Differentiated instruction in the classroom ..
Inaddition, it provides for ongoing, embedded, authentic assessment ofstudents' skills, interests and learning style (Tomlinson, 2005).
Although rooted in research and successful practice, it is not aforegone conclusion that all teachers will have an easy time creatingclassrooms that offer the necessary scaffolds and provide meaningfuldifferentiation of instruction. What follows is a closer look ata teaching technique that will facilitate the integration of meaningfulcontent, necessary scaffolds, and differentiation of instruction tomeet the needs of a multi level classroom for older ESL students.
Surefire Differentiated Instruction Strategies | TeachHUB
Thus, "differentiated instruction is not the same as individualized instruction. Every student is not learning something different; they are all learning the same thing, but in different ways. And every student does not need to be taught individually; differentiating instruction is a matter of presenting the same task in different ways and at different levels, so that all students can approach it in their own ways" (Trujo, 2004).
It is important to recognize that differentiated instruction is an approach to teaching, not simply a collection of strategies or activities. Effective differentiation requires ongoing evaluation of students' needs and conscious attention to designing instructional activities and assessment to meet those needs. It is true that teachers must have an extensive repertoire of research-based instructional strategies at hand, but they must also be able to "think outside the box" to ensure that each student's needs are met. As Tomlinson and Imbeau (2010) point out, the teacher's role in the differentiated classroom is to continually ask him/herself, "What does this student need at this moment in order to be able to progress with this key content, and what do I need to do to make that happen?" (p. 14).
to use when teaching differentiated reading instruction.
Fairbain, S., & Jones-Vo, S. (2010). Differentiating instruction and Assessment for English language learners: A guide for K-12 teachers. Philadelphia: Caslon.
Differentiated Instruction Lesson Plans
Differentiation is a necessity for all students, but especially ELL due to varying language proficiency levels. I especially liked the point to differentiate homework! This checklist is a helpful reminder of ways in which teachers can tailor instruction and assessment to meet the individual needs of the student in order to demonstrate learning.
What Is Differentiated Instruction? | Reading Rockets
According to this article, "differentiated instruction is designed to support individual students' learning in a classroom of students with varied backgrounds and needs." There is no doubt that great diversity in academic proficiency, ethnic background, culture, language and learning style is found in today's 21st century classroom. Therefore, as an accountable educator, differentiating one's teaching is no longer just an option, but rather an essentiality in order to equally move all students from where they are now to the next step. Furthermore, one of the key components to doing so is to know your children personally. The more you know about them, the more you can relate to their needs and better guide them down the path to true learning and understanding.
Differentiation means tailoring instruction to meet individual needs
I have been teaching ESL/EAP for 30 years and I find differentiated instruction works well with ELLs as the approach itself is holistic. All aspects of the learners are considered in any teaching instruction and tasks designed accordingly. Though it is time consuming, it is a worthwhile effort as students do progress and eventually reach the target with the necessary guidance given. Collaboration among teachers in developing teaching materials and onging informal assessments to cater to diverse students is vital. see
Differentiated Instruction | Reading Topics A-Z | …
Differentiated instruction is definitely a necessity in education in general, and even more so in the ESL/ELL community. Students come from all different backgrounds, so it would be safe to assume that the students come in with different learning styles as well. Teachers who take the time to get to know their students on an individual basis (how they learn best, what motivates them, etc.) will find the most success in their classrooms.