By differentiation the authors mean making changes, from small changes to larger ones, which enable children to learn from the school curriculum, designed for their age group, with their peers in an inclusive schooling system.
http://www.down-syndrome.net/library/dsii/16/07/
The best way to meet pupil’s different learning needs is to deliver the curriculum in a number of different ways; to differentiate the vehicle by which the skills, knowledge and concepts arrive, as well as presenting a range of tasks. The reason for doing this is because it ensures the maximum amount of pupil involvement, ie pupil planning, pupil assessment and pupil decision-making. In fact, the three can be fitted into a logical progression of teach, practice and assess:
‘The key to the differentiated curriculum is the flexible use by teachers of a wide range of activities and lesson organisations.’
http://www.pearsonpublishing.co.uk/education/samples/S_494342.pdf
Differentiation is not more class or home work, it is taking a regular curriculum topic and exploring it in greater depth and complexity. This means instead of learning algebraic formulas and practicing them in a classroom setting, through the use of worksheets and the text book, you might apply them to "real life" situations.
http://www.k12.hi.us/~gtstate/the_role_of_the_teacher.htm
Differentiation is the recognition of and commitment to plan for student differences. A differentiated classroom provides different avenues to acquire content, to process or make sense of information and ideas, and to develop products. The goals of a differentiated classroom are to maximize student growth and to promote individual student success.
http://curry.edschool.virginia.edu/hottlinx/tier1/faq/faq.htm
Differentiation is the matching of work to the differing capabilities of individuals or groups of pupils in order to extend their learning.
Ofsted
What I have learned is that differentiation works best for all of my students. Step back into time and click on the archives. Remember the "Flynn's Famous Four Squares"? That is an example of how I differentiate learning. Did you notice the different levels of thinking involved? Have your students talked about our "Deeper Questions" lesson? Have you noticed the different activities that I have for the advanced versus gifted classes? Does your child feel a difference in the complexity of what they do and what they have been asked to do over time?
I have really worked hard to provide my advanced and gifted classes with a unique set of learning activities, strategies and opportunities thereby allowing each student to explore the concepts that match and extend their learning.
Make sure that when you receive a packet of your child's work you make note of the complexity of the task and the specific feedback that I provide your child to help guide them to a more fruitful performance.
Back to Basics:
We have returned to our biweekly "Leaders and Success" essays. I have tweaked the expectations a bit to help the students become more efficient and organized in their thinking and writing. A new piece that has been added is the use of a graphic organizer known as the "Four Square Perspective" and the FRIESS method for incorporating details (Facts, Reasons, Incidents, Examples, Statistics, and Sensory Details). I felt that the students needed more guidance when it came to thinking of all the important details that need to be included in the essays and a more concrete way to organize the information. When they turn their essays in, they will be expected to turn in their graphic organizer, their rough draft and their final copy. The "Leaders and Success" essays provide a wonderful platform to incorporate these strategies.
A personal thanks is extended to Ms. Hoskins who so graciously provided personal time to get the essays back in order.
Technology is Mac!
Has your child told you about the way they check books out from the classroom library? Has your child also told you about how they now check out their "Leaders and Success" essays? Have my gifted students taken you on the tour of our "Monster" website? Two students have tried out the online activities and I am very pleased with the results. Thanks Case M. and Jack M. for taking the first leap with Mrs. Flynn. YOU ROCK! Have my gifted students shown you the YouTube videos comparing Emily Dickinson's "Hope is a Thing With Feathers" by a young child and a country band? They are expected to analyze the two interpretations of the classic poem.
Needless to say it's been a unique and differentiated personal learning journey with my Mac. I hope the kids are as excited as I have been in creating these new technology experiences. My goal? A PAPERLESS CLASSROOM.
I'll get there Dr. C-D!
*_*
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