I know that edTech is not the answer to everything, and as Carol Ann Tomlinson discusses in her book The Differentiated Classroom: Responding to the Needs of All Learners, differentiation is achieved by designing instruction to address the learning and affective needs of all students.
What can, and should be differentiated?
- Learning style differences.
- Multiple Intelligences.
- Multiple formats for students to access the material to be learned - Options are important!
- Understanding what is the learning that is taking place.
- The following image contains links to the different tools I use for differentiation.
- OPTIONS are key
- When students are making choices, give enough time to develop some background knowledge before the choice to allow students to make an informed decision.
Reflection - Tasks that encourage reflection and help increase rigor in the classroom:The following image contains the links to the tools I use for differentiation. Take a look and let me know what you think.
- Ill-structured, ‘messy’ or real-life situations
- Asking the ‘right’ kinds of questions – there are no clear-cut answers
- Tasks that challenge learners to integrate new learning into previous learning
- Tasks that demand the ordering of thoughts
- Tasks that require evaluation