| Differentiated instruction aims to teach students in a | | | | make certain that any and all assessment of |
| way that allows everyone, regardless of learning ability, | | | | differentiated learning is based on quality criteria. |
| to be able to grasp material and understand it. | | | | After setting the goals of differentiated instruction, |
| Differentiated learning, as it is also referred to | | | | understanding the essential principles, and then |
| sometimes, should help students of all learning levels | | | | developing the proper criteria and curriculum to carry |
| and capabilities understand material in different ways | | | | out differentiated learning, it?s important to identify |
| that are customized to their specific educational needs. | | | | special populations and what those students need as |
| Differentiated instruction strategies should focus on | | | | well. Some of these special populations could include |
| how students learn and in turn allow teachers to see | | | | the learning disabled, students with behavior disorders, |
| what works best to maximize potential for each type | | | | physical disabilities, autism, and other disorders. |
| of learner. Each student is different, and one may be | | | | Students with special needs can also benefit |
| more receptive if material is presented in a certain | | | | significantly from differentiated instruction. On the other |
| way than another. These are the basics of | | | | side of the spectrum are gifted learners, high |
| differentiated instruction. | | | | achievers, and talented students. This special group |
| One approach taken in differentiated instruction | | | | also needs attention and an individual learning plan as |
| strategies involves a focus on the learning environment | | | | well. |
| and managing instructional time in a way that meets | | | | Grouping and tiered assignments are also important in |
| standards while also motivating students. Students | | | | teaching students how to follow directions. Group |
| should be challenged by school work and think of | | | | assignments are often a great way to implement |
| classroom lessons as meaningful experiences. It is the | | | | differentiated instruction because each student can not |
| teacher?s responsibility to ensure that every child?s | | | | only learn from each other but they can mentor each |
| diverse needs are being met. It is important for | | | | other as well. The key, however, is to still be able to |
| educators to possess the resources and strategies | | | | personalize learning within groups. |
| necessary to be able to meet these needs. | | | | Careful mapping is also vital to progress in this type of |
| Differentiated learning can be effective if carried out | | | | learning and thinking. Some differentiated instruction |
| properly. To be successful, instructors should be sure | | | | strategies for this include Concept-based teaching, |
| to develop a lesson plan or curriculum that clearly let?s | | | | varied text and resource materials, learning contracts, |
| them determine the readiness of their students. | | | | mini lessons, and varied support systems. |
| Without measuring this, the educator will not be able to | | | | Differentiated learning doesn?t stop with just teaching |
| create relevant learning activities. Then it is necessary | | | | strategies, it continues by letting students process the |
| to assess the progress afterwards to establish which | | | | ideas and concepts. In the end, it?s important to |
| differentiated instruction strategies are effective and | | | | continuously keep track of each student?s learning by |
| which are not. This is an effective way to see what | | | | recording and assessing the progress being made as |
| areas need improvement. However, it is important to | | | | well as what can be worked on for improvement. |