** and assignments are interesting and relevant to students; and learning is active and provides personal interest and satisfaction to a widest ***** of students.

There is no m*****gic recipe for instructors. They must search ***** and develop materials based on these factors that are unique to each classroom and its students. "Differentiation of instruction is a te*****cher's response to learner's needs, guided by general principles of differentiation such as respectful tasks, flexible grouping, and ongoing assessment ***** adjustment. Teachers can differentiate content, process, and product, according to students' readiness, interests, ***** ***** pr*****ile" (15).

This book, Responding to the Need, in particular offers specific suggestions on how to develop and incorporate ***** learning. For example an activity described in Chapter One discusses how students in fifth grade at an elementary ***** ***** learning about well-known people as a w*****y to link social studies and language arts. Every*****e must acquire and use re***** ***** writing skills and sha***** what is learned ***** other *****.

Fifth-grade students are given the assignment to read a biogr*****phy of a famous person from literature or hist*****y. As most librarians ***** teachers know, most students of ***** age are not interested in biographies, so ***** teacher has a barrier from the beg*****ning. Students ***** use print and electronic research ***** to learn about the person they choose and then write a report about him or her. To increase creativity, ***** are motivated to use both original and found illustrations in their *****s. The teac***** uses a rubric to *****ssist students ***** areas such as use of resources, organization, and quality ***** language.

Another ********** hands out interest inventories to help students find topics that shows a

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