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Chapter 2: Underpinnings of Differentiation (Nature of Diff. Classrooms…
Chapter 2: Underpinnings of Differentiation
Nature of Diff. Classrooms
learning environment supports learners
goals
students feel valued and welcomed
teacher is confident of students' capacity to learn what they need to
work together to enhance each other's growth
success and failures are inevitable
hard work results in observable growth
all students have access to whatever they need for success
3 linked elements
instructiom
curriculum
environment
students' differences
same basic needs
attend to human differences to help
1 lesson plan won't work for every student
create a variety of paths towards a goal
embrace and develop talents
different characters - different treatment
curriculum is organized to support learning
clarity about a topic --> introduce it in a meaningful, interesting and appropriate way
plan with regard to entry points and current learning status of learners
compared to journey: different distance each day, different vehicles
diagnostic and ongoing assessment --> further steps according to progress
small-group discussions
whole-group discussions
journal entries
portolio entries
homwork assignments
etc.
summative assessment: formally record students' growth
teachers modifies ... according to assessment data
content
process
products
learners' characteristics differ
student readiness
intrest (affinity, curiosity, passion)
learning profile (ways in which they learn)
teacher and students collaborate (student-centred classroom)
teacher balances group and individual norms
some students make more progress, but on a lower level --> failure? no
support everyone on their way to their best version of themselves
flexible cooperation of teacher and students
enhance proficiency of each student on their way to a common, meaningful purpose
variety of strategies, introductions of topics, etc.
Three Pillars That Support Effective Differentiation
Philosophy
diversity: normal, valuable
every learner has potential
maximize each learner's proress
remove barriers
Principles
supportive environment
foundation of quality cirriculum
adapt instruction with regard to assessment-indicated students' needs
flexible classroom
Practices
plan to address readiness, interest and learning profile
base instructions on students needs and nature of content
respectful tasks
flexible grouping