DIFFERENTIATION
Gail Gregory & Carolyn Chapman (2007) describe differentiation as a philosophy, a belief system whereby educators can meet the diverse and idiosyncratic needs of each and every student in their classroom.
As described by Carol Tomlinson (2007), the American experience is also echoed in students stepping into the ‘average’ Australian classroom. Students come from increasingly diverse cultures, with associated different experiences, knowledge and learning styles. These students also bring with them different emotional experiences and issues, different strengths, weakness and needs. The “Differentiation” philosophy can help educators face this complex challenge in such classrooms. Gregory & Chapman (2007) and Tomlinson (2005) have concluded enthusiasts of “Differentiation” agree that:
How do we differentiate?
Gail Gregory & Carolyn Chapman (2007) state that educators can differentiate four main areas which include:
Carol Tomlinson (2005) states that good differentiation has the following qualities:
Kenneth Howell & Victor Nolet (2000 p.105) agree that “Information doesn’t become knowledge until it can make sense in the students schema or understanding”. Multiple approaches can help reinforce information to the student if it is...
As described by Carol Tomlinson (2007), the American experience is also echoed in students stepping into the ‘average’ Australian classroom. Students come from increasingly diverse cultures, with associated different experiences, knowledge and learning styles. These students also bring with them different emotional experiences and issues, different strengths, weakness and needs. The “Differentiation” philosophy can help educators face this complex challenge in such classrooms. Gregory & Chapman (2007) and Tomlinson (2005) have concluded enthusiasts of “Differentiation” agree that:
- All students have strengths and areas that need strengthening
- All students can learn
- All students bring to the classroom previous knowledge and experiences
- All students emotions, feelings and attitudes have an effect on learning
- All students learn in particular ways, at different times and at different rates
- Each student is unique!
How do we differentiate?
Gail Gregory & Carolyn Chapman (2007) state that educators can differentiate four main areas which include:
- Content: Hooks (motivators), games, surveys, journals, brainstorm, mind mapping, concept formation, KWL
- Assessment Tools: Quiz, tests, products, journals, portfolios, presentations, demonstrations.
- Performance Tasks: Lectures, presentations, field trips, texts, associated games, videos, demonstrations.
- Instructional strategies: Interest and Learning centre, mixed ability and matched ability cooperative groups, working as colleagues, negotiated criteria, tiered assignments, varying questions, compacting out, independent investigations and peer review, Tomlinson (2005, pp 98-106).
Carol Tomlinson (2005) states that good differentiation has the following qualities:
- Is proactive – the teacher becomes conscious of a variety of pathways to experiences and expressions of learning.
- Rooted in assessment – the teachers is aware of a variety of assessment tasks woven into the whole learning experiences, and not having an ‘end product’ mentality.
- Provides Multiple approaches to content, process and product - with what Walter Doyle (1986) refers to as the importance of expectations and standards being set throughout the lesson and/or whole process. This then allows the teacher to apply many pathways to what students learn, how they learn it and how they demonstrate what they have learned.
Kenneth Howell & Victor Nolet (2000 p.105) agree that “Information doesn’t become knowledge until it can make sense in the students schema or understanding”. Multiple approaches can help reinforce information to the student if it is...
- Student centred – the teacher is aware of student’s strengths, interests and learning styles and encourages the student to become responsible for their own experiences as described by Good (2003) as self-regulated management.
- Is a blend of individual, group and whole-class instruction – eg using a variety of processes such as JIGSAW, STAD as described by Robert Salvin, (1994).
- Is Organic – collaboration of both parties is at the very centre of the classroom whereby students are learning as well as teachers.