Is Differentiated Instruction a Hollow Promise?
Volumes have been written about differentiating instruction for all learners in the inclusive classroom. It sounds wonderful in theory, but how practical is it to expect one teacher to differentiate a lesson to accommodate up to 6 different grade levels in one classroom? With emphasis placed on bringing up the lowest achievers to proficiency and teachers’ evaluations on the line, who stands most to loose from this approach?
This week’s #gtchat explored the practicality of differentiation. It was not surprising the strong showing of teachers at this chat. Few thought it was a bad idea, but even fewer had seen differentiation actually occur in their schools. There was consensus on a few points – differentiation requires ongoing professional development and ability grouping to work for high ability learners. Otherwise, it is a mere excuse to save the school district money by forgoing its obligations to provide all students with the opportunity to experience annual growth. A full transcript of the chat may be found here.
Gifted Issues: Davidson Database “Is Differentiated Instruction a Hollow Promise?”
How to Differentiate Instruction in Mixed Ability Classrooms (Google Books Preview) Carol Ann Tomlinson
of Instruction (pdf)
The Differentiator from @ByrdseedGifted
“A Case Against Differentiated Instruction” by Ginger Lewman
Integrating Differentiated Instruction & Understanding by Design (Chapter 1) from ASCD
Gifted and Talented Differentiated Instruction Livebinder from Leslie Graves
Differentiation Livebinder from Leslie Graves
Clip art courtesy of Discovery Education.
Posted on May 12, 2014, in Acceleration, Differentiation, Education, gifted education and tagged ASCD, Byrdseed Gifted, Carol Ann Tomlinson, Cybraryman, Differentiated Instruction, differentiation, full inclusion, gifted, gifted and talented, Ginger Lewman, gtchat, Leslie Graves, TAGT, The Differentiator, Twitter. Bookmark the permalink. Leave a comment.