KNOW The LEARNER |
As a transformation in society and schools evolves, effective teachers in contemporary classrooms will have to learn to develop classroom routines that attend to, rather than ignore, learner variance in readiness, interest, and learning profile. One way of conceiving differentiation is modification of teaching and learning routines to address a broad range of learners' readiness levels, interests, and modes of learning (Tomlinson, 1999, 2001). |
Readiness
Readiness is the capacity to learn new material. A good task for a student's readiness level will stretch a student's knowledge past their independence level. This may take a student out of their comfort zone, but new material can be acquired in a supported environment (Tomlinson, 2001). There are many ways to differentiate for readiness:
- Concrete to Abstract
- Simple to Complex
- Dependent to Independent
- Slow to Fast
Interest
Sometimes the curriculum may seem restrictive, but different students will show interest in different topics. The idea of differentiating through interest is to "hook" a student on an area of study to keep their interest, which typically increases on task behavior and improves student success (Tomlinson, 2001). The following are ideas to perk and maintain interest:
Sometimes the curriculum may seem restrictive, but different students will show interest in different topics. The idea of differentiating through interest is to "hook" a student on an area of study to keep their interest, which typically increases on task behavior and improves student success (Tomlinson, 2001). The following are ideas to perk and maintain interest:
- Application of Information to "Real Life"
- Use of Technology
- Use a Song or Dance (Perform)
- Take a Photo or Draw a Picture
- Build a Model or Display
- Group Investigation/ Cooperative Learning
- Use Literature Circles
Learning Profile
Each individual has a learning style that best meets his/her needs. There is a natural tendency to teach using the method that suits the educator, so having experience with several methods will allow for a variation of methods to be used. It is also important to keep in mind that most learners prefer a combination of the profiles (Tomlinson, 2001). There are many factors that can impact an individual's learning, so here are some to be aware of:
Each individual has a learning style that best meets his/her needs. There is a natural tendency to teach using the method that suits the educator, so having experience with several methods will allow for a variation of methods to be used. It is also important to keep in mind that most learners prefer a combination of the profiles (Tomlinson, 2001). There are many factors that can impact an individual's learning, so here are some to be aware of:
- Environment: temperature, activity level, noise level, amount of light
- Cultural Influence: relaxed-structured, reserved-expressive, personal-impersonal
- Visual: learns by seeing (diagrams, powerpoint, maps, graphic organizers, notes)
- Auditory: learns by hearing (lectures, reading aloud, listening to music)
- Kinesthetic: learns by doing (likes to move around and stretch, "hands on" activities, types or highlights while listening)
Video retrieved from YouTube. (Length: 3:47)
|
Video Description: In a workshop for teachers at the University of Virginia, Carol Tomlinson describes differentiation as a way of planning for the unpredictable in the classroom. She describes how differentiation plans for different learning styles and preferences. This video is part of the online M.Ed. in Differentiated Instruction program offered by Graceland University. For more information about this fully accredited master's degree program call (800) 833-0524 ext. 4516 or visit the website at www.QualityMastersDegree.com
|
Who is Carol Tomlinson? Carol Ann Tomlinson's career as an educator includes 21 years as a public school teacher, 12 years as a program administrator of special services for struggling and advanced learners. She was Virginia's Teacher of the Year in 1974. More recently, she has been a faculty member at the University of Virginia's Curry School of Education, where she is currently Professor and Chair of Educational Leadership, Foundations, and Policy. Also at UVa., she is Co-Director of the University's Institutes on Academic Diversity. She was named Outstanding Professor at Curry School of Education in 2004 and received an All University Teaching Award in 2008. Special interests throughout her career have included curriculum and instruction for struggling and advanced learners, effective instruction in heterogeneous settings, and encouraging creative and critical thinking in the classroom. Click here to access Tomlinson's Blog!