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Differentiated instruction and assessment, also known as differentiated learning or, in education, simply, differentiation, is a framework or philosophy for effective teaching that involves providing all students within their diverse classroom community of learners a range of different avenues for understanding new information (often in the same classroom) in terms of: acquiring content ...
She is known for her work with differentiated instruction, a means of meeting students' individual needs in education. [1] Tomlinson is a reviewer for eight journals and has authored over 300 articles and books including The Differentiated Classroom: Responding to the Needs of All Learners , [ 2 ] which has been described as a seminal work in ...
Differentiated Instruction: Instruction is differentiated to meet the diverse needs of ELLs, taking into account their varying levels of English proficiency, academic readiness, and learning styles. Teachers may provide additional support or modify assignments as needed to ensure all ELLs can access the curriculum.
READ 180 was founded in 1985 by Ted Hasselbring and members of the Cognition and Technology Group at Vanderbilt University.With a grant from the United States Department of Education’s Office of Special Education, Dr. Hasselbring developed software that used student performance data to individualize and differentiate the path of computerized reading instruction. [3]
Because these students are doing these things as a class it is not differentiated Instruction. Amy Benjamin writes differentiated instruction is a "variety of classroom practices that allow for differences in students' learning styles, interests, prior knowledge, socialization needs and comfort zones". [1]
Universal Design for Learning (UDL) is an educational framework based on research in the learning theory, including cognitive neuroscience, that guides the development of flexible learning environments and learning spaces that can accommodate individual learning differences.
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The taxonomy forms the basis of a differentiated instruction curriculum model used particularly with gifted students and in gifted education settings. The first four levels are essentially cognitive (thinking), while the last four levels are affective (feeling) in nature. [2] The eight levels are: [3]
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