A practice note has been developed to support you and your teachers in implementing differentiated teaching strategies:. For more information, or to share your feedback, email: professional. Our website uses a free tool to translate into other languages. This tool is a guide and may not be accurate. For more, see: Information in your language. You may be trying to access this site from a secured browser on the server.
Please enable scripts and reload this page. Skip to content. Page Content. On this page What is effective differentiation? Implementing classroom-based strategies to support differentiated teaching Top tips for effective differentiation Starting a conversation with colleagues Explore the latest professional practice note Differentiated teaching is how teachers target their instruction to extend the knowledge and skills of every student in every class, regardless of their starting point.
What is effective differentiation? Using data, teachers can decide what to differentiate in their instruction, choosing from: Content: what students are expected to learn Process: how teachers will teach and how students will explore or undertake their learning.
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December 17, There are numerous advantages to implementing differentiated instruction - which colleges and universities are beginning to readily embrace What Is Differentiated Instruction? People forget more easily than they remember. Researchers call this trend the "forgetting curve. Students progress at different paces. Some students learn fast, while others learn more slowly. The advantages of differentiated instruction strategies include addressing learner deficiencies in both speed and depth.
Active learning promotes faster growth than passive learning. Many studies have shown that active learning promotes greater knowledge retention than passive learning.
Differentiated instruction allows students to actively practice what they've learned from course lecture components. Prompting the application of recently covered material helps students understand their studies more proficiently. Team-based learning isn't trivial. Healthy, team-based learning environments are just one of the many benefits of differentiated instruction. Collaborative learning, peer mentoring, and conflict resolution skills all boost a student's overall ability to learn.
Your primary role as an instructor is to design educational experiences. Effective educators don't just inform and assess students. Rather, the best teachers guide students toward and cleverly evaluate mastery. The Advantages of Differentiated Instruction What are the benefits of differentiated instruction for students and teachers? Differentiated instruction is proactive.
In a differentiated instruction model, the teacher does not wait for students to fall behind before employing new learning strategies. Instead, with differentiated instruction, the instructor is proactive and takes a motivational and positive approach. Teachers prepare differentiated instructional techniques before the course begins, which helps prevent many students from ever falling behind.
Instructors assume varied learning needs to accommodate for the various ways students master course material. Differentiated instruction is qualitative. Differentiated instruction doesn't mean that teachers give more work to advanced students and less work to students that might struggle. Each student completes the same amount of work. However, the quality of the work required may vary according to ability, interest, or previous content knowledge. Differentiated instruction is rooted in assessment.
Educators using differentiated instruction begin the class with an assessment. Throughout the course, teachers continue to assess student learning through one-on-one conversations, student work, classroom observations, and formal assessments.
Teachers then iteratively design course content and instructional strategies based on the results of each assessment. With differentiated instruction, assessments not only help evaluate student mastery, but also gauge teaching effectiveness.
Differentiated instruction takes multiple approaches. With differentiation in the classroom, instructors can manage what students learn, how students learn, and how students are assessed. With its flexibility, differentiated instruction allows teachers to maximize individual growth in the course content. Differentiated instruction is student-centered. Differentiated instruction presupposes that students learn in different ways and at different paces. Teachers using this instructional model cultivate and facilitate diverse educational experiences designed to advance each student's learning, regardless of their learning style and background.
Differentiated instruction blends individual, small group, and whole-group strategies. A common misconception about differentiated learning is that the approach only works for individuals or small groups. However, the advantages of differentiated instruction extend to larger groups of students.
University instructors can bring the benefits of differentiated instruction to classrooms of various sizes—from individual students to large groups of students. Differentiated instruction is dynamic and organic. In a differentiated learning space, teachers and students learn together. The teacher may still need to fine tune instruction for some learners, but because the teacher knows the varied learner needs within the classroom and selects learning options accordingly, the chances are greater that these experiences will be an appropriate fit for most learners.
Effective differentiation is typically designed to be robust enough to engage and challenge the full range of learners in the classroom. Many teachers incorrectly assume that differentiating instruction means giving some students more work to do, and others less.
For example, a teacher might assign two book reports to advanced readers and only one to struggling readers. Or a struggling math student might have to complete only computation problems while advanced math students complete the computation problems plus a few word problems.
Although such approaches to differentiation may seem reasonable, they are typically ineffective. One book report may be too demanding for a struggling learner. A student who has already demonstrated mastery of one math skill is ready to begin work with a subsequent skill. Simply adjusting the quantity of an assignment will generally be less effective than altering the nature of the assignment.
Teachers who understand that teaching and learning approaches must be a good match for students look for every opportunity to know their students better. They see conversations with individuals, classroom discussions, student work, observation, and formal assessment as ways to keep gaining insight into what works for each learner.
What they learn becomes a catalyst for crafting instruction in ways that help every student make the most of his or her potential and talents. In all classrooms, teachers deal with at least three curricular elements: 1 content—input, what students learn; 2 process—how students go about making sense of ideas and information; and 3 product—output, or how students demonstrate what they have learned. Differentiated classrooms operate on the premise that learning experiences are most effective when they are engaging, relevant, and interesting to students.
A corollary to that premise is that all students will not always find the same avenues to learning equally engaging, relevant, and interesting.
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