How do Teachers Differentiate Instruction?
When teachers differentiate instruction, teachers design lessons to address the needs of groups of students. Before teachers can do this, however, they must first get to know their students in terms of:
- Readiness
- Interests
- Learning Styles
Readiness
Readiness refers to a student’s knowledge and skill level regarding given content. A student’s readiness level might vary across subjects or content areas. For example, a student may have extensive knowledge about ancient Egypt but have little knowledge about the Incan civilization. Additionally, a student’s readiness may be influenced by his or her background knowledge, life experiences, or previous learning. Teachers can determine the level at which a student is working in a given subject area by:
Readiness refers to a student’s knowledge and skill level regarding given content. A student’s readiness level might vary across subjects or content areas. For example, a student may have extensive knowledge about ancient Egypt but have little knowledge about the Incan civilization. Additionally, a student’s readiness may be influenced by his or her background knowledge, life experiences, or previous learning. Teachers can determine the level at which a student is working in a given subject area by:
- Examining the results of formal or informal tests (e.g., standardized test, unit pre-test)
- Viewing a student’s academic record
- Examining work samples
- Administering a student self-report measure
- Asking students to complete a KWL chart
Interest
Interest refers to topics, skills, or activities that pique a student’s curiosity or inspire him or her. Teachers can discover their students’ interests by determining what topics they enjoy or which activities they engage in outside of class. They can do so by asking students to:
Interest refers to topics, skills, or activities that pique a student’s curiosity or inspire him or her. Teachers can discover their students’ interests by determining what topics they enjoy or which activities they engage in outside of class. They can do so by asking students to:
- Discuss their interests
- Complete an interest inventory
- Write a journal entry about themselves
- Participate in classroom ice-breaker activities
Learning Profile
Learning profile refers to a student’s preferred method of learning new information or skills (e.g., visually, hands-on, through deductive means) and to environmental factors that influence a student’s learning (e.g., small group, bright lights, no distractions). A student’s profile can also be influenced by gender and culture. For example, students from cultural backgrounds that value cooperation over competition may perform better in a small group versus working independently. Teachers can assess a student’s preferred method of learning by:
Learning profile refers to a student’s preferred method of learning new information or skills (e.g., visually, hands-on, through deductive means) and to environmental factors that influence a student’s learning (e.g., small group, bright lights, no distractions). A student’s profile can also be influenced by gender and culture. For example, students from cultural backgrounds that value cooperation over competition may perform better in a small group versus working independently. Teachers can assess a student’s preferred method of learning by:
- Administering an inventory or questionnaire
- Observing the student during class
Quote:
"Differentiation doesn’t ask teachers to begin by individualizing instruction…. It asks teachers to look for patterns of need." Carol Ann Tomlinson (2010)
"Differentiation doesn’t ask teachers to begin by individualizing instruction…. It asks teachers to look for patterns of need." Carol Ann Tomlinson (2010)
Did You Know...?
Learning occurs when a student is asked to complete a task that is just beyond what he or she can do independently, or, in other words, in his or her proximal zone of development.
Learning occurs when a student is asked to complete a task that is just beyond what he or she can do independently, or, in other words, in his or her proximal zone of development.