Students you may teach
An inclusive education is considered an approach that supports and welcomes diversity of all learners (UNESCO 2001). One way to achieve such a goal is through a differentiated classroom.
Diversity can be found in different forms. Click on the following headings to read more about them:
Gifted and Talented
English as an additional language/dialect
Learning difficulties
Aboriginal and Torres Strait Islander
Diverse learners
One way to cater for students' diverse needs is through differentiation.
Gifted and Talented
English as an additional language/dialect
Learning difficulties
Aboriginal and Torres Strait Islander
Diverse learners
One way to cater for students' diverse needs is through differentiation.
differentiation
Differentiation is a student-centred approach to teaching, that believes all students are unique and have varied abilities, learning styles, interests and needs (Anderson 2007; BOS NSW 2011; Tomlinson 2001). Differentiation involves recognising individual differences within the classroom and therefore modifying and accommodating accordingly (Woodcock, Dixon & Tanner 2012).
tips for differentiating
Differentiation of
Based on Content
(what students will learn) |
Examples
Providing Tiered activities
(providing tasks at varying levels of difficulty).
Providing activities based on students’ interests. Providing activities based of students’ Zone of Proximal Development (appropriate the student’s current level of learning). |
Based on
Process
(How the students will learn) |
Use of open-ended questions
(to allow for multiple answers and varying levels of answering e.g., higher
order thinking).
Use of Bloom’s Taxonomy to allow for multiple level questioning. Providing visual support as well as auditory information. Clear explicit instructions. |
Based on Product
(How Students will demonstrate their knowledge) |
Use of Gardner’s multiple intelligences (e.g. allow students to show
their understanding in various ways i.e. drawing, dancing, writing etc.).
Allowing for extra-time to complete the work Use of assistive technology (e.g. tape recorder) as necessary. |
the Tomlinson model
Image derived from: https://differentiating.wordpress.com/the-tomlinson-%20%20model-2/
references
Anderson, K 2007, ‘Differentiating instruction to include all students’, Preventing School Failure, vol. 51, no. 3, pp. 49.
Armstrong, T 2009, Multiple intelligences in the classroom, Association for Supervision & Curriculum Development, Alexandria, America.
Gardner, H 2006, Multiple Intelligences: new horizons, Basic Books, New York.
Geddes, K 2010, ‘Using tiered assignments to engage learners in advanced placement physics’, Gifted Child Today, vol.33, no.1, pp.32-40.
Tomlinson, C 2001, How to differentiate instruction in mixed-ability classrooms, 2nd Edn, ASCD Publications, Alexandria.
UNESCO (United Nations Educational, Scientific and Cultural Organization) 2001, The open file on inclusive education, Paris: UNESCO, accessed 14/8/2015, http://unesdoc.unesco.org/images/0012/001252/125237eo.pdf
Woodcock, S, Dixon, R & Tanner, K 2013, Teaching in inclusive school environments, David Barlow Publishing, Broadbeach, Queensland.