What is differentiated teaching?
Teaching is not differentiated when a teacher assigns the same task to every student. It offers little variation, evaluates all students on the same general standard, uses differentiated teaching techniques only for gifted students, and consistently establishes teaching groups that are not flexible.
When a teacher plans a lesson with adjustments to either the content. This allows learners who are at different starting points to receive the instruction they require to develop and succeed.
A good differentiated teaching program is one that provides students with high-quality. It is an education that is available to their specific learning requirements. It is within their zone of proximal development and that has well-defined learning objectives.
The curriculum is important in differentiated teaching
You may teach various elements of the curriculum to different students by altering the material. This is on the students’ beginning levels as well as what you anticipate them to learn in that particular session. In a practical sense, this may imply either improving core areas for pupils. Or providing help for others so that they may extend themselves farther into the curriculum.
When you alter the procedure of a lesson, you are altering the ways in which you teach as well as the ways in which you anticipate your pupils will learn. This modification might take the form of applying collaborative learning with students who excel in the subject as well as explicit teaching with other students, employing modeled ways, or utilizing multimedia. By modifying the procedure, you will be able to build a lesson that enables individual learners to fulfill the learning objectives they have set for themselves in a manner that is suited to their particular requirements.
If you alter the result of a lesson, you are altering the particular success criteria. It is that students must meet in order to indicate that they have understood the material. The result of a lesson may be differentiated by asking some students. It is to teach another student how to achieve the object of the lesson. Or by asking students to apply the particular learning outcome to perform an authentic activity. Both of these options are options that teachers can employ. In a similar vein to other proof of success and performance, this may be considered.
Criticism is a very important component in the differentiation process. Students are able to choose the further actions necessary to advance in their learning when they get feedback that is both timely and actionable. Self-regulation may be encouraged via the use of group. And individual feedback, in addition to having clear learning aims and success criteria. The use of peer feedback may also aid students in carefully reflecting on the success criteria and what they and their peers can do to enhance their results. This can be done with the help of the feedback they get from their peers.