effective questioning
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Differentiated programming involves having high expectations for all students, allowing students to progress through material at their own pace, and providing multiple ways for students to learn and demonstrate knowledge. It is not individualized instruction with a unique lesson plan for each student, assigning more work to high-achieving students, or always separating students into groups. Differentiation provides different avenues for acquiring knowledge and developing skills tailored to students' varying achievement levels.
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effective questioning
- 1. Differentiated programming is having high expectations for all students permitting students to demonstrate mastery of material they already know and to progress at their own pace through new material providing different avenues to acquiring content, to processing or making sense of ideas, and to developing products providing multiple assignments within each unit, tailored for students with differing levels of achievement allowing students to choose with the teacher’s guidance, ways to learn and how to demonstrate what they have learned flexible – teachers move students in and out of groups, based on students’ instructional needs Differentiated programming isn't individualised instruction – it is not a different lesson plan for each student each day assigning more work at the same level to high– achieving students all the time – often it is important for students to work as a whole class using only the differences in student responses to the same class assignment to provide differentiation giving a normal assignment to most students and a different one to advanced learners limited to subject acceleration – teachers are encouraged to use a variety of strategies Tomlinson and Allan (2000) in Leadership for Differentiating Schools and Classrooms give clear guidelines to what and what is not differentiation.