Some Information on Differentiated Instruction:
The Goal:
The goal of differentiating instruction is to recognize and embrace that every student enters class with a different background and different styles of learning. In a differentiated classroom, the goal is to make sure that every student grows in all subject areas and skill proficiencies from their starting point, not some arbitrary place.
In a Differentiated Classroom:
A differentiated classroom requires that the teacher keep a close eye on each student’s individual interests, background in subject, and particular learning style and plan lessons around these differences. Essentially, the teacher’s job is to provide options. If the goal of a lesson is to understand the flow of electrons in a circuit, why not provide two means to demonstrate understanding? Perhaps some students could create a detailed poster while others will write an explanation. In this example it is the same content, just two different avenues of demonstrating mastery.
Differentiated Lessons:
In a differentiated classroom, lessons may be delivered to different groups of students in different ways. For example, a classroom with a six athletes who share very similar interests may find the lesson on Newton’s laws much more interesting if it is taught from the perspective of throwing a ball or hurling a discus. The same content is taught to everyone, but in this case, there was a group that might benefit from connecting the material to their interests.
The Parents' Role:
Feel free to contact me at any time! I’d be happy to discuss your student's interests, background, and learning styles. As their parent, you have a much broader and more in-depth knowledge of your son's or daughter’s interests, feelings, and self-awareness. Your input is highly valued and your insights can be very helpful as I design lessons that advance your son or daughter through the curriculum.
My mission is to help each student become a more independent life-long learner!
References:
Heacox, D. (2002). Differentiating instruction in the regular classroom: How to reach and teach all learners, grades 3-12. Minneapolis, MN: Free Spirit Publishing.
Tomlinson, C. A. (2001). How to differentiate instruction in mixed-ability classrooms (2nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development.
Mr. Michael Kutch
Room 4, South Building
email: mkutch@whrhs.org
phone: 908-647-4800 ext. 2625