Why Do We Differentiate?
According to Carol Ann Thomlinson "We differentiate instruction to honor the realities of the students we teach. They are energetic and outgoing. Th
ey are quiet and curious. They are confident and self-doubting. They are interested in a thousand things and deeply immersed in a particular topic. They are academically advanced and "kids in the middle," struggling due to cognitive, emotional, economic, or sociological challenges. More of them than ever speak a different language at home. They learn at different rates and in different ways. "And they all come together in our academically diverse classrooms."
Each student must make meaning of what teachers seek to teach. This process is influenced by a student’s prior understandings, interests, beliefs, and attitudes about self and school.
Where learning takes place - Learning takes place most effectively in classrooms where knowledge is clearly and powerfully organized, students are highly active in the learning process, assessments are rich and varied, and students feel a sense of safety and connection.
Students learn in a wide variety of ways, influenced by our culture, our gender, and how our individual brains are wired.
The surest path to self-esteem for all learners is to continuously be successful at learning tasks they perceived would be difficult. Each time we “steal a student’s struggle,” we steal the opportunity for him/her to develop high self-esteem
https://youtu.be/8BVvImZcnkw- link showing differentiated instruction.
References
Tomlinson, C. A. (n.d.). How to differentiate instruction in academically diverse classrooms, 3rd edition. ASCD. Retrieved November 25, 2022, from https://www.ascd.org/books/how-to-differentiate-instruction-in-academically-diverse-classrooms-3rd-edition?variant=117032