How Educators Can Meet the Challenge of Differentiated Instruction
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Dr. Anthony Hamlet discusses the concept of differentiated instruction, which tailors educational content to match students' diverse learning styles, such as auditory, visual, and tactile. He emphasizes the importance of adapting teaching methods and materials to maximize each student's educational experience, addressing their unique needs through specific strategies and grouping techniques. The document outlines five key concepts and approaches to effectively implement differentiation within the constraints of the school day.
How Educators Can Meet the Challenge of Differentiated Instruction
- 1. Dr. Anthony Hamlet How Educators Can Meet the Challenge of Differentiated Instruction
- 2. Differentiated instruction Tailoring the curriculum according to students’ interests, readiness and learning profiles – offers a considerable challenge to educators.
- 3. Some are auditory learners. Some are visual learners. Some are tactile learners. That’s because students learn in different ways... The best educators recognize the differences, and teach accordingly. In a perfect world, every lesson in every classroom in the U.S. would be differentiated, in order to meet each students’ needs.
- 4. There are so many hours in the day... Notes and tests are adapted. Special projects are assigned. Material is tailored according to students’ learning styles. The goal, as always, is to maximize each student’s educational experience and enable them to reach their full potential.
- 5. Opening avenues to information by tailoring text to students’ ability levels Perfecting students’ grasp of material by varying the pace at which material is presented The question is, what are the best methods for doing this, while working within the constraints of a school day? Here are 5 key concepts: Content Process Enabling students to demonstrate their understanding of material by bookmarking websites for research, each according to skill level Product Encouraging classroom participation; creating an inclusive environment, and one in which respect trumps all Affect Arranging furniture so that it might be used to best effect by individuals, small groups and the class as a whole Learning Environment
- 6. The first of those groups, which consistently exceeds grade-level expectations, is able to work independently in active learning, small group, technology or silent sustained reading. The second combines students who meet grade-level expectations and those who do not, and as a result might need occasional differentiated instruction. This group requires explicit instruction – i.e., modeling strategies and guided practice – over an extended period of time before they are granted more responsibility for task completion. Those in need of enrichment... 1. Reading - a differentiated education approach I use assessment data to divide the class into three groups
- 7. Crucial to the corrective-instruction process are Think-Alouds, modeling behavior that involves reading aloud to students and verbalizing what I’m thinking, so they understand the inferences I’m making to comprehend the text. The goal, of course, is that they too will eventually be able to meld prior knowledge with that information reflected in the text to make the necessary inferences themselves. 2. Those in need of corrective instruction... Reading - a differentiated education approach I use assessment data to divide the class into three groups
- 8. Students in the major re-teaching group are those who are significantly below grade-level expectations, and require substantial intervention. The majority of my English-language learners (ELLs) tend to fall into this group, meaning they need intensive instruction to learn vocabulary, as well as tools that will enable them to learn on their own. This group requires more planning before, during and after readings. 3. Those in need of major re-teaching... Reading - a differentiated education approach I use assessment data to divide the class into three groups
- 9. In short, differentiated education is a matter of collecting and analyzing data, and grouping students accordingly. It is a matter of understanding that each and every student learns differently, and as a result an educator’s strategy must be varied. It is a matter, really, of meeting each student where they are, so that their needs might be met as well.