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EDU 555

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

Educator ( 21 years-public school teacher, 12 years-program administrator of special services for


struggling & advanced learners, Virginias Teacher year 1974)
Associate Professor of Education Leadership, Foundation & policy at University of Virginias Curry
School of education
***
Tomlinson, A. C ., (1999).Mapping a Route Toward Differentiated Instruction. Education Leadership ,
12-16
Summary Mapping a Route Toward Differentiated
Instruction

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

Applying differentiated curriculum & differentiated


instruction in T&L process= Students success, learning
objectives achieved
3) Ms. Cassel
Have organized
1) Mr. Appleton
)Students reading text book 2) Mrs. Baker planning-T&L objective
Like to teach in fun & Well prepared
& take notes
)Students answer prepared happy classes Mastered-subject field
Bring many teaching Doing observation-assist
questions - end of chapter
)Answer questions together aids@ (ABM) students
)Before test/quiz-teacher Run various activities- Aware- students
give/inform his students creating poems, differences
broachers, etc.. Task given- have
about what topic will be
included in the test Students freedom-chose correlation between each
)Teacher ask-student topic other
Use media & technology
answer/follow
Cultivate the curiosity &
invite wonders
Which one is the best@ differentiated Encourage students
teacher?? Homework options
Various activities-group
discussion, debate etc.
2) Mrs. Baker
Some engagement 3) Ms. Cassel
Little understanding- Have engagement
1) Mr. Appleton
lack clarity More understanding
Lack of engagement
Not meaningful Effectively
Little understanding
differentiation- Students achieved
Less effectively
activities is merely learning objectives
** Memorizing > Understanding
different but not Differentiated
differentiated instruction
General opinion:
-Agree with the author( additional comment)
-Every person have their own ways on how to
learn things. ( Different with each other)

Khairul Yusri (2007 )


Individual differences or inequalities mean variation of
the norm group of individuals whether in the nature of
cognitive , emotional , physical , moral , behavioural ,
social or talent and the - the others may be found
among individuals in a group .
Try to see from my point of view
^_^

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