Professional Documents
Culture Documents
MAPPING A ROUTE
TOWARD DIFFERENTIATED
INSTRUCTION
MARSIAH DEMIE
2012581103
CONTENTS
Authors background
Summary
My point of view
Conclusion
References
My name is Carol
Ann Tomlinson Authors
background
Issue: - Questioned
Education-instruction Various roads of differentiation
-curriculum/ T&L -strong & clear curriculum &
instruction
Author:
-provide 3 classrooms settings( 2 ordinary classroom, 1-alternative
approach)
-different teachers, same subject
- Make analysis & comparison between 3 classrooms setting
- Conclusion
1) Mr. Appleton
o) Traditional system
o) More emphasized on
examination results
o) Lack of understanding- >
memorizing
o) Pressure to success
o) 2 consequences:
-Bad- long term uses/quality low
-leak of examination paper e.g.
UPSR paper on 2014
-Good: results- excellent
2) Mrs. Baker
o Have engagement-little
understanding-unclear
instruction-lack information
o Fun & happy
o The learning objective
cannot be achieve
o Only surface of the
knowledge
o Contents low
o Freedom- > students-
oriented
o Teacher confused
o Wasting time
3) Ms. Cassel
o Best example of differentiated
instruction
o Fun & enjoy classes
o Effective
o Based on the understanding of
Confucius ( people differ in their Teach according to the student's ability (as cited in Chin,
gifts & talents) 2007, p. 1).
o Know the goal for her students Chin, A. (2007). The authentic Confucius: A life of thought
o Clear about the path and politics. New York: Scribner.
o Scaffolding
o Many activities with clear
instruction
o Indirectly information-extra
knowledge through class
activities/projects
o Full package-teacher
I suggest to us to become a
differentiated teacher but beware of
the limitation.(dont overthinking on
how to become a differentiated
teacher = lead to the same cases
-teacher no 2. The moderate one is
better because differentiated
instruction is not an easy job.
(Required planning, step by step)-
start small
Wisdom
Awareness- responsible, students
readiness, interest, background, types
of learners (- visual, audio,
kinesthetic, etc..
Practices