Differentiating Instruction: Individualized Learning

1. Differentiating Instruction: Individualized Learning Adapted from: Tomlinson, C. A. (1999). The differentiated classroom: Responding to the needs of all learners. Alexandria, VA: Association for Supervision and Curriculum Development. Mara Alagic: Differentiating Instruction

2. Differentiation of Instruction • a way of thinking that addresses variance in all the ways students differ, be it gender, culture, experience, readiness, interests, or learning profiles • "a teacher's response to learner's needs, guided by general principles of differentiation such as respectful tasks, flexible grouping, and ongoing assessment” Tomlinson (1999, p. 15) Mara Alagic: Differentiating Instruction

3. Classroom • Every classroom is a complex connected system in itself • Any changes in the process of teaching/ learning affect all the components of this system on a variety of levels • Differentiated instruction => ? Mara Alagic: Differentiating Instruction

4. Classroom Environment • A classroom that promotes understanding • A reflective teacher • aware that successful teaching requires student engagement and understanding • understands both students’ characteristics and learners differences • What we teach - standards-based curriculum • Whom we teach it to? - ALL students Mara Alagic: Differentiating Instruction

5. In the differentiated classroom (1) • Individual student growth is emphasized over class rank • Ongoing assessment of students is used to determine readiness, interests, and learning profiles Mara Alagic: Differentiating Instruction

6. In the differentiated classroom (2) • Teachers differentiate • content, • process, and • products • Teachers and students learn collaboratively: “linking learners with essential understandings and skills at appropriate levels of challenge and interest” (Tomlinson, 1999, p. 14) Mara Alagic: Differentiating Instruction