This essay will discuss the terms differentiated learnnig and personalised learning as well as highlight how these two forms of learning can be implemented in the classroom. Differentiated learning can be defined as an instruction that is an individualised process of teaching and learning that is based on the learners’ prior knowledge, abilities, development readiness, interests and learning styles (Grierson & Woloshyn, 2012). On the other hand personalised learning involves creating an individual learning plan to meet the needs of a particular student. In addition personalised learning does not mean teaching each child individually but trying to cater in several ways for the variety of children you have in the class (Dean, 2006).
Tomlinson & Imbeau (2010) believe that there is a strong association between opportunities in life and educational opportunity. However, Tomlinson & Imbeau (2010) argue that people often misconstrued the notion of equal access to education to mean that all students should receive the exact same pacing, resources and instruction in the classroom. Therefore creating a one size fits all education system. More importantly, differentiated instruction recognises that students are not the same and that access to equal education means that given a certain goal, each student should be provided with the resources, instruction and support to facilitate them in meeting that objective (Tomlinson & Imbeau, 2010, p. 12).
Furthermore it is important for teachers to differentiate instruction in the classroom; this facilitates student achievement and preparation for international competiveness by fostering educational excellence and ensuring equal access (Conklin, 2010 ). Differentiated instruction is demonstrated in...
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..., in order to teach various ways to meet the learning needs of all children in the classroom. Whereas differentiated learning involves instruction and is an individualised process of teaching and learning that is based on the learners’ prior knowledge and abilities, development readiness, interests and learning styles (Grierson & Woloshyn, 2012).
In conclusion students learn in different ways and have individual needs therefore students need to be supported in various ways. Differentiated instruction focuses on the strategies, resources, materials and procedures that educators need to craft circumstances that can lead to success of every learner. Whereas personalised learning involves matching learning to the individual child. Both differentiation and personalised learning styles aim to create positive learning outcomes for all students.
Cloran (n.d.) suggest teachers need to have a broad understanding of giftedness and learning disabilities, a variety of identification measures and the ability to modify the curriculum and implement differentiated teaching strategies to meet the unique needs of all students. A graduate teacher recognises that students learn in their own way and should understand and be able to identify a number of teaching strategies to differentiate and meet the learning needs of all students. They may create groups based on previous assessment results and set clear or modified instructions for each group based on ability or learning styles. To address the specific learning needs of all student abilities, multi-sensory strategies using charts, diagrams, outside lessons and videos, as well as posters around the room or information on the desk could be used. Tomlinson (1999) suggests that differentiated instruction aims to build on student’s strengths and maximize their learning by adjusting instructional tasks to suit their individual needs. Ensuring teaching and instructions are clear, revising and prompting students during lessons and providing templates and assisting student in breaking down tasks into achievable, systematic chunks are some additional examples. Lucas, (2008) suggests highlighting key vocabulary within the text to focus students on the central concepts within the text. Quick finishing students should be provided with the opportunity to extend themselves with extension tasks that have a specific purpose and
The issue of equality in education is not a new problem. In 1787, our federal government required all territories petitioning for statehood to provide free education for all citizens. As part of this requirement, every state constitution included, “an education clause, which typically called for a “thorough and efficient” or “uniform” system of public schools” (School Funding 6). Despite this requirement, a “uniform” system of schools has yet to be achieved in this country for a variety of reasons, many of which I will discuss later on. During the early part of th...
Understanding by Design, Differentiated Instruction and Standards-based instruction are three methods that are used to instruct students in the classroom and help them succeed when learning. They can be used separately to plan and organize the classroom. Yet used together, they create and promote effective ways for the students to learn and insure that every student in the classroom can reach success. One must understand the different methods and how they work in the classroom before they are able to understand how to instruct with all the methods together.
We as educators are aware of the ranging gifts of our students and admit that are some students that have significant disabilities that must be addressed but who can receive an education in a general education classroom. A multilevel system and the design and development of differentiated instruction began in the general education classroom. “The initial application came to practice for students considered gifted who perhaps were not sufficiently challenged by the content provided in the general classroom setting. As classrooms, have become more diverse with the introduction of inclusion of students with disabilities, and the reality of diversity in public schools, differentiated instruction has been applied at all levels for students of all abilities” Guild & Garger
Differentiated instruction – is a way to reach students with different learning styles, different abilities to absorb information and different ways of expressing what they have learned. Differentiation means tailoring instruction to meet individual learners needs.
Differentiated Instruction is an effective teaching technique that allows the teacher to assess all of his/her students to their needs. This allows the students to get the instruction they need to avoid death valley. Differentiated Instruction is used in the classroom to make sure no student is left behind. In Sir Ken Robinson's TED talk he opens up with the irony of the act “No Child Left Behind”. He discusses that the act is actually the complete opposite of what it seems to be and millions of childrens are actually being left behind. This is because all students are different and diverse than the other student next to them, which is why as teachers we have to use differentiated instruction in the classroom. Yet, when it comes to the teaching,
Differentiated Instruction: This term refers to tailoring teaching instruction to meet individuals learning needs of the students of different ability groups (Walker, 2015, p. 23).
Hess, M. (2011). “Although Some Voice Doubts, Advocates Say Differentiated Instruction Can Raise the Bar for all Learners.” Distributed by NEA Communications.
The challenge of differentiation is highly important in being able to tackle, for the several different cultural attitudes and values of students I will be dealing with in my teaching career. It will be a challenge in preparing different strategies of lesson plans for my students and making it interesting for each of them to want to engage in, and at the same time being able to show care for my students and respect for cultural differences (Kauchak & Eggen, 2014, pp. 72-73). Even apart from cultural differences not all students learn the same, which is why it is important to use a lot of different techniques and strategies when teaching and being able to be creative in doing so. I highly think that my strong understanding of cultural differences and the need for differentiation in teaching is what may actually set myself apart from other teachers pursuing their first teaching
Everyone was in the same classroom with one teacher and the teacher taught to meet the needs of each student in the room. This was differentiated instruction; they just didn’t know it at the time. Differentiated Instruction comes from the belief that there are differences among students, how they learn. learning preferences, and interests. “The purpose of schools should be to maximize the capabilities of all students.
As outlined by David, Meyer, & Hitchcock (2005), differentiated instruction is a process of finding out about each learner and differentiating accordingly. As an educator you must continually develop an awareness of your students by observing their interactions, interests and learning performance in order to provide an inclusive environment. Once a sound knowledge of students is attained the Universal Design for Learning is an excellent way to ensure each and every student is provided equal opportunities to learn and enjoy their education. Through using the three principles of representation, action and expression and engagement in conjunction with critical reflection, educators can reduce barriers within their classroom and provide an inclusive environment that challenges engages and celebrates each and every student.
In today’s educational environment, all students expect to receive the same level of instruction from schools and all students must meet the same set of standards. Expectations for students with learning disabilities are the same as students without any learning difficulties. It is now unacceptable for schools or teachers to expect less from one segment of students because they have physical disabilities, learning disabilities, discipline problems, or come from poor backgrounds. Standardize testing has resulted in making every student count as much as their peers and the most positive impact has been seen with the lowest ability students. Schools have developed new approaches to reach these previously underserved students while maintaining passing scores for the whole student body. To ensure academic success, teachers employ a multi-strategy approach to develop students of differing abilities and backgrounds. Every student is different in what skills and experiences they bring to the classroom; their personality, background, and interests are as varied as the ways in which teachers can choose to instruct them. Differentiated instruction has been an effective method in which teachers can engage students of various backgrounds and achieve whole-class success. When using differentiated instruction, teachers develop lesson strategies for each student or groups of students that provide different avenues of learning but all avenues arrive at the same learning goal.
I believe that as a teacher there will be two initial steps that I will need take in order for me to successfully offer students in my classroom an education that is accessible to all. First I will need to acknowledge that all students’ are unique individuals and that their emotional, educational, social and physical needs are diverse and will require differentiated approaches. Secondly, I need to have an attitude that values diversity and know that all students will have talents, abilities and the capability to learn.
Differentiated instruction is used to meet the needs of every student in the classroom (Richardson, Morgan, & Fleener, 2012, p. 323). In the video, the teacher did this several different ways. First, she used graphic organizers for those students who needed visual aids and those that needed help organizing their thoughts. She also worked one-on-one with students that need that extra support. Lastly, she allowed students who have a hard time forming and thinking of ideas at the same time use a keyboard to save them
(the education alliance , 2006) this article also goes deep into differentiation, “Effective strategies for differentiating mathematics instruction include rotating strategies to appeal to students’ dominant learning styles, flexible grouping, individualizing instruction for struggling learners, compacting (giving credit for prior knowledge), tiered assignments, independent projects, and adjusting question level” An article from NAESP states “to effectively develop students’ mathematical skills, teachers must be effective overall. They must exhibit good classroom management skills, especially in classrooms using differentiated instruction; actively engage their students; and make efficient use of instructional time. A mathematics lesson cannot succeed if the other elements of teaching—classroom management, a logical progression of lessons, an effective use of assessment, and time management—are not in place” (Protheroe, 2007) both backing up that differentiation is a very effective