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Adaptive Instruction for Teacher Education: Inclusive Approaches, Resources and Technology
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How to Differentiate Instruction

 

It starts with the teacher’s focus on the students' needs, which includes their readiness, interests and learning preferences. Teachers then differentiate the content, process and product.

As well as meeting the needs of learners, when we, as teachers show our concern and interest for each student's learning needs, we create a positive classroom environment where each student feels valued and included. 

To quote Lambert and McCombs (1998),

Learning occurs best in an environment that contains positive interpersonal relationships and interactions, comfort and order, and in which the learner feels appreciated, acknowledged, respected and validated.

In Earl, Lorna M. (2003). Using Classroom Assessment to Maximize  Student Learning, p. 39

Differentiation can and should occur for Content, Process and Product as shown in the diagram below.

Teachers can differentiate by

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Respectful Tasks (Meaningful)
Flexible Groupings
Continual Assessment

Teachers can differentiate through

Content
Process
Product

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according to students'

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Readiness
Interest
Learning Styles


Adapted from Education for All, (2005, Ministry of Education of Ontario) and Tomlinson, C.A. (1999, The Differentiated Classroom: Responding to the Needs of All Learners, Alexandria, VA: ASCD).

Both of these resources contain a listing of various teaching strategies that can be used to achieve the desired goals.