The Learning Environment

&
Materials Used in Differentiation
The Learning Environment
‫اىجُئخ اىزعيَُُخ‬
Examples of differentiating the learning environment:
‫أٍثيخ عيً اعزخذاً اىجُئخ اىزعيَُُخ فٍ اىزعيٌُ اىَزَبَض‬
1. Quiet working areas, as well as places for students to collaborate.
‫أماكن العمل الهادئة وأماكن للطالب من أجل العمل التعاونً على حذا سىاء‬
2. Provide materials that reflect a variety of cultures and home settings.
‫رىفُش اىَىاد اىزٍ رعنظ ٍدَىعخ ٍزْىعخ ٍِ اىثقبفبد واىجُئبد اىَحيُخ‬
3. Set clear guidelines for independent work that matches individual
needs.
‫وضع الخطىط العرٌضة الىاضحة للعمل المستقل الذي ٌتطابق مع الفروقات الفردٌة‬
4. Develop routines
‫رغىَش االخشاءاد واالعَبه اىشورُُْخ‬
5. Allow for different styles of learning
i.e. Some move, some sit
‫السماح باستخذام األنماط التعلٍمٍة المختلفة ؛ على سبٍل‬
‫المثال البعض ٌتحرك والبعض االخر ٌجلس‬
What Makes Differentiation Successful?
‫ٍب اىزٌ َدعو اىزعيٌُ اىَزَبَض ّبخحب؟‬
1. Curriculum is clearly focused on the information.
‫َشمض اىَْهبج ثىضىذ عيً اىَعيىٍبد‬
2. Lessons, activities and products are designed to ensure that
students use and come to understand those essentials.
‫رصٌَ اىذسوط واىْشبعبد واىَْزدبد ىضَبُ اعزخذاً اىغالة ورىصيهٌ ىفهٌ ريل األعبعُبد‬
3. Materials and tasks are interesting to students and seem relevant to
them.
.ٌ‫اىَىاد اىَغزخذٍخ واىَهبً رنىُ ٍثُشح إلهزَبً اىغالة ورجذو راد صيخ ثه‬
4. Learning is active.
‫اىزعيٌ اىفعبه‬
5. There is joy and satisfaction in learning for
each student.
‫هْبك اىفشذ واالسرُبذ فٍ اىزعيٌ ىنو عبىت‬
 ‫‪Every Learner Learns Differently‬‬
‫كل هتعلن يكسب الوعرفة بشكل هختلف عن االخر‬
‫اإلثجبد واىزحقق ٍِ أُ االخزالف‬
‫فٍ ٍزعيٌ ٍعُِ أو ٍدَىعخ ٍِ‬
‫اىَزعيَُِ وٍضاَب اىعَو‬

‫رقٌُُ أثش اعزشارُدُبد‬

‫اىزعيٌُ اىَزَبَض‬
‫اخزُبس وعَو اعزشارُدُبد‬
‫رذسَغُخ ٍْبعجخ ىيزعيٌُ اىَزَبَض‬
Instructional Strategies ‫االستراتيجيبت التعليوية‬

Curriculum ‫الونهبج‬ Strategies ‫االستراتيجيبت‬

Content ‫اىَحزىي‬ Direct Instruction ‫ رعيٌُ ٍجبشش‬Peer Tutoring ُ‫اىزعيٌُ ثُِ االقشا‬
Process ‫اىغشَقخ‬ Constructive Learning ٍ‫اىزعيٌُ اىجْبئ‬
Product ‫اىَْزح‬ Role Play ‫رَثُو األدواس‬ Independent Inquiry ‫اىزحقق‬
‫اىَغزقو‬
Cooperative Learning ٍّ‫اىزعيٌ اىزعبو‬

Grouping Patterns ‫أنوبط الوجووعبت‬

Whole Class ‫ مو اىصف‬Large Group ‫ٍدَىعخ مجُشح‬
Environment ‫البيئة‬
Small Group ‫ ٍدَىعخ صغُشح‬Pair ٍ‫ثشنيضوخ‬
Room Arrangement ‫رشرُجبد اىغشفخ‬ Seating ‫اىديىط‬
Individual ٌ‫ثشنو فشد‬
Lighting ‫اإلضبءح‬ Temperature ‫دسخخ اىحشاسح‬
Color ُ‫اىيى‬ Sound ‫اىصىد‬ Location ُ‫اىَنب‬
Using A Variety Of Instructional Activities
‫استخدام هجووعة هتنوعة هن النشبطبت التعليوية‬

Engaging students ‫اششاك اىغالة‬

1. Know your students' profiles

‫ٍعشفخ ٍيفبد عالثل‬
2. Activities are suited to the needs of students
‫اىْشبعبد رْبعت احزُبخبد اىغالة‬
3. Provide the necessary resources for students to complete the
activity with success
‫رىفُش اىَصبدس اىضشوسَخ ىيغالة ٍِ اخو امَبه اىْشبط ثْدبذ‬
4. Good activities meaningful and relevant
‫اىْشبعبد اىدُذح راد ٍعًْ وصيخ‬
Differentiation Framework
‫اعبس عَو اىزعيٌُ اىَزَبَض‬
Student is lacking some
basic skills or knowledge
‫َفزقش اىغبىت ىجعض اىَعشفخ أو‬
‫اىَهبساد األعبعُخ‬
Student is prepared to
learn required curriculum at
regular pace & level.
‫إعذاد اىغبىت ىزعيٌ اىَْهبج اىَغيىة‬
‫ثبىزىقُذ اىَْبعت واىَغزىي‬
Student knows required
curriculum or is able to
learn at a faster pace or
higher level.
‫َعشف اىغبىت اىَْهبج اىَغيىة أو‬
‫قبدس عيً اىزعيٌ ثغشعخ أو ثَغزىي‬
ً‫أعي‬
• Differentiated remediation: remediated content, process,
product
ٍ‫ اىَحزىي واىغشَقخ واىَْزح اىعالخ‬: ‫• اىعالج اىَزَبَض‬
• The pace of instruction, strategies, &/or materials are adjusted
to remediate.
‫ االعزشارُدُبد و اىَىاد اىالصٍخ ىإلصالذ‬، ‫• ضجظ ورُشح اىزذسَظ‬
• Required Program: regular content, process, product
ٌ‫ اىَحزىي واىغشَقخ واىَْزح اىَْزظ‬:‫• اىجشّبٍح اىَغيىة‬
• The pace & level of instruction is at grade level.
‫• اىغشعخ واىَغزىي اىزعيٍَُ ٍْبعت ىَغزىي اىصف‬
• Materials used are at or above level
‫• اىَىاد اىَغزخذٍخ ٍْبعجخ ىيَغزىي أو أعيً ٍِ اىَغزىي‬
• Differentiated extension: adjusted content, process, product
‫ اىَحزىي واىغشَقخ واىَْزح اىَعذه‬:‫• رَذَذ فزشح اىزعيٌُ اىَزَبَض‬
• The IEP is used to address specific student needs.
‫• رغزخذً اىخغخ اىزعيَُُخ اىفشدَخ ىعالج احزُبخبد اىغبىت اىَحذدح‬
• The pace of instruction, strategies used, &/or specific content
is adjusted to challenge students and meet individual needs
‫• ضجظ ورُشح اىزعيٌُ واالعزشارُدُبد اىَغزخذٍخ أو اىَحزىي اىَحذد اىزٌ رٌ رعذَيه ىزيجُخ‬
‫االحزُبخبد اىفشدَخ‬