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 their 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 to 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 ***** Classroom: Responding to the Needs of all Learners, stresses ***** st*****ardized practices fail academically diverse learners.

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

A teacher, however, should not just differentiate learning without any thought to ***** process, according to Tomlinson. Educators should make sure that curriculum is specifically focused on the information and knowledge most essential to experts in a cert*****in discipline; curricula, programs, and products ***** developed to en***** that ***** tackle with, apply and underst***** those priorities; information and assignments are interesting and relevant to students; and learning is active and ***** personal interest and satisfaction to a widest r*****nge of students.

There is no magic recipe for instructors. They must search ***** and develop materials based on these factors that are unique to each classroom ***** its *****. "Differentiati***** of instruction is a teacher's response ***** 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, ***** to students' readiness, *****, and ***** profile" (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 ***** language arts. Everyone must acquire and use research and writing skills and share what is learned with other students.

Fifth-grade students are given the assignment ***** read a biography of a famous person from literature or history. As most librarians and teachers know, most students ***** this age ***** not *****ed in biographies, so the teacher has a b*****rrier from the beg*****ning. Students ***** use print and electronic ***** materials to learn about the per*****n ********** choose and then write a report about him or her. To increase creativity, they are motivated to use both original and found illustrations in their **********. The teacher *****s a rubric to *****ssist students ***** areas such as use of resources, organization, and quality of langu*****.

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


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