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Differentiated Classroom Differentiation

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Differentiation in the classroom begins with a teacher's understanding of scaffolding students academic levels to help students reach a common goal. Differentiation occurs in many ways, books like Leading and Managing a Differentiated Classroom, The Differentiated Classroom, and Learning by Choice have several ideas on how differentiation may look like in the classroom. Common topics among three books include learning stations, levels of tier, and communication and collaboration. Learning stations help teachers differentiate lessons. Usually a learning station is when students are given the opportunity to work at a center and work on a targeted task to help improve a specific skill. Students work in small groups and may work in more than …show more content…

In the classroom, students are at different academic levels based on many different factors. For most students, they are categorized as low, at level, or above, but in the differentiation books students are divided into tier levels. Learning by Choice explains the process in which students are placed in each tier, students are placed in the tier groups based on their pre-assessment score. The common goal is for all students to end up at the highest tier. In order to reach the goal, students work in their tier groups to develop the skills required to reach the end goal. Each tier group is differentiated to meet the needs of the students. The Differentiated Classroom explains different tiered activities strategies to help students. A section has the steps in developing a tiered activity. When differentiating it is important to ask what? how? and why? because it better prepares the activities to meet the targeted skill to better suit student learning. A similar idea of planning was the methods to "buy time" for struggling students and methods to challenge advanced learners mentioned in the Tomlinson and Imbeau textbook. When differentiating lessons, a teacher must keep in mind students who are struggling, at grade level, and above level. I think understanding the tier pyramid is helpful in grouping students to focus on specific scaffolding so students develop a better understanding of the

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It is prepared for students to self-assess if they meet each criterion, a vital self-scaffolding technique. Not only that but most often the criteria are linked one another, hence they formulate the learning. Holton & Clarke (2006) highly recommends to empower the students to develop their own problem solving skills, with this in mind, the first process success criterion encourages students to analyse the question and get a greater picture before they start solving it. This is transferable skill that can be applied with any

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“When I was seven I had an answer to this question that made sense to me. I never discussed it with anyone, though, for fear of how my mother would feel. I concluded to myself that if I were the hunter, I would shoot the monkey so that it would no longer have the chance to put other hunters in the same predicament.” , (Beah 380). I don’t know why I waited until the end of the book to find a quote to start this off with, but it seems to be the best one to better understand what this book was about.

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These five tasks, in their development stage provided different levels of difficulty. Surprisingly, I found writing the economics and business activity the easier of the tasks to write up, part of the reason for this is because I thought about an activity that would not only, assist me in learning about those concepts but that would also keep me interested. The rest of the activities developed quickly in my mind and I think that is largely because I have a ‘humanities’ brain and these activities reminded me of the tasks I participated in at school myself. The integrated history and geography activity proved to be the most difficult, I knew I wanted to have an activity directly related to the Cross Curricular Priorities, more specifically Aboriginal and Torres Strait islander peoples but developing an activity surrounding this was almost like adding extra pressure. As a future teacher you want to improve the way history and societal views of Aboriginal and Torres Strait islanders is being taught, to provide a better foundation of study for students.

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How does differentiation support or hinder pupils’ progress in writing? A study examining a school in Brent. Abstract: “We used to teach subjects and classes – now we teach students (Petty, 2004).” Differentiation is recognised as a key part of effective teaching in writing but there seems to be a little general agreement about what it implies, or what it might look like in the classroom.

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Teamwork is also seen in my schooling. I’ve gone to schools that use group work as a common educational tool. For example,

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One of my classes my first at NC State demonstrated this. In COS 100 there is a semester long group project. Having partners who care about their education was a welcome change of pace from previous experience and made the experience enjoyable. I experienced a similar situation in CH 101. Additionally, COS 100 makes the case that working together and communicating is the best way to advance the sciences.

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Whatever the reasons of students’ learning difficulties are, one thing is sure: the solution proposed by Singleton would only make their struggle harder. In this particular case, failing students and “keeping them at one level until they did in time, one way or another, learn the material,” as suggested by Singleton, could only bring positive effects if it went hand-in-hand with the development of a comprehensive learning support

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