tomlinson model of differentiation

In other words, instruction that is effective in moving students ahead from their starting points will (1) benefit from and contribute to a positive learning community, (2) be targeted at helping students acquire and use the specified learning targets (KUDs), (3) be informed by pre-assessment and formative (ongoing) assessment, and (4) necessitate flexible classroom routines and student participation in those routines in a way that accommodates students' varying needs. Differentiation is a pedagogical, rather than an organizational, approach (Stradling & Saunders, 1993). In fact, assessments that help students connect knowledge, understanding, and skill will be particularly potent in the learning process. The more difficult question involves delineating the characteristics of quality curriculum—in other words, the nature of what we should teach and what we should ask our students to learn. Managing routines and processes in differentiated classrooms suggests that the teacher will help students understand, contribute to, and participate in structures designed to facilitate learning. What is ‘Flexible Grouping’? If instruction is not responsive to student needs in terms of readiness, interest, and approach to learning, the environment does not feel safe and the student does not feel known, valued, appreciated, or heard. From the standpoint of differentiation, lack of clarity about KUDs makes it difficult, if not impossible, to differentiate effectively. In those instances, students are well served when teachers address their particular needs as well as the needs of the class as a whole—in other words, when teachers differentiate instruction based on students' readiness, their interests, and their preferred approaches to learning. Do I bring unique and important abilities to the work we need to do? This chapter provides a brief overview of each of the elements as they relate to one another and to differentiation. Tomlinson (2001) identifies three elements of the curriculum that can be differentiated: Content, Process, and Products. These variations were important both to move each student along in his or her particular understandings and skills and to build a sense of community in the group. Differentiation Model. Students also see their interests in school subjects when a middle school English teacher gives a student "permission" to study theories of dinosaur extinction for an English assignment, even though the focus of the work is science; or when a high school history teacher invites a student talented in art to draw caricatures of key historical figures for display and discussion in the classroom; or when a technology teacher asks students to build the prototype of a machine that can help to solve a problem they care about. Ann Tomlinson’s model of differentiation to determine how Tomlinson’s work may be applied to the teaching of primary language and literacy. It exemplifies the growth mindset of teachers who believe in the capacity of their students not only to learn what's necessary for success, but also to work responsibly to support that success. To do this, this project examines the theoretical framework that underpins Tomlinson’s DI model, and considers the weaknesses and strengths of A better way to think about creating a classroom in which teaching and learning can proceed predictably and productively is to see this aspect of the teacher's job as twofold—leading students, and managing processes and routines (Tomlinson & Imbeau, 2013). It begins with clearly defining where we want students to go before thinking about how we want them to get there. An elementary teacher uses digital video images of geological phenomena to support understanding of students who have no experience with the phenomena and who need to develop academic vocabulary related to the phenomena. The component of classroom leadership and management, as we'll see in the next section, helps students understand the need for differentiation, contribute to its philosophy, participate actively in the success of its routines, and support one another and the teacher in making the classroom work for everyone who invests time there. In terms of assessment, it's useful to realize that students are less likely to invest effort in assessments that they see as detached from their lives and experiences, or that are at a level of challenge that is out of sync with their current point of development. Whereas curriculum refers to what teachers teach or what students should learn, instruction refers to how teachers teach or how students will experience learning. Achieving the goal of maximum academic growth, however, is dependent upon effective instructional practices working in concert with an effective curriculum, as well as effective assessment, and classroom leadership and management. Monday through Friday Complex Instruction Students work in small instructional … Carol Ann Tomlinson presents the following strategies in Chapter 7 and 8. Most involve collaborative work between the teacher and the students. Whether teachers differentiate content, process, products, or the learning environment, the use of ongoing assessment and flexible grouping makes this a successful approach to instruction. Planning a variety of grouping arrangements such as; whole class tasks, small groups and individualised in… Differentiated instruction, according to Carol Ann Tomlinson, is the process of "ensuring that what a student learns, how he or she learns it, and how the student demonstrates what he or she has learned is a match for that student's readiness level, interests, and preferred mode of learning." Will I know what quality looks like and how to achieve it? It goes without saying that when 20 or 30 or 40 young people gather in a limited space, the opportunity for some degree of bedlam is quite real. Learning outcomes as a whole do better work and accomplish more important things than I. Of effective teaching unit topic the physical and the class is worthy of the differentiation model connected to through... Log in: you are commenting using your Twitter account primary areas curriculum... A contribution in this place? or click an icon to Log in: you are commenting using Facebook. 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