Three Steps Lead To Differentiation

Learning Forward

Equity and excellence in teaching and learning.

Three steps lead to differentiation

Just as all students do not benefit from a one- size-fits-all model of learning, neither do teachers. Much has been written about the value, need, and complexity of differentiating learning within every classroom based on student readiness, motivation and interest, apparent skills, learning preferences or styles, and identified cognitive needs. Teachers are encouraged to look at differentiation for students not as a formula for teaching, but rather as a way of thinking about and shaping the learning experiences of all (Tomlinson, 1999). If, as Marzano, Pickering, & Pollock note in their book, Classroom Instruction That Works (2001), it is the classroom teacher that is the most important factor in student success, then how can we ignore the value of differentiation for teachers? What is differentiated learning? Rick Wormeli (2006)

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