Differentiated Learning
Content:
Figuring out what a student needs to learn and which resources will help.
Implementation: Match vocabulary words to definition, Read a passage of text and answer related questions.
Process:
Activities that help students make sense of what they learn, the students usually have preferred their learning style such as: auditory, visual and kinesthetic.
Implementation: Provides textbooks for visual and word learners, Allow auditory learners to listen to the audio books, Give kinesthetics learners the opportunity to complete an interactive assignment online, Create a PowerPoint presentation summarizing the lesson
Product:
What the students create at the end of the lesson to demonstrate their understanding.
Implementation: Visual learners create a graphic organizer of the story, Auditory learners give an oral report, Kinesthetic students build a diorama about the story.
Learning Environment:
The conditions for optimal learning include both physical and psychological elements, how the classroom “feels” and how the class works together.
Implementation: Students are formed into groups and then discuss their assignments, Allow students to read individually if preferred, Create quiet spaces where there are no distractions.
Interest:
Interest can be interpreted as a person's feeling of being attracted to something that creates a strong desire and encouragement to do that.
Implementation: Do a diagnostic test in class to know the students’ interests.
Characteristic:
Every student has different characteristics. To know the students’ characteristics, observation can be done by relating to the theory of students’ development.
Implementation: during class discussion, teachers can do students’ profiling.
Assessment:
Differentiated assessment is an ongoing process through which teachers gather data be- fore, during, and after instruction from multiple sources to identify learners' needs and strengths.
Implementation: Formative assessment for speaking (the topic is greeting) can be a role-play in pairs.
Summative assessment can be a form of a final test.
Level:
Students are divided into some levels. Differentiated learning allows teachers to meet each student at a level comparable to their knowledge level and prepare for their learning preferences.
Implementation: According to the new paradigm, there are 7 phases. Phase A: grade 1 and 2; phase B: grade 3 and 4; phase C: grade 5 and 6; phase D: grade 7-9 (junior high school); phase E: grade 8-10, phase F: 11-12.
Independent:
Ideal for students who have mastered content and are ready for more challenging work.
Implementation: Teachers can help them choose topics they are interested in and complete assignments designed just for them. Independent study is beneficial because it allows the student to learn at a faster pace and build self-confidence.
Collaboration
Use groups to enhance learning through working together. Groups of two or more learners work together to solve problems, complete tasks, or learn new concepts.
Implementation: students can produce a group project such as a diorama, make a graphic organizer and drama.