“D” is for Differentiation in the Classroom
August 24, 2011
- Gender
- Ability Levels
- Personality
- Learning Styles
- Birth Order
- Active or Passive
- Left or Right
- Multiple Intelligences
- EQ ( Emotional Intelligence)
Did you know that all of these and more come under the cognitive umbrella of “Differentiation”? With all kinds of brains in your classroom, there is not one “right” way to deliver instruction. Indeed, every child will receive ( or not) the lesson through a unique filter.
- This filter includes all of the neuro-fibers listed above as well as a physical basis for learning that includes his or her biological and genetic make-up. For example, a girl whose mother used drugs or alcohol during the pregnancy or a boy whose father presented with ADHD as a child will come to the learning table with a decided background upon which the other differences will be imprinted. It may seem overwhelming to a new teacher. That is understandable and it is the reason many teachers drop the neuro-science ball and punt back to the platform of “Talking at” children….a big mistake. So, how does one get started with “Differentiation”? There are two simple strategies. 1) Do the assessment first. That means, do at least one simple learning style assessment on your students. Visit www.educationinsite.com for a free “Fruits of Learning” to try. 2) Always make sure your lesson plans require the students, not the teacher, to “SAY IT, SHOW IT AND DO IT”… with IT being the objective. This is a kick and easy way to assure that the students are engaged in a modest form of differentiated learning. Most importantly, “D” is for do it. The more you differentiate, the more comfortable your own brain will be with this teaching style.
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