Mindsets & Habits for Differentiation

 ABSTRACT:

Teachers have recognised for a long time that every child who enters their classrooms is different, arriving with varied backgrounds, experiences of families, school and life. They may speak a number of different languages or struggle to develop their own mother tongue. Some may come in full of aspirations, while others don’t dare to dream at all. Because of these differences, it is not surprising to expect that each one would present a unique way of making meaning of the world around them and of the work we create for them. 

Differentiating instruction offers ways to recognise, honour and support the individual interests, assets and needs that each student brings. Just as adults have preferences for what and how they choose to learn, so, too, do students. As with adults, when students are offered an opportunity to engage in something in ways that most appeal to them, they will do so with great enthusiasm. There is great energy that each child brings to school. This can be harnessed for learning by differentiating instruction. 

Differentiating instruction provides students with opportunities to show their best selves in their learning. This does not mean teachers have to create 25 different lessons for the 25 youngsters in their classes. Rather, it means creating a variety of learning experiences that will appeal to different senses, demand a number of cognitive processes and require students to demonstrate learning in a range of ways, over the course of an instructional cycle.

Five keys to differentiating instruction include:

• Knowing our students - what their passions, preferences and learning patterns might be

• Knowing our curriculum - developing our unit and lesson plans around enduring concepts

• Developing a repertoire of strategies - providing a range of processes that students can use to make meaning of content

• Knowing our collegial relationships - where, how and from whom to get help - developing the skills for collaboration

• Knowing our assessments - understanding that meaningful assessment consists of quality and variety; and that it should serve as an essential component of the learning process

When educators understand the need for personalising learning, they will gain skills and confidence in differentiating instruction. This allows students' perspectives to be valued and the school community to become increasingly inclusive.

Learning Objectives for Part 1 

Learning Objectives for Part 2