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 of 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 that st*****ardized practices fail academically diverse learners.

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

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

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

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

Fifth-grade students are given the assignment to read a biogr*****phy of a famous person from literature or history. As most librarians ***** teachers know, most students ***** this age ***** ***** interested in biographies, so ***** teacher has a b*****rrier ***** the beg*****ning. Students must use print and electronic research ***** to learn about the per*****n *****y 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 reports. The ***** *****s a rubric to *****ssist students in areas such as use of resources, organization, and quality ***** language.

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


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