Preparing Teachers for Differentiated Instruction Educational Leadership, Sept. 2000 | Volume 58 | Number 1 - John H. Holloway According to Carol Ann Tomlinson (1999), we can recognize differentiated instruction by a variety of classroom
Preparing Teachers for Differentiated Instruction Educational Leadership, Sept. 2000 | Volume 58 | Number 1 - John H. Holloway According to Carol Ann Tomlinson (1999), we can recognize differentiated instruction by a variety of classroom characteristics: Begin where the students are. Engage students in instruction through different learning modalities. A student competes more against himself or herself than others. Provide specific ways for each individual to learn. Use classroom time flexibly. As diagnosticians, prescribe the best possible instruction for each student.
Differentiated Instruction – an Elementary School Example Stepping into Mary Hooper's multi-age class of 1st and 2nd graders in Grosse Pointe, Mich., you are struck by the wide range of activities that engross students as they work at a variety of learning centers. Her students are working all around the room -- some work alone, some with a partner they've chosen, some in small groups that randomly formed -- reading a book they've selected from the reference cart, filled with books on plants and insects written for different reading levels. They learn about garden insects of their choice and write and illustrate an adventure story about an insect hero. They also sort and position pictures of various seeds based on how they travel, calculate how much it will cost to buy the seeds and materials to plant a garden of their own design, and examine the parts of different insects and plants under a microscope, sketching and writing a description of them.
Differentiated Instruction A