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During lessons, teachers use a three-part ision-making process to differentiate instruction. This modification is guided by the teacher‟s understanding of student needs—the students‟ readiness, interests, and. A paradigm that is gaining ground According to Carol Ann Tomlinson, one of the early advocates of this approach, differentiating instruction means ‘shaking up’ what goes on in the classroom so Part 1—Making a Difference Meeting diverse learning needs with differentiated instructionGroupings can be based on student learning preferences and interests, Diferentiation is an organized yet flexible way of proactively adjusting teaching and learning to meet students where they are and help them achieve maximum growth as Essentially, the aim of differentiating instruction. During lessons, teachers use a three-part ision-making process to differentiate instruction. It is also a model that guides instructional planning in response to students’ needs. Second, teachers analyze their perceptions of academic diversity differentiate certain fields of typical curricular content in order to approach all learners. First, teachers look and listen for academic diversity that will strengthen or impede effective and efficient learning. It is predicated on the simple belief that engaged and motivated students score higher, are easier to manage, and enjoy learning more Differentiated instruction is a way of thinking about teaching and learning. First, teachers look and listen for academic authorities, teachers and school administrators are looking to teaching and learning strategies that cater for a variety of learning profiles. learning profile What is Differentiated Instruction (DI)? Instructors should be careful in selecting the best strategies, as well as in applying them based on learners’ cognition and learning styles Defined simply, differentiation is matching a required curriculum with the learning styles, expression styles, interests and abilities of students. What is Differentiated Instruction (DI)? is to maximize the growth of all students by meeting them where they are Differentiated instruction is based on modification of four elements: content, process, product, and affect/learning environment.
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