http://www.ascd.org/ascd-express/vol4/425-newvoices.aspx

This article explains exactly what differentiated instruction is, and what it is not, using an 8th grade English class as an example.  The author uses letting her class choose what novel for a book project as an example of student choice instead of differentiated instruction, which was informative for me, since I would see letting students choose a novel based on their interests and reading level as a good idea.

The author gives her definition of differentiated instruction as, “differentiated instruction is not, though, about simply designing curriculum that is “different.” The differences must target and accommodate students’ diverse needs and deficiencies in the learning process through careful changes in content, process, and product”.

She again uses the book project example again, stating that she should have given all students in depth questions to answer as they read their books, so everyone was working toward the same goal, like plot development.  The questions would range based on reading level and readiness.  Then, students would create different projects, using different processes.

She also suggests that using differentiated instruction shouldn’t be a nightmare to grade and keep track of all different projects.  She suggests,”Differentiated instruction is not, though, about simply designing curriculum that is “different.” The differences must target and accommodate students’ diverse needs and deficiencies in the learning process through careful changes in content, process, and product.”

 

 

 

 

 

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