How to Differentiate Instruction in Academically Diverse Classrooms, Third Edition by Tomlinson Carol Ann

Author:Tomlinson, Carol Ann [Tomlinson, Carol Ann]
Language: eng
Format: epub
Publisher: ASCD
Published: 2017-03-21T16:00:00+00:00

Readiness Planning Points to Keep in Mind

Just as a sound engineer might need to move just one slider on the sound board to achieve the optimal balance, it's possible for the teacher to design an effective lesson or task for a student by adjusting just one of the factors we've discussed to address that student's particular needs. For example, a student may be a very competent thinker but also be pretty disorganized. That student should be able to handle a complex, abstract, multifaceted task (sliders over toward the right on Figure 9.1) as long as the teacher adjusts the task directions to keep the "independence" slider toward the left—perhaps, for instance, setting more "check-in" dates for that student than is necessary for more self-guided students working on the same assignment.

Achieving the proper balance for a piece of music doesn't generally require moving every single slider, and it's the same when it comes to planning differentiated instruction; you don't need to think about every factor we've discussed for every single task. In addition, it's rarely necessary or wise to shove all the sliders to the far left or far right for a particular student or group of students. In other words, don't err by assuming that a student lacks either strengths or deficits. Plan so that you stretch a student with his or her strong points (sliders more toward the right) and support the student in his or her weaker areas (sliders more toward the left).

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