%PDF-1.2 �l����2Ҏ�ѽ�ʲ] ����#,�q�e�. Classrooms that once had few if any English language learners in their student mix now teach students from many parts of … 0000005794 00000 n Bloom’s Taxonomy 10 3. 0000010400 00000 n c�� ��V}�ABRnJk�4H:�w3��}z��I��c��Pm�-�c��Liv�ڌ}c�{t�e�ޟ&�2f�w�<2. DI focuses on best practice, but it acknowledges the many variables that create the diversity in today’s classroom (Hanson & Ahron, 2008). DI is really just 0000015190 00000 n 12 0 obj 8�T׵M�� �?��j��������`�1���B Organising your classroom 5 What might a differentiated classroom look like? These factors can render even the most well de-signed curriculum ineffective. 0000027868 00000 n KUDo’S 8 2. Knowing your students 4 2. 0000014513 00000 n 0000007166 00000 n *�� H�\��n�@D�|��C� �=��,%v"����:� c)4��}��(+-��LuW��|��l�nr��84�0�C׷1��Kl�ۇc�g�µ]3}���T�Y�Ļ�y 0000004864 00000 n Qualitative data were collected via the use of teachers’ journals, class observations, lesson plans and student and teacher interviews. 0000021863 00000 n >> Foreword v ˘ What Is a Differentiated Classroom? stream classroom. �m��r�ߴx�����f��؆��Gw��ݺ|w��p misunderstandings about what differentiation is and isn’t. "#�r�P�"=t8q���7��1 xb�c��]��_�5���X�@OA{�z��s������D�j���tS��Дt%RMW�l��hFs[�w{a�3�����Q�F� 22��7Li���TI9�:Z�S%���0z��4,���MD,Ž�:4N`�6d�x͆�_%4�W��f��E�մpZU���\�Y�e��F|yQ� �0�cb,�+��� ��LuHV_�N,{�(I�fQ��7Bb:F�[�Ve��I�s��\t���������8Z�H���@X���$��%. free pdf download) and effective differentiation. 0000012643 00000 n x�\�n$Ǒ}��ȧE@���7�͒mX����?���3-���]T�]�+ ����s�n�] a1 �&/�q��Ȭ��}�~te�W��[l�z��ו�nv�����;��}��t�>�����&~|�������|�E�}zr�u�0���ޖ�t��n�޹���o��_�.꼬\��� �&���~��:�첥XJD�͠� �( �1Iu��PZlD�u,����n���%.PR���[}��}���w���4��3;n�{>�7�q��0����� �1&��w�4�C&!]C����^��? 0000003284 00000 n 0000005706 00000 n c�DE,IL��`vL{O'�LD�l��Y$������k�Jۅ�a0$��?���ͦ"W�|�%b?��o��1ֆL�S���S K���d�*.1�Q�V�\�����FQ��Q�d�Y�te;�e�9�מs��a��Q�A{��*�\�%�D�j���yʿ��$�{@0�0P�g��l�5�w�0��퍳ὓe�h�z��s 0000004900 00000 n ]C� 0000013947 00000 n �p��G�x���t��X:�i�|��j 0000001783 00000 n )�D��Q{J��y���aq 2�1�f��,M�t�X��p 0000005482 00000 n 0000040248 00000 n The Internet can expand the learning environment far beyond the walls of the classroom and offers particularly promise for engaging and differentiating content for children. 0000012197 00000 n After all, at its heart, differentiation is about delivering the curriculum in a way that makes sense to all pupils irrespective of background, starting point and need, and in a manner that enables every pupil to access curriculum content and achieve. 0000001096 00000 n �漑6S]��ȑh��| ��P>T��z`��j��#,�]4���]���#����w�N��� j}�6�,���o�|��|�B�����g��Op���1�8��_�a� ��ǰ��Y��B��ڧ(�Ǯ)�5����NC����4��� �r����CR��qQ�� �U��{)@��|�_Ђ^���S;!dh�:�. However, when technology, differentiation, Constructivism, and the student-teacher relationship work together then a relevant and personal learning experience is obtained. Carol Ann Tomlinson and Marcia Imbeau present these in Leading and Managing a Differentiated Classroom (2010): Misunderstanding Reality Differentiation is a set of instructional strategies. %��������� Differentiated Classroom, I have been at the university longer than I was in the public school classroom. 0000003795 00000 n �nElo��y���(����O)$��Grs�\�'b�Ď]Od�79��v��~ 72 0 obj <> endobj xref 72 40 0000000016 00000 n 0000011218 00000 n Differentiation is a philosophy—a way of thinking about teaching and learning. trailer <<2D3E1C9CA54F4E7491FFDB348C290DD9>]/Prev 301633>> startxref 0 %%EOF 111 0 obj <>stream ��n�rm8�B����>�ϲ�m�ֻ�z�4�v�]����{I3�І�X7!��1d�"]+W��k����o]. Contextualising differentiation 3 Your role as teacher in differentiating teaching 4 and learning: 1. ��`���=lk9��0�6�2l`�`��������� �M� << /Length 5 0 R /Filter /FlateDecode >> Success for All Abilities /Length 13 0 R h�b```��l6* c�r�l8�^7�����[tآâ7KG�o�,�Mav��YמB'�kI]S�I>��F�j{�O粮Y^��j(}o�é_n�}0/|ٺ���e6~1_&�Sd�d���A�4��no�u��˭�*&I4s��t���A֢�&�s�m߰+7u� �„��9�>�ʴZ4����-��|j��[���;b^�c��ɪں{šYV�'����������^0+�����N����?%::�EC��2:� &������ �(��DPPI ������ &��@IMea � %���� which the differentiated teaching and learning was implemented - the experimental group and to the students - from the four other classes in which no differentiation in teaching occurred - the control group. stream 0000011706 00000 n 8 1. 0000033107 00000 n 0000002714 00000 n H��W�N�H����KX�1}q��}��,$+e��Hyn�m�ဓ(�Y��#��(�_}��X�R)�Qs^�����@R��� ��8 ��K\�ǻ��H�2\�(��f�G��]�u_��lj(k� 0000011302 00000 n 0000005595 00000 n ͑ߊn��]��gÄ�������,��d�!M���|��k�]����wXbi��r�J��έӳs�Vq�`d�.�Y�� 0000001654 00000 n << 7 Differentiation strategies in action! \;�&�'�xɸ�������fV��]Rl��� 4 0 obj differentiated instruction looks at the reasons behind curriculum decisions. 0000024512 00000 n ���M�t����� ����L�@��{=6}*��s��D��x2�Tb(�븬�_�mU�U�l774!��(��f8����sWoו�k��׍�f/4��2;�LӕN8��n:T��xm‚e�5gI)�+♜{��ArJB�\��nv���=d��P�d|(=2?�_�j�����$�?� 1 ˇ Elements of Differentiation 9 ˆ Rethinking How We Do School—and for Whom 17 ˙ Learning Environments That Support Differentiated Instruction 25 ˝ Good Instruction as a Basis for Differentiated Teaching 36 ˛ Teachers at Work Building Differentiated Classrooms 47 ˚ Instructional Strategies That Support Differentiation 61 0000008674 00000 n Differentiation in the Classroom Making A Difference Series Materials adapted by Jackie Buisman, PPS TAG, 1997 from Carol Ann Tomlinson 's "How to Differentiate Instruction in Mixed Ability Classrooms" Booklet, Facilita-tor's Guide and videos from ASCD 1995.

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