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Differentiation in Teaching and Learning
A textbook on differentiation that considers the range of students that teachers have to teach, in terms of abilities, learning styles, social background, cultural diversity, special needs and so forth. The authors develop a simple, operable model to help teachers accommodate the needs of all students and to teach them effectively. They conclude with case studies of classroom applications--ideal for use on in-service training.
224 pages, Paperback
First published July 15, 2001
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Displaying 1 - 2 of 2 reviews
March 8, 2021
A lot of academic theory without giving useful examples. If you want to better your differentiation techniques read something else.
March 15, 2010
Scanned it. Didn't read the whole thing. From what I read, it seems useful and insightful. I liked the way they look at learning as separate from teaching.
--
"We cannot assume that just because a teacher teaches a learner learns what was intended."
"The learning process involves humans who are diverse in their needs, development, attitudes, values and beliefs."
"Simply transmitting information to learners does not mean that it will connect with them --that they will learn it."
"When learning is distant, everybody is treated the same and has to learn the same thing in the same way. Individuals seem to be lost somewhere in the equation." **
"Professional skills of a teacher:
-Organizational skills -an organized classroom provides the basis for good teaching.
-Observational skills -accepting that observation involves interpretation and that this could be affected by the teacher's belief systems.
-An ability to understand the pupil's 'informal' communication system. This is especially important for those working with pupils who experience communication difficulties.
-Creating situations whereby pupils can use intuition and be given responsibility.
-An ability to individualize learning and resources.
-An ability to develop targets and to use objectives-based planning
-An ability to provide pupils with investigative skills.
-Ensuring that there is always a daily plan that is well communicated to pupils and other staff if necessary.
-Establishing boundaries that are consistent but fair.
-Developing approaches that support the pupils in managing communication with the world around them.
-An ability to know where the pupil is in terms of their learning.
-Continually and consistently mediating information.
-An ability to "think on your feet"
-Delivering a comprehensive knowledge of the subject that you are teaching."
Learners' needs can be categorized into three classifications:
"-Common needs - Everyone is the same.
-Distinct needs -Some people are similar.
-Individual needs -Everyone is different."
"Sometimes not trying to learn can be emotionally safer than trying and then failing."
Visual representation of "how learning is affected by factors that take place within and outside of the head of the learner."
http://upload.wa7di.com/upload/up_dow...
"...Four possible outcomes we have identified by reference to notional teacher-learner values."
http://upload.wa7di.com/upload/up_dow...
(^copied from google preview)
--
"We cannot assume that just because a teacher teaches a learner learns what was intended."
"The learning process involves humans who are diverse in their needs, development, attitudes, values and beliefs."
"Simply transmitting information to learners does not mean that it will connect with them --that they will learn it."
"When learning is distant, everybody is treated the same and has to learn the same thing in the same way. Individuals seem to be lost somewhere in the equation." **
"Professional skills of a teacher:
-Organizational skills -an organized classroom provides the basis for good teaching.
-Observational skills -accepting that observation involves interpretation and that this could be affected by the teacher's belief systems.
-An ability to understand the pupil's 'informal' communication system. This is especially important for those working with pupils who experience communication difficulties.
-Creating situations whereby pupils can use intuition and be given responsibility.
-An ability to individualize learning and resources.
-An ability to develop targets and to use objectives-based planning
-An ability to provide pupils with investigative skills.
-Ensuring that there is always a daily plan that is well communicated to pupils and other staff if necessary.
-Establishing boundaries that are consistent but fair.
-Developing approaches that support the pupils in managing communication with the world around them.
-An ability to know where the pupil is in terms of their learning.
-Continually and consistently mediating information.
-An ability to "think on your feet"
-Delivering a comprehensive knowledge of the subject that you are teaching."
Learners' needs can be categorized into three classifications:
"-Common needs - Everyone is the same.
-Distinct needs -Some people are similar.
-Individual needs -Everyone is different."
"Sometimes not trying to learn can be emotionally safer than trying and then failing."
Visual representation of "how learning is affected by factors that take place within and outside of the head of the learner."
http://upload.wa7di.com/upload/up_dow...
"...Four possible outcomes we have identified by reference to notional teacher-learner values."
http://upload.wa7di.com/upload/up_dow...
(^copied from google preview)
Displaying 1 - 2 of 2 reviews