EDPY301 Lecture : DI 1.2
6 Feb 2019
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DI 1.2
The learning outcome for DI part 1.2 is to explain the rationale for differentiating instruction.
Learning takes place most effectively in classrooms where knowledge is clearly organized,
students are highly active in the learning process, assessments are rich and varied, students
feel a sense of safety and connection both to the learning task and to each other. And the
learning experiences pushed the learner a bit beyond his or her independent level. Motivation to
learn increases when we feel a kinship with, interest in, or passion for what we are attempting to
learn.
Now let's examine the rationale for differentiating instruction. There are three conclusions for
engines about teaching and learning that drive effective differentiation.
1. While the image above standard-issue student is comfortable it denies what we know
about the wide variance that inevitably exists within any group of learners.
2. There is no substitute for high quality curriculum
and instruction
in classrooms
3. Even with high quality curriculum and instruction we will fail in helping each learner be
successful through the power of education unless we build bridges between the learner
and the learning.
These three conclusions along with our best knowledge of what makes learning happen are
non-negotiable in a differentiated classroom.
Now let's compare a traditional classroom with the differentiated classroom.
● In a traditional classroom student differences are masked or acted upon when
problematic. Whereas in a differentiated classroom student differences are studied and
used as a basis of instructional planning.
● In a traditional classroom assessment is most common at the end to see who got it. In a
differentiated classroom assessment is ongoing, and diagnostic. Used to understand
how to make instruction more responsive to learner needs.
● In a traditional classroom a relatively narrow sense of intelligence prevails, but in a
differentiated classroom the focus is on multiple forms of intelligence.
● In a traditional classroom a single definition of excellence exists, whereas in a
differentiated classroom excellence is defined in large measure by individual growth from
a starting point.
● In a traditional classroom student interest is infrequently tapped, but in a differentiated
classroom students are frequently guided in making interest based learning choices.
● In a traditional classroom relatively few learner profile options are taken into account.
Whereas in a differentiated classroom many learning profile options are provided.
● In traditional classrooms whole class instruction dominates compared to a differentiated
classroom where many instructional arrangements are used.
● In a traditional classroom coverage of text and curriculum drives instruction, but in a
differentiated classroom student readiness, interest ,and learning profile shape
instruction.
Document Summary
The learning outcome for di part 1. 2 is to explain the rationale for differentiating instruction. And the learning experiences pushed the learner a bit beyond his or her independent level. Motivation to learn increases when we feel a kinship with, interest in, or passion for what we are attempting to learn. Now let"s examine the rationale for differentiating instruction. There are three conclusions for engines about teaching and learning that drive effective differentiation. These three conclusions along with our best knowledge of what makes learning happen are non-negotiable in a differentiated classroom. Now let"s compare a traditional classroom with the differentiated classroom. In a traditional classroom student differences are masked or acted upon when problematic. Whereas in a differentiated classroom student differences are studied and used as a basis of instructional planning. In a traditional classroom assessment is most common at the end to see who got it. In a differentiated classroom assessment is ongoing, and diagnostic.
