Module Number and Name:

Module 1

Learning Theories and Teaching strategies

IMPLEMENTING DIFFERENTIATION IN THE CLASSROOM:

AC: Explore successful examples of differentiated instructions in schools.

LO: Be able to implement differentiated instructional strategies in the classroom.

AC: Design a differentiated activity to implement in the classroom.

LO: Be able to implement differentiated instructional strategies in the classroom.

AC: Explore reasons why differentiated instruction is necessary in the classroom.

LO: Be able to implement differentiated instructional strategies in the classroom.
AC: Analyse key principles of differentiated instruction.
LO: Be able to implement differentiated instructional strategies in the classroom.

AC: Evaluate different methods to differentiate instruction in the classroom.

LO: Be able to implement differentiated instructional strategies in the classroom.

I am taking computer science (Python programming) for Year 8 and 9 students and my
main goal is to enhance my effective teaching for the whole class by differentiated teaching
methods in the classroom.

Differentiating instruction is the key to reach all students to stimulate and identify the
depth knowledge of their learning.

IMPORTANCE AND NEEDS OF DIFFERENTIATED INSTRUCTION FOR

DIFFERENT STUDENTS IN THE CLASSROOM(3A):

“Differentiation means tailoring instruction to meet individual needs. Whether teachers

differentiate content, process, products, or the learning environment, the use of ongoing
assessment and flexible grouping makes this a successful approach to instruction.”
- Carol Ann Tomlinson

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 Differentiation should focus each student’s individual needs. For example, if we teach
“Computer Networks” in the classroom and students are struggling to understand exactly,
what should we do? How to teach networking in a different way to our students? What are the
different methods to explain the same?

So that, we should include research with evidence based. Differentiation teaching

should engage the students to think about the lesson in creative and innovative.

It should help slow learners to understand the concept clearly and highly talented
students to extend their knowledge.

Low learners Medium learners highly talented

(gifted) learners

1 Struggling with independence Sometimes, they prefer the Need Independent

task. independent work at home or
task. Sometimes they school.
prefer group task.

2 Need more guidance, and Sometimes they need Need more

supervision. teacher’s support challenging tasks and
projects.

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 3 Textbook content should be Textbook content should be More complexes than
taught with some extra taught as per their grade the textbook content
material supports and proper level. should be taught.
introduction.

4 Students can attend the Students can attend the Students can attend
assessments like multiple assessments like short the assessments like
choices or True/False type. answers as per the writing paragraph of
textbook materials and answers and
their grade level. investigation types to
show their mastery
level.

ANALYSIS OF KEY PRINCIPLES OF DIFFERENTIATION(3b):

 Differentiated classrooms are highly flexible.

 Differentiated classrooms have on-going assessment of learning needs.
 Differentiated classrooms have flexible grouping.
 Differentiated classrooms are adequately challenging for all students.
 Differentiated classrooms have a high rate of collaboration between students and
teachers.
A differentiated classroom is flexible:
✓ Demonstrating clarity about learning goals, both teachers and students understand that
time, materials, modes of teaching, ways of grouping students, ways of expressing learning,
ways of assessing learning, and other classroom elements are tools that can be used in a
variety of ways to promote individual and whole - class success .

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✓ In a differentiated classroom, student differences are expected , appreciated , and studied
as a basis for instructional planning.
✓ Learning experiences are based on students' experience, readiness, interests, intelligence,
culture, gender and mode of learning.

Effective and ongoing assessment of learner needs:

✓ This principle reminds us of the tight bond that should exist between assessment and
instruction.
✓ As teachers , we know what to do next when we recognize where students are in relation to
our teaching and learning goals.
✓We are also primed to teach most effectively if we are aware of our students learning needs
and interests.
✓In a differentiated classroom, a teacher sees everything a student says or creates as useful
information both in understanding that particular learner and in crafting instruction to be
effective for that learner

Flexible grouping:
✓ Flexible grouping stresses the importance of proactive instructional planning to ensure that
students regularly and frequently have the opportunity to work with a wide variety of peers.
✓Students should work with peers who have readiness needs similar to their own and peers
with a variety of readiness points.
✓ Flexible grouping used consistently and purposefully has a variety of benefits: opportunity
for carefully targeted teaching and learning, access to all materials and individuals in the
classroom a chance for students to see themselves in a variety of contexts , and rich
assessment data for the teacher who auditions each learner in a wide range of contexts.

Adequately challenging for all students. All students consistently work with
“respectable” activities and learning arrangements:

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✓ This important principle provides that every learner must have tasks that are equally
interesting and equally engaging which provide equal access to essential understanding and
skills.
✓A teacher's goal is that each child feels challenged most of the time; each child finds his or
her work appealing most of the time, and each child grapples squarely with the information,
principles, and skills which give that learner power to understand, apply.
✓ Differentiation does not presume different tasks for each learner, but rather just enough
flexibility in task complexity, working arrangements, and modes of learning expression that
varied students find learning a good fit much of the time.

Students and teachers are collaborators in learning.

✓ While the teacher is clearly a professional who diagnoses and prescribes for learning needs,
facilitates learning , and crafts effective curriculum, students in differentiated classrooms are
critical partners in classroom success.
✓Students hold pivotal information about what works and does not work for them at any
given moment of the teaching - learning cycle , they know their likes and preferred ways of
learning they can contribute greatly to plans for a smoothly functioning classroom, and they
can learn to Make choices that enhance both their learning and their status as a learner.
✓In differentiated classrooms learners study their students and continually involve them in
decision - making about the classroom. As a result, students become more independent as
learners.
Key Principles of Differentiated Instruction
Differentiated Classroom Principle:
Differentiated classrooms:
We need to take the following assessment to analyse which aspects of our classroom
(with respect to principles of differentiation) to become a differentiated classroom.
Are highly flexible:
 I use the time and classroom resources in a variety of ways.
 I use/give multiple methods to assess/express learning.
Have an on-going assessment of learning needs:
 I use the data and observations to determine if my strategies are effective or not.

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  I select teaching strategies that help achieve teaching and learning goals.

Have flexible grouping:

 I use appropriate grouping strategies based on the activity and learning outcomes
 I use a variety of grouping strategies to ensure that my students get maximum
exposure
Are adequately challenging for all students:
 I provide flexibility in terms of tasks, working arrangements, and modes of learning to
my students.
 I create tasks/activities which are neither too challenging nor too easy for my
students.
Have a high rate of collaboration between students and teachers:
 My students provide me with information on what works and what doesn’t
 I study my students to improve my teaching strategies or research for new ones to
implement

Differentiated
Classroom
Principle Analysing
Sometimes/Rarely Most Times Always
Questions
Differentiated
classrooms:
I use the time and
classroom
resources in a
Are highly variety of ways
flexible I use/give multiple
methods to
assess/express
learning
Have an on- I use the data and
going observations to
assessment of determine if my
learning strategies are
needs effective or not
I select teaching

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 strategies that help
achieve teaching
and learning goals
I use appropriate
grouping strategies
based on the
activity and
learning outcomes
Have flexible
grouping I use a variety of
grouping strategies
to ensure that my
students get
maximum
exposure
I provide flexibility
in terms of tasks,
working
arrangements, and
Are modes of learning
adequately to my students
challenging
for all I create
students tasks/activities
which are neither
too challenging nor
too easy for my
students
My students
provide me with
Have a high information on
rate of what works and
collaboration what doesn’t
between I study my students
students and to improve my
teachers teaching strategies
or research for new
ones to implement

Learner's Profile- Summary:

A teacher can use a learner profile for

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 ✓ Creating student groups as per preference for the ability, current knowledge, learning style,
learning.
✓Teachers can plan tiered activities for the students .
✓Teachers will have a knowledge of the previous schemas that the students have .
✓Teachers will be aware of the strengths , likes , dislikes of the students .
✓Teacher will be aware about the skills of the students as well .
✓This all will help in planning for a differentiated class.
Differentiated instruction is a cyclical process of finding out about the learner and
responding by differentiating.

Responding by Differentiating:
Knowing the Learner:
Use a broad repertoire of
Continually build awareness of
effective instructional and
students' learning strengths and
assessment strategies to
needs by observing and
differentiate how students learn
assessing their readiness,
and how they demonstrate their
interests and learning
learning (content, process,
preferences.
product, and learning
environment)

There are 3 important key principles are used in differentiated teaching learning.

• Content - Teacher Plans/ Students Access

• Process - How Students Assimilate Knowledge

• Products - Items that Demonstrate Application of Knowledge

Element of How to differentiate

Curriculum

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 For reading comprehension (use novels or texts)

For understanding the concept (use realia or manipulative)

For challenging task (use buddy system)

For chunk information (use whole-to-part and part-to-whole

CONTENT
strategies )

For re-teaching(use demonstrations)

For covering topics (use computer games, online courses, videos)

For differentiating student levels (use different level worksheets)

Based on students level ( use different difficulty )

Based on students’ specific interests (use different express

PROCESS
learning tasks)

Based on students’ supportive level (use scaffolded support)

PRODUCT Students to produce their learning in multiple ways (use different

types of assessment )

Students to help prepare products (use different resources,

materials, and aids )

Students to meet different readiness (use product assignment of

varied degrees of difficulty)

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 Students to develop a rubric to measure quality of group and
individual work (use collaboration)

 A teacher can differentiate content, process and product according to a student’s

readiness, interests and learning profiles.

 With differentiated instruction, the same sets of students are not in the same group
for every task and activity. Each student is allowed to change their groups as per
student’s abilities.

 Lesson and lesson plans are designed for each group’s needs. For example, if one
group may write paragraph after listening lesson topic, another group may use Ms
word to write the topic , the last group may create a poster or PowerPoint
presentation.

 Normally, Students differ in experience, readiness, interests, intelligence, culture,

gender and mode of learning.

 Successful teaching, learning achieved by effective and Ongoing Assessment.

 An environment that supports learning and ensures growth during each session.

 It ensures flexible classroom setting and proper grouping among students.

 It supports collaboration between students and teachers.

 It increases quality curriculum and respectful tasks.

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[12]
CONTENT:

Here the teacher role is important to understand student’s needs. The teacher needs to
plan for all the students in the classroom that should remember that the learning goals have
to be the same for all students in the differentiated classroom. Its knowledge based. Here
mainly teacher should differentiate the students’ accessing methods in terms of lesson topics.
For example, students can find solution for given task by independent thinking or discussion
with their peers, checking with online or collecting ideas from experts. Anyhow, the teacher
should teach the topic in different ways in the classroom.

For example teacher’s first step in the classroom is starting with the abstract like by
showing images related to the topics. Also, to identify each student’s needs, the teacher
should use proper scaffolding method. The teacher must teach necessary required
information at the beginning of the class that supports students to move ahead with the topic.
But modifying some content in the specific topic should be based on student’s individualized
learning programs.

PROCESS:

It is producing topic content to students as how they can understand. To differentiate

the process in the classroom, a teacher should create the activities of making sense that
should be involved in students’ understanding of the topic. Also, students should understand
how the topics will be implemented in their real life. So the differentiated process is practice
oriented. It encourages students to ask some questions, making some error and rectify the
error. Normally, in a classroom all the students work in different speed with different
learning support. Also, they will be in different groups. But differentiated process should
compromise all in different activities.

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PRODUCT:
It is the important principle for students to prove what they understand and learned.
Carol Ann Tomlinson said, “a synonym for a product is an authentic assessment.” Therefore,
teachers give assessment with differentiation like answering with brief notes or two choices
or multiple choices or True/False. Anyhow, the content of assessment should focus
understanding of the topic.

COMPARISON BETWEEN METHODS(3c):

CONTENT PROCESS PRODUCT

(What) (How) (Evaluation)

Low The teacher should The teacher instruction Students are expected to c
learners point out the main should be direct teaching omplete group work proje
concepts method. Also, Teacher ct or assignments with
should show the model for one or two pages.
each step in project and The teacher should allot
research work. assessments like group
work with less number of
pages.

Students should learn fro

m those assessments.

Medium The teacher should The teacher should show Students are expected to

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learners give all direction of modeling and ask students complete the project or
the concept. to do independent work. assignments with four or

Student’s works, practice a Five page paper/Power

nd experiments should be point Presentation. It can
be individual or pair work
reviewed.
.
The teacher should allot
assessments with average
number of pages to show
and reveal student’s
knowledge as per their
level best.

Gifted / The teacher should The teacher should give Students are expected to
Talented give in-depth of the less and relevant complete individual
learners concept. instruction to do project or assignments
independent work with proper Power point
effectively. presentation with high
level graphical oriented
charts and tables.

The teacher should allot

assessments to
demonstrate students
‘mastery level of
knowledge.

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 SIMILARITIES BETWEEN METHODS(3c):

“To effectively address student needs, teachers in differentiated classrooms strive to make
these elements pliable”

- Tomlinson.

 All differentiated teaching learning methods effectively focus the teacher’s

understanding of student’s needs.
 Content, process and product form classroom teaching / learning.
 All methods support teachers to assess students’ characteristics by readiness, interest,
and learning profile.
 There are many same strategies used in all content, process and product.
 Content should be the first step, process should be the second step and product should
be the final and last step of differentiated teaching/ learning. All three are sequentially
preceded in the classroom.
 Whatever aimed in content that will be continued in both process and product in a
sequence manner.
 Tiered products, Tired activities and Tired products are essential for differentiated
teaching/ learning with relatively same kind of methods.
 All differentiated learning methods depends on student’s readiness, Interests and
learning profile.

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  All differentiated learning methods addressing students’ various phases in proficient
level and provide proper activity, instead of providing more activities.
 All differentiated learning methods discover students’ readiness, ability and strength
to take them into the correct path.
 All utilize technology for effective implementation in teaching and learning.

DIFFERENTIATED ACTIVITIES IN THE CLASSROOM(3d):

To engage all the students in the classroom, teachers can realize that some students
perform well in a group work, where some students perform more in independent work. So
differentiated activities are essential to satisfy all kind of students in the classroom.
Differentiation means instruction should meet each individual student’s needs by
differentiating content, process, products or the learning environment. This can be most
probably ongoing assessment and making proper students group.

CONTENT:

The same concept is taught for the entire students with different content. The curriculum
is written with different content for different students as per each student’s needs. The
following strategies are used to make differentiated content.

 (a)Tiered Content:
o Here teacher gives same type of activity like worksheet or research work to all
kind of students in a classroom, but the content is different in difficulties.
Students are divided into three groups (low, middle and high) based on
students’ readiness. Worksheets are prepared by three levels to distribute for
students as per their readiness.
 (b)Providing a Variety of Materials:

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 o Teachers should provide a variety of materials to the students as per the topic
with range of textbooks and supplemental materials.
 (c)Presentation Styles:
o Teachers should provide different media file like (audio, video, multimedia
content) related to the topics as per students readiness and interest.
 (d)Scaffolding:
o Teacher should provide scaffolding instruction to students who struggle with
and the topic content. It supports students understanding in mastery level.
Generally teachers building it by student’s experience and knowledge

 (e)Compacting:
o For high/ advanced level students, teacher may consider to compact the
curriculum. It involves three following step:

 Understand students knowledge

 Plan for curriculum mastery level.
 Plan for enrichment activities

PROCESS:

As per student’s interest and readiness, teachers should use different activities to
process the content. The teacher can divide students into different groups or pairs to involve
in different activities. The following strategies are used to make the differentiated process.

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  (a)Tiered Activities:
To tier a lesson on a particular topic, the teacher should understand student’s
readiness level that will help to design the lesson plan. Then the teacher should create
activities that should engage students in challenging ways to achieve the targets.

Low learners Medium learners High/ gifted learners

 Needs less difficult  Independent task as per  More complex tasks than
independent task. the grade level from the the textbook.
 Materials or worksheets textbook.  Needs more lengthy and
based on the average  Make sure that students complex worksheets.
level of the students. can complete the task Because students can do
 More graphic aids. successfully with than lower or average
 Low level of concrete knowledge enough levels students.
abstraction of thinking.
 Needs many few steps to
 Medium level of concrete
complete the
 High level of concrete
abstraction
assignments
abstraction
 Needs more steps to
 Giving clues and more
complete the
supportive materials to
assignments
solve problems.
 Use exclusive open ended
 Needs more supports like
 Needs open ended
questions and problem
graphic organizers or
questions and problem
solving.
teacher’s help.
solving.

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  With teachers less  Without teachers
supports, students are support, students are
encouraged to infer and encouraged to infer to
draw the conclusions. If analyse, evaluate and
necessary, teachers help explain.
them.

 (b)Learning Centers:

It is often used in primary classrooms. It’s using color code materials with different
groups or pair groups or individual activities.

For example, if the topic in science subject is “States of matter “, the following three
different activities can be used for three different levels of students.

Activity 1(For low learners): Using given table, students should identify the states
of matter either “Solid”, “Liquid” and “Gas”.

Activity 2(For medium learners): Students are asked to draw table and write
three characteristics of each states of matter “Solid”, “Liquid” and “Gas”.

Activity 3(For high learners): Students are asked to draw table and write five
characteristics of each
 (c)Interactive states of matter “Solid”, “Liquid” and “Gas”. In addition,
Journals:
students are asked to find out “Melting” and “Evaporation”.

It is a notebook through writing. The teacher allows students to complete their notes
by five or ten minutes in each day or weekly as per their readiness.

 (d)Graphic Organizers:

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 The teacher uses a graphic organizing for students learning as per their level. It is used
to gather topic information, process the information and finding the relationships using Venn
diagram, KWL Chart, Flowchart, Tree diagram, etc.

 (e)Jigsaw Activities:

Here the class is divided into small groups consisting of four or five in each. Each
member of the group meet other group members and collect some information. Then they
return back to their own group and share what they learned. This can be implemented during
one class period or many numbers of class periods, depending on the depth of content or skill
learned with that.

 (f)Manipulatives:

It is using concrete objects that help students to implement their ideas and help them
to solve the problem based tasks. For example, if the teacher shows the model of 3D shapes
that makes external link between concrete object and abstract concept in learning.

PRODUCT:

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 The teacher allows students to use different ways to prove their knowledge with the topic
in real life. The following different strategies are used to provide differentiated products.

 Tiered Products
 Tic Tac Toe
 Learning Menus
 RAFT

 (a)Tiered Products:

First of all, to create product assignments for the students, the teacher should focus
students’ pre assessment or diagnostics test. As per students’ knowledge, products should be
tired in the different way.

An example below illustrates the use of tiered products. By being aware of her
students’ readiness levels, the teacher has developed a different assignment for each level of
the learner: Group 1, below grade-level learners; Group 2, grade-level learners; and Group 3,
above grade-level learners.

For example: students should read and understand English novel “Oranges in no man’s land.”

Low learners Medium learners High/gifted learners

They understand the first They analyse the events and They synthesize the words
chapter of the novel. Then characters in the first and characters used in the

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 they answer multiple chapter. Then they answer first chapter. Then they
choices or True/False the questions given in write big comprehension
questions given in comprehension. Then they about what is written in that
comprehension. Then they need to write a letter to their chapter. Also, they find what
write a letter to their friends friends to say about what is will happen next. Also, they
to say about what is their their expectation in this find important words used
expectation in this novel. novel and will happen next. in the chapter.

 (b)Tic Tac Toe:

It offers students product choices to demonstrate their knowledge. Its nine cell tables
or options to frame form a horizontal, vertical, or diagonal line. Students select product
choices in horizontal, vertical, or diagonal line.

 (c)Learning Menus:

There are many learning menus for the students to choose to produce final products.

• Song
• Poem
• PowerPoint presentation

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 • Debate
• Diagrams
• Advertising campaign
• Skit
• Puppet show
• Map
• Demonstration
• Photo essay
• Creative writing
• Project
• Video
• Poster
• Web page
• Letter to the editor
• News report
• Written report

 (d)RAFT:(Role, Audience, Format, Topic)

Using this RAFT, teachers encourage students to do product choices. Students can
choose a row or a column as per their readiness and interest. It can be done by the students as
a homework or class work with short time.

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 EVALUATION OF METHODS(3c):
Content:

Strengths:

Differentiation could occur in whole groups.

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 It encourages students to identify the lesson with evidence support.

Many different ways are taken in class to explore the content outcomes.

For example: Matching vocabulary words, read a text passage and etc.

Thinking situation can occur to a character in the story. Due to lots of

ways to achieve content outcome, students explore many ways to connect all.

It is so flexible in the classroom.

Lessons are designed based on students’ learning styles.

For example:

 Using different reading materials for different levels of students.

 Using different spelling or vocabulary at different readiness levels

of students.

 Meeting small groups to re teach the concept for struggling

students and increases thinking skills for advanced students.

Each student has an individual learning plan.

All students are taught to their own learning styles.

Weaknesses:

Even the lesson plan and methods are effective, sometimes, differentiation

won’t be efficient while implementing in the classroom.

Sometimes it’s often going down to the Content.

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 More workloads for teachers.

Time constraints.

All teachers should have the tools and accessories already to differentiate

in proper way for all students.

Process:

Strengths:

Students are often working on different tasks and completing different

products to show their mastery knowledge.

It increases Engagement in students’ activity with proper support. For

example: Provide textbook for visual learners; allow listening audio book for

auditory learners; providing interactive online assignment for kinaesthetic

learners.

The main goals of a differentiated classroom setup are to help all the

students to be succeeded in learning.

It increases growth towards the mastery of a given a topic.

No any student left behind. All are getting the opportunity to explore

their knowledge as per their level.

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 For example:

 Using tired activities, maker all students to work with same lesson , but

different levels of challenges and supports.

 Developing personal agendas during specific agenda time or as students’

convenient timing.

 Providing manipulative or any other hands on supports as per students’

need.

 Providing different length of timing to complete the task as per students’

levels.

In various groups as per students abilities are useful to share students’

interest, ability and assignments freely.

Weaknesses:

Sometimes lack of schedule.

Sometimes, teachers, parents, and students might consider like it is not

fair for all students to be assessesed and graded in the report card when some

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 students are working in complex or advanced tasks and some students are

learning only foundational skills.

Sometimes, the teacher cannot complete their lessons on time, by working

with different activities in different level students.

Need to prepare three different curriculum activities for each topic.

Sometimes, it may make some partiality among the students as per their

differentiated groups.

Sometimes, the group overall grade will discourage some students in the

group.

Low and high achievers get different worksheets and task. By that, they

cannot share their homework or ideas directly among them.

Giving some extra credit bonus to gifted students will discourage slow

learners.

Product:

Strengths:

Differentiated formative assessment with three groups encourages

students learning.

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 Teachers get higher level flexibility in classroom outcomes.

High level/gifted students get opportunities to learn more than the

textbook.

Low learners get opportunities to show their knowledge as per their

ability, instead of vomiting to participate.

It gives Students Choice. For example Report writing for read/ write

learners; Graphic organizing of the story for visual learners; Oral reports for

Auditory learners; Create story illustration for kinaesthetic learners.

It increases the performance of all levels of students.

Teachers can accurately evaluate student performance.

For example:

 Giving students’ options to express their product. (example puppet

show, letter writing, or showing with labels)

 Using different rubrics as per students’ different skill levels.

 Allowing students to complete the product by alone or group.

Weaknesses:

Worksheet, research task assignments are not the same for all kind of

students. Sometimes, it can make some different sense among students.

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 If student groups are not benefits to any student in the group that will

make some issues.

If the teacher uses the same group of students in each group all the time,

some improved students cannot get the chance for getting a higher level task

with their group.

Unrealistic in the Context of Standardized exams.

Learning Styles are not proved.

Learning environment:

Strengths:

It creates safe and supportive classroom environment.

For example:

 Make sure the classroom is comfortable without distraction.

 Provide different materials to reflect different cultures.

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  Move around the students to help as per their needs.

It creates so flexible classroom environment.

It removes routine /bored teaching style. For example: breaking some

students into reading groups to discuss; Allow some students to read

individually , if required; Make little spaces in-between where there are no

distractions.

Flexible classroom setting and grouping.

It’s a student centered environment.

It encourages teachers to find most accurately what a student has done

and what they are finding difficult.

Weaknesses:

Sometimes it never meets all students’ needs and requirement in learning

environment

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 The skill set required to differentiate seems mystical to some and

incomprehensible to others in this environment of state standards and high-

stakes tests.

The environment is not considered in remote learning.

It needs to be a priority.

It’s not a teacher centered environment.

JUDGEMENT(3c):
 It provides guidelines for students that what they do and how to do for the given task
or assignment.
 It shares ideas and knowledge while moving around the classroom.
 It makes sure that students understand how and when to help their peers and groups.
 It gives directions of tasks in which repetition of the work is going on.
 All differentiated methods can be varied to show students’ readiness, needs, interests
and their learning profiles.
 An effective differentiation teaching learning are linked with making flexible and
assigning respectful tasks.
 Making flexible groups ensure students’ regularity and interaction in the differentiated
classroom through their interests.
 It helps students to connect topic content with their interest and activities.

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 It gives flexible classroom environment.
 Students and teachers are collaborators in the classroom.
 “Content” is differentiated when students spend in-class time working on either
accelerated or extended content that moves them ahead in their own learning.

 “Process” is differentiated by the methods students use to make sense of what they are
learning.

 “Products” are differentiated when students are encouraged and allowed to go beyond
the written tasks to create actual artifacts, exhibitions, or performances.

 It is essential to design our daily lesson according to individual student’s learning style.

 It encourages student’s engagement and systematic way of learning.

 Teachers need to know the level of understanding of each student in the classroom.

 It supports participation of all students.

 It engages all level of students(low learners/medium learners/high learners) as per

their abilities.

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 Earl, L. (2003). Assessments as learning: Using classroom assessment to maximize

student learning. Thousand Oaks: Corwin Press.

 Tomlinson, C.A. & McTighe, J. (2006). Integrating Differentiated Instruction and

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 https://youtu.be/UkIQ6KiyA5U

 Geake, John (June 2008). "Neuromythologies in Education" (PDF). Educational

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 "How To Build Your Audience Well Before Launching Your Product".

 "How Mint Turned Content Into a Big Business". The Content Strategist.

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