Why is differentiation developmentally appropriate? A developmentally appropriate approach to teaching and learning focuses on the individual. The idea of differentiation follows the path of focusing on the students. This We Believe . . .And Now We Must Act recommends these characteristics when providing developmentally appropriate differentiated instruction: focus on a student's current ability level; allow for different levels of structure; do not be set on a time table; use multiple strategies to teach; involve world around the students in the curriculum; and allow students to help create the curriculum.When focusing on where a student's current ability level is, the teacher determines which students are having trouble with complex reasoning, which students understand it, and which students are in transition. In dealing with different ability levels, a teacher has a variety of resources and assignments that push each student to his or her highest academic level.
Planning instruction for different levels of structure is relatively simple. Some students may need concrete instructions, and others who may create assessments and projects by themselves. Allow for students to start at a structural level that they are comfortable with, then work from this comfort level to a less structured environment.
Not having a time table for students is a good way to make teaching and learning developmentally appropriate. Allowing students to have a flexible time table to complete an assignment, tends to improve the quality of their work.
Teaching a differentiated instruction using multiple strategies for teaching is also important to the students. Differentiated instruction is not much different than any other teaching strategy. Students enjoy diverse approaches to teaching! Varying the methods of teaching from large groups, to small groups, to individual work will cater the needs of students with strengths in interpersonal and intrapersonal multiple intelligences as well as encouraging cooperative learning. There are too many different learning styles to only use one method of instruction. Some other techniques are cooperative learning, peer tutoring, apprenticeships, and lectures.
Students show more interest when the world around them is involved in their learning. Using examples and analogies that relate to students lives will tap into students natural curiosity about the world, and will open new doors for learning.
Finally, allowing students to help design the curriculum increases their interest, and consequently their performance. Students take ownership for the work that they plan as well as the work they create. Students gain a sense of control and empowerment when they help decide what to learn. The students feel motivated to learn about the topic they helped create, and their overall performance is enhanced.
Tips for Providing Developmentally Appropriate Differentiated Instruction
- Differentiated instruction promotes team work and cooperation and eliminate segregation by ability level.
- Students learn from each other. Research shows that students at this age often identify better with skills and learning strategies of their peers, than with adults. Allow students to work together in the classroom.
- Students are generally more engaged with a differentiated curriculum which leads to less discipline problems.
- Students have more chances to exhibit and share their strengths.
- Differentiation allows for parents to be more involved in the students' education.
- Differentiated instruction encourages students who are gifted in certain areas to go beyond what would normally be assigned, and what they would have time for.
"Because students bring a variety of abilities and interests to the classroom, teachers should offer a variety of learning options" (Wehrmann, 2000).
"There simply is no single learning template for the general middle school class. If Middle School students differ in readiness, interest, and learning profiles, and if a good middle school attempts to meet each student where he or she is and foster continual growth, a one-size-fits-all model of instruction makes little sense. Rather, differentiated instruction seems a better solution for meeting the academic diversity that typifies the middle school years" ( Tomlinson, Differentiating Instruction for Advanced Learners in the Mixed-Ability Middle School Classroom, 1995)
Created by: Students at the University of Maine at Farmington Carolyn Shorey: carolynshorey@hotmail.com Sarah Olmsted:omisj@hotmail.com
Becky Waugh:waughb42@aol.com
Eric Feeney:efeene@hotmail.com