Module+2-+Session+2

===During this session, we will look at how to differentiate when students already know the content being taught in the regular classroom. ===

====The following quote from Carol Ann Tomlinson addresses one issue that frequently comes up when students aren't treated exactly the same... Fairness. Tomlinson says, "Fairness is not everyone getting the same thing; it's everyone getting what they need." Students come into our classrooms with different backgrounds, learning preferences, interests, readiness levels, etc. To treat everyone as if they are the same denies students respect for individual differences. Differentiation is not intended to show partiality to select students or groups of students, but rather is intended to provide instructional experiences and learning tasks that meet students where they are within their Zone of Proximal Development. By differentiating our instruction, we are treating students with fairness by recognizing that each student in the room is not at the same place and therefore should not be expected to meet the same learning goals on the same timeline. ====

View the presentation below to learn more about how to use pre-assessments to differentiate instruction when students already know the material being taught to the whole class.

Click the link below and use the back arrow to return to this page.

Now that you have become more familiar with strategies to differentiate on a daily, weekly, and longer-term basis, take just a few moments to read the two articles below on specific differentiation strategies for gifted students in the regular classroom.

Articles of Differentiation Strategies




To wrap up this session, visit the discussion area to share your thoughts on differentiation.
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