Differentiating Instruction for Advanced Learners in the Mixed-Ability Middle School Classroom. ERIC Digest E536.
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| Title: | Differentiating Instruction for Advanced Learners in the Mixed-Ability Middle School Classroom. ERIC Digest E536. |
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| Language: | English |
| Authors: | Tomlinson, Carol Ann, ERIC Clearinghouse on Disabilities and Gifted Education, Reston, VA. |
| Availability: | ERIC Clearinghouse on Disabilities and Gifted Education, Council for Exceptional Children, 1920 Association Dr., Reston, VA 22091-1589 ($1 each, minimum order $5 prepaid). |
| Peer Reviewed: | N |
| Page Count: | 4 |
| Publication Date: | 1995 |
| Sponsoring Agency: | Office of Educational Research and Improvement (ED), Washington, DC. |
| Intended Audience: | Teachers; Practitioners |
| Document Type: | ERIC Publications Guides - Non-Classroom ERIC Digests in Full Text |
| Descriptors: | Academically Gifted, Classroom Techniques, Curriculum, Educational Strategies, Enrichment Activities, Heterogeneous Grouping, Individual Differences, Individualized Instruction, Intermediate Grades, Junior High Schools, Mainstreaming, Middle Schools, Student Needs, Teaching Methods |
| Abstract: | This brief paper summarizes guidelines for adapting instruction for advanced learners in inclusive, mixed-ability middle school classrooms. A rationale for differentiating instruction is followed by consideration of what differentiation is and is not. Characteristics of a differentiated class are enumerated, including: instruction is concept focused and principle driven, on-going assessment of student readiness and growth are built into the curriculum, and flexible grouping is consistently used. Suggested ways to differentiate instruction are grouped into interest-based adjustments, adjustments based on learning profile, and readiness-based adjustments. These last adjustments involve offering students a range of learning tasks developed along eight continua as follows: (1) concrete to abstract, (2) simple to complex, (3) basic to transformational, (4) fewer facets to multi-facets, (5) smaller leaps to greater leaps, (6) more structured to more open, (7) less independence to greater independence, and (8) slower to quicker. Suggested strategies for managing a differentiated classroom include: use of multiple texts and supplementary materials, interest centers, learning contracts, compacting, and group investigation. Teachers are urged to prepare students and parents for a differentiated classroom, attend to issues of classroom structure and management, and plan with team members and other colleagues interested in differentiation. (DB) |
| Entry Date: | 1996 |
| Accession Number: | ED389141 |
| Database: | ERIC |
| Abstract: | This brief paper summarizes guidelines for adapting instruction for advanced learners in inclusive, mixed-ability middle school classrooms. A rationale for differentiating instruction is followed by consideration of what differentiation is and is not. Characteristics of a differentiated class are enumerated, including: instruction is concept focused and principle driven, on-going assessment of student readiness and growth are built into the curriculum, and flexible grouping is consistently used. Suggested ways to differentiate instruction are grouped into interest-based adjustments, adjustments based on learning profile, and readiness-based adjustments. These last adjustments involve offering students a range of learning tasks developed along eight continua as follows: (1) concrete to abstract, (2) simple to complex, (3) basic to transformational, (4) fewer facets to multi-facets, (5) smaller leaps to greater leaps, (6) more structured to more open, (7) less independence to greater independence, and (8) slower to quicker. Suggested strategies for managing a differentiated classroom include: use of multiple texts and supplementary materials, interest centers, learning contracts, compacting, and group investigation. Teachers are urged to prepare students and parents for a differentiated classroom, attend to issues of classroom structure and management, and plan with team members and other colleagues interested in differentiation. (DB) |
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