Differentiation
In a differentiated classroom, the teacher proactively plans and carries out varied approaches to content, process, and product in anticipation of and response to student differences in readiness, interest, and learner profile”(Tomlinson 2001, p7).
Differentiation is modifying curriculum and instruction to provide opportunities to cater for the varying abilities, skills and knowledge of students (NSW DET 2004). Paying attention to the reality that children have different learning needs, differentiation values and uses the diverse characteristics and abilities of students to promote learning and become an essential building block for inclusive education (Westwood, 2001).
Teachers differentiate what students learn (content), how students learn (process) and how students demonstrate what they have learned (product) (NSW DET 2004). Teachers should encourage differentiation by adjusting tasks, with the support of scaffolding, for different readiness levels, interests, or learning preferences (Tomlinson 2001).Differentiating abilities can be challenged by a process using a blend of whole class, group and individual instruction, group work set up as co-operative learning and student centred learning. The differentiating of instruction accommodates expectations and sets up equality within the learning environment. Through these differentiation processes, it can also allow students to work at different rates and gives them the opportunity to achieve learning goals at their grade level (Tomlinson, 2001).
Teachers differentiate what students learn (content), how students learn (process) and how students demonstrate what they have learned (product) (NSW DET 2004). Teachers should encourage differentiation by adjusting tasks, with the support of scaffolding, for different readiness levels, interests, or learning preferences (Tomlinson 2001).Differentiating abilities can be challenged by a process using a blend of whole class, group and individual instruction, group work set up as co-operative learning and student centred learning. The differentiating of instruction accommodates expectations and sets up equality within the learning environment. Through these differentiation processes, it can also allow students to work at different rates and gives them the opportunity to achieve learning goals at their grade level (Tomlinson, 2001).
Tasks designed by a teacher should not be water downed, meaning you do not give different, easier tasks to less advanced students and more work to more advance students (Vialle et al.2009) but should develop Higher order Thinking skills (HOTS) rather than More of the Same (MOTS) (Vialle et al. 2009). Enriched and meaningful tasks are still required for effective differentiation and in keeping with the NSW Quality Teaching Framework (Tomlinson 2001).
Some examples of differentiating the curriculum are provided through the following models’s;
June Makers model
June Maker’s Modification Menu Model demonstrates ways of effectively differentiating the content, process and product to suit the needs of students and allow full potential to be reached in the students’ domain of giftedness (Tomlinson et al 2002). Maker suggests if qualities of the regular classroom are modified as well as ways in which students are being asked to think and learn then differentiation occurs (Vialle et al 2009). In Maker’s model, higher order thinking skills connect with Blooms Taxonomy in that the thinking process allows for various levels of learning
experiences to be used to build on skills (NSW DET 2004).
For more information including table of Makers model, Williams model and Blooms Taxonomy See Google Docs, DET GAT June Maker Model/ Williams Model PDF and NSW DET Curriculum Differentiation Policy www.docs.google.com
William’s model
William’s model is driven by three dimensions which broadly interconnect cognitive and affective creative processes through subject matter, teacher strategies and student behaviour (Vialle et al 2009). William’s model encourages students to use cognitive and affective behaviours for encouraging and releasing creativity (Williams 1993 Cited in Vialle 2009).
For more information on Williams Model for differentiating see website;
www.ksde.org/LinkClick.aspx?fileticket=F4d0hfqt8wM%3D
June Makers model
June Maker’s Modification Menu Model demonstrates ways of effectively differentiating the content, process and product to suit the needs of students and allow full potential to be reached in the students’ domain of giftedness (Tomlinson et al 2002). Maker suggests if qualities of the regular classroom are modified as well as ways in which students are being asked to think and learn then differentiation occurs (Vialle et al 2009). In Maker’s model, higher order thinking skills connect with Blooms Taxonomy in that the thinking process allows for various levels of learning
experiences to be used to build on skills (NSW DET 2004).
For more information including table of Makers model, Williams model and Blooms Taxonomy See Google Docs, DET GAT June Maker Model/ Williams Model PDF and NSW DET Curriculum Differentiation Policy www.docs.google.com
William’s model
William’s model is driven by three dimensions which broadly interconnect cognitive and affective creative processes through subject matter, teacher strategies and student behaviour (Vialle et al 2009). William’s model encourages students to use cognitive and affective behaviours for encouraging and releasing creativity (Williams 1993 Cited in Vialle 2009).
For more information on Williams Model for differentiating see website;
www.ksde.org/LinkClick.aspx?fileticket=F4d0hfqt8wM%3D
References:
NSW DET (NSW Department of Education and Training) 2004, Policy and implementation strategies for the education of gifted and talented students: Curriculum Differentiated, NSW DET Curriculum K-12 Directorate, Sydney.
Tomlinson, C & Allan SD 2000, Leadership for Differentiating Schools and Classrooms, Association for supervision and Curriculum Development, Alexandria.
Tomlinson, C. 2001, How to differentiate Instruction in Mixed-Ability Classrooms, 2nd edn. Alexandria: Association for supervision and Curriculum Development.
Tomlinson, C, Kaplan, S, Renzulli, J, Purcell, J, Leppin, J & Burns, D 2002, ‘The essentials of curriculum design’, in The Parallel Curriculum: a design to develop high potential and challenge high ability learners, Corwin Press, Thousand Oaks, CA, pp43-80.
Vialle, W & Rogers, KB. 2009, Educating the Gifted Learner, David Barlow Publishing, Sydney, Australia.
Westwood, P 2001, ‘Differentiation as a strategy for inclusive classroom practice: some difficulties identified', Australian Journal of Learning Disabilities, vol.6, no.1, pp5-11.
NSW DET (NSW Department of Education and Training) 2004, Policy and implementation strategies for the education of gifted and talented students: Curriculum Differentiated, NSW DET Curriculum K-12 Directorate, Sydney.
Tomlinson, C & Allan SD 2000, Leadership for Differentiating Schools and Classrooms, Association for supervision and Curriculum Development, Alexandria.
Tomlinson, C. 2001, How to differentiate Instruction in Mixed-Ability Classrooms, 2nd edn. Alexandria: Association for supervision and Curriculum Development.
Tomlinson, C, Kaplan, S, Renzulli, J, Purcell, J, Leppin, J & Burns, D 2002, ‘The essentials of curriculum design’, in The Parallel Curriculum: a design to develop high potential and challenge high ability learners, Corwin Press, Thousand Oaks, CA, pp43-80.
Vialle, W & Rogers, KB. 2009, Educating the Gifted Learner, David Barlow Publishing, Sydney, Australia.
Westwood, P 2001, ‘Differentiation as a strategy for inclusive classroom practice: some difficulties identified', Australian Journal of Learning Disabilities, vol.6, no.1, pp5-11.