An Introduction to Differentiation. Presented by Kathy Marks, M.Ed. Does this sound like your class?.
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Presented by Kathy Marks, M.Ed.
“Mrs. Johnson walks into her fifth-grade classroom on the first day of school to meet the twenty-five children she will teach for the next ten months. She has read their files, examined their standardized test scores, and met with their fourth-grade teachers. However, it is only when she has spent time with her class that she gets to know each of them as a child and learner. One student loves hamsters; another is an avid fisherman. One student is a writer beyond her years; another has trouble stringing two sentences together but can solve complex math problems. One student would like to be invisible and another wants to be noticed every minute of the day. Several students race through their work to be the first one finished, but one child wears out erasers in an effort to make every letter perfect and needs extra time to complete an assignment. Four students receive support for their learning disabilities, three are English language learners, one child has Asperger’s syndrome, and one has attention deficit disorder.
Mrs. Johnson’s class is not unusual, and the mountain she has to climb is not insurmountable. Mrs. Johnson’s mission is to teach this varied group so each student successfully meets the standards set forth by the state in which she teaches. More important, the greater challenge is to meet each child where he or she is and move each forward in his or her learning as far as possible” (Levy, 2008, p.161).
We all have diverse classrooms with a range of student knowledge, abilities and disabilities, interests, experiences, language, culture, motivation, learning preferences, etc.
In response to this, effective teachers learn to develop classroom routines that attend to learner variance in readiness, interest, and learning profile
(Tomlinson et al., 2003)
(Tomlinson et al., 2003)
based on their readiness, interests, and learning profiles.
Guided by on-going assessment, flexibility, choice, and creativity, teachers can differentiate by
Content Process Product
Readiness Interest Learning Profile
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