29 Mart 2016 Salı

Differentiated Instruction

Differentiation means tailoring instruction to meet individual needs. Whether teachers differentiate content, process, products, or the learning environment, the use of ongoing assessment and flexible grouping makes this a
successful approach to instruction.






In differentiated instruction, students are supported according to their capacity and they are educated depending on a method which is determined as suitable for their understanding ability. In my primary and high school years, we could not take advantage of differentiated instruction. All of us were getting same education, some of us have had lower understanding ability and some of us have had very good understanding ability. When they are behaved as if they were same in terms of understanding, the students who have lower understanding will definitely get harm and will be failure in their lessons because they will feel their weaknesses and they will lose their hope and self-esteem.


Moreover, every student have different ability. For example some of them have mathematical smart and some of them can have music smart. If we work to develop the students who have music smart to make them very successful in math like the students who have math smart, we do injustice the students. Also, this is same for the students who have math ability, we cannot want them to be very successful in music because their abilities are innate and we cannot change it and should change it.
When I was primary school, there was a math teacher who is Nejdet Taşdemir. After I recognised my weaknesses belonging to math lesson, he decided to solve my problem and he talked with me to find solutions. We understood that I had learned something wrong with math subjects so I had been failure. He decided to give me an individual course to take me to the stage of the other children in our class.  As a result, we had overcome my problems belonging to math and the teacher had built on one of my strengths. The method worked because he encouraged me and my fear about the lesson had lost. I think that when I am a teacher, I will also encourage my students to take risks in completing assignment so that they could win their self-esteem and they can do their assignment as a funny activity. With the time, this behaviour will change to a habit and they will win their responsibilities to complete their assignments.
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3 yorum:

  1. Unknown31 Mart 2016 06:22

    Hi Muhammed, you mentioned your experience about differentiated instruction. because of our education system, our students cannot exposure the language very much. ın Turkey, there is a determined curriculum (state schools) so teacher cannot think all students at the same time. actually, class size is another problematic issue. ı hope, we will fix it and we can think our students as an individual.

    YanıtlaSil
  2. Unknown31 Mart 2016 11:29

    Hello Muhammed. What a nice post. I like it especially the part which you share your experiences.

    YanıtlaSil
  3. Unknown31 Mart 2016 12:32

         Dear Muhammet,
         I guess there is a confusing part about the differentiated instruction. I am so happy because you had a good teacher, but the main point about the differentiated instruction is a little bit different. That is about the creating different task to serve the different type of student to improve themselves. For example, your math teacher may create different task/activities about the subjects, and divided into sub task for different type of student. Each type could do him/her/their activities. That is the differentiated instruction :)

    YanıtlaSil

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