About this paper

Appears in:
Pages: 6163-6169
Publication year: 2011
ISBN: 978-84-615-3324-4
ISSN: 2340-1095

Conference name: 4th International Conference of Education, Research and Innovation
Dates: 14-16 November, 2011
Location: Madrid, Spain

TEACHERS MEETING THE CHALLENGES OF QUALITY AND EFFICIENT EDUCATION THROUGH DIFFERENTIATED INSTRUCTION IN HIGH SCHOOL (GRADES 6-12) CONTENT AREA CLASSES

L. Earp, T. Reynolds

Roanoke College (UNITED STATES)
Carol Tomlinson describes differentiated instruction as “a teaching philosophy based on the premise that teachers should adapt instruction to student differences. Rather than marching students through the curriculum lockstep, teachers should modify their instruction to meet students’ varying readiness levels, learning preferences, and interests. Therefore, the teacher proactively plans a variety of ways to ‘get at’ and express learning." This philosophy addresses the international school reform efforts advocated for the 21st Century. In 2003, the Hong Kong Education Commission concluded that the next generation of students could only meet the challenges of the new century if schooling was student-focused, developing “the potential and personalities of students.” The European Union’s Commission on Education and Training 2020 set strategic aims for students to be lifelong learners. To achieve the goal the Commission stated schools had to improve the quality and efficiency of education and training and promote active citizenship, creativity, and innovation. By focusing on students’ readiness levels, interests, and learning styles, differentiated instruction can help schools meet these international calls for change and reform. During the session, participants will explore the principles of Tomlinson’s model of differentiated instruction and build a common vocabulary defining its characteristics. Examples of differentiation in lessons for middle and secondary school content area classes will be shared, evaluated, and discussed in small and whole group settings. The sample lessons will include differentiation of content, process, and product by readiness level, interest, and learning profile. A range of instructional and management strategies, including RAFTs, Tiered Assignments, Think Dots, and Tic-Tac-Toes will be used to explore curriculum development utilizing differentiation for middle and secondary classes including maths, literature, and health.
@InProceedings{EARP2011TEA,
author = {Earp, L. and Reynolds, T.},
title = {TEACHERS MEETING THE CHALLENGES OF QUALITY AND EFFICIENT EDUCATION THROUGH DIFFERENTIATED INSTRUCTION IN HIGH SCHOOL (GRADES 6-12) CONTENT AREA CLASSES},
series = {4th International Conference of Education, Research and Innovation},
booktitle = {ICERI2011 Proceedings},
isbn = {978-84-615-3324-4},
issn = {2340-1095},
publisher = {IATED},
location = {Madrid, Spain},
month = {14-16 November, 2011},
year = {2011},
pages = {6163-6169}}
TY - CONF
AU - L. Earp AU - T. Reynolds
TI - TEACHERS MEETING THE CHALLENGES OF QUALITY AND EFFICIENT EDUCATION THROUGH DIFFERENTIATED INSTRUCTION IN HIGH SCHOOL (GRADES 6-12) CONTENT AREA CLASSES
SN - 978-84-615-3324-4/2340-1095
PY - 2011
Y1 - 14-16 November, 2011
CI - Madrid, Spain
JO - 4th International Conference of Education, Research and Innovation
JA - ICERI2011 Proceedings
SP - 6163
EP - 6169
ER -
L. Earp, T. Reynolds (2011) TEACHERS MEETING THE CHALLENGES OF QUALITY AND EFFICIENT EDUCATION THROUGH DIFFERENTIATED INSTRUCTION IN HIGH SCHOOL (GRADES 6-12) CONTENT AREA CLASSES, ICERI2011 Proceedings, pp. 6163-6169.
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