DIFFERENTIATED INSTRUCTION

Differentiated Instruction

Abstract

Differentiated instruction is a philosophy of education that provides appropriate opportunities for growth and success. Educational research supports the idea that "one size does not fit all" when it comes to the presentation of the lessons to our students and even the time to assess our students.

Differentiated Instruction

Philosophy of Differentiated Instruction

Learning is a process in which students construct meaning as they acquire new concepts, broaden their understanding of familiar concepts. By interpreting the information and implementation of strategic skills, students connect new knowledge and understanding of what we already know, and reorganize or adjust their understanding to accommodate new information and ideas. For learning to be effective, students need instruction in the use of a variety of effects-making strategies and skills. Simply providing students with a list of new words and explain the concepts they represent is not suitable for most students, especially if the concepts are abstract ideas, such as energy, diversity, culture and causality.

Each student has a personal schema of knowledge, experience and understanding that is organized into a framework or a network that makes sense to him or her. To understand what they read, hear or view, students must make connections between what they already know about a concept and any new information they find. As the access to their prior knowledge and use of new information to adjust, modify and reorganize their knowledge and understanding to accommodate what they have learned, students construct their own meaning of spoken words, written and visual. For students who are struggling to make sense of what they read, hear or view, the instruction and practice to give them the opportunity to develop these strategies for constructing meaning and skills. Students use language to receive, interpret and share ideas and information. Through the processes of language - ...