Differentiation in the classroom
Differentiated pedagogy requires teachers to change their practices from program-based to student-based pedagogy. Teachers try to tailor the teaching interventions to the needs of each student, recognizing that each student differs from the other in terms of interests, learning profile and level of functioning. Differentiated pedagogy can promote a high level of student engagement as well as high academic performance. (Caron, 2003).
All students, whatever their socioeconomic, ethnocultural, or linguistic background, must have opportunities to learn and to grow both cognitively and socially. Learning activities and resources for teaching language should be inclusive, provide examples and illustrations, and use approaches that reflect the range of experiences of students with diverse backgrounds, abilities, interests, and learning styles. (A guide to effective literacy instruction, grades 4 to 6. 2008. page 5)
In my classroom, I differentiate for everyone. Each student has their own learning type, they have unique interests, and accommodations can help everyone. To make sure i include the special needs of each student I have to do several things.
We have students who have medical needs so I will understand and use the auxiliary health services that are needed to allow the student to attend school. By creating my units for various topics, I will create a list of all subjects or courses in which the student needs modified expectations and/or accomodations, as well as a list of all programs with different expectations. A list of accomodations the student needs to learn and demonstrate learning (Available in resources). I need a current level of student achievement in each subject and course with modified expectations for students with an IEP. I will also post the headings to identify the evaluation methods that will be used to assess the student's performance in achieving modified or differing expectations. (2004. Page 9)
To ensure that everyone has the opportunity to learn we need to focus on three things:
Universality and Equity: The universal conception of learning ensures that teaching meets the needs of all students. As part of their work, teachers will be attentive to each student's needs and guide them towards choices that are better suited to their needs. No student is segregated or labelled.
Flexibility and Inclusion: In a universal understanding of learning, planned teaching must be flexible to provide real learning opportunities for all students, regardless of their level of performance. This flexibility is achieved by using a variety of teaching strategies, teaching materials involving all the senses, different technological means and strategies for evaluation and modes of use of space.
A well-designed space: Teachers need to ensure:
1. That the student's field of vision is not obstructed;
2. That resources such as dictionaries and texts are available to all;
3. That there is sufficient space for the use of functional devices;
4. That the tools in the classroom are of different shapes and sizes;
5. That the classroom has as few distractions as possible; students should be able to concentrate without having too many unnecessary stimuli.
(Education for all. Page 11)
To make sure I differentiate for all students, from all cultures, backgrounds, interests and experiences, I will use various strategies in the classroom:
• using diagrams, pictures, manipulatives, and gestures to clarify vocabulary that may be new to English-language learners
• providing opportunities for students to communicate orally and in writing in their home language (e.g., pairing English-language learners with a first-language peer who also speaks English)
• providing opportunities for students to work both independently and with others
• designing learning and assessment activities that allow students with various learning styles (e.g., auditory, visual, tactile/kinaesthetic) to participate meaningfully
• providing clarification as to whether the context of a learning activity is unfamiliar to students (e.g., describing or showing a food item that may be new to some students)
• respecting customs and adjusting teaching strategies, as necessary – for example, a student may come from a culture in which it is considered inappropriate for a child to ask for help, express opinions openly, or make direct eye contact with an adult
• using media content that reflects various cultures and customs
• using multimedia resources that reflect diverse ethnocultural groups, including Aboriginal Peoples
• providing opportunities for media analysis and creation that are meaningful to all students (e.g., using media texts that reflect students’ interests, home–life experiences, and cultural backgrounds)