She has been married for fifteen years and has dealt with students with divergent needs. Her experience in this line started after graduation when she got her first job in elementary school. She now has a master’s in education and is working on her doctoral program.
Interviewee: Differentiated instruction is a teaching approach in which educators structure the classroom environment to meet divergent needs and abilities of students. This may sometimes be based on their language mastery or their social and family background. Alternatively it could be on the basis of the knowledge they have about the subject matter or their attitude towards learning. Some students may have greater experiences in education than others.
Interviewee: Educators need this approach because they are supposed to inculcate the same skills and concepts to their students yet each of them has different interests and abilities. Therefore, instead of using the least common denominator for each class, one can structure one’s instructions to match every student’s needs (Little et. al., 2009). I believe that learning only occurs when a match exists between the curriculum and the divergent needs of its students; differentiated instruction is the best way to achieve this difference.
Interviewee: Three key strategies are available in the literature: differentiation based on process, content and product. Product strategies often involve assessments, assignments and projects. Here, an educator uses various assessments and performances depending on the needs of their students. Projects need to be based on the students’ capabilities and assessments should be interactive. Process strategies involve tailoring activities and materials in the class on the basis of learners’ abilities. Flexible groupings are just some of the methods used to interact with them. Finally, I would say that content strategies involve using divergent delivery methods in order to enhance learning.
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