Differentiated instruction
Differentiated instruction and assessment (also known as differentiated learning or, in education, simply, differentiation) is a framework or philosophy for effective teaching that involves providing students with different avenues (often in the same classroom) to acquiring content; to processing, constructing, or making sense of ideas; and to developing teaching materials and assessment measures so that all students within a classroom can learn effectively, regardless of differences in ability.[1] Students vary in culture, socioeconomic status, language, gender, motivation, ability/disability, personal interests and more, and teachers need to be aware of these varieties as they are planning their curriculum. By considering varied learning needs, and providing universal practices, teachers can develop personalized instruction so that all children in the classroom can learn effectively.[2] Differentiated classrooms have also been described as ones that are responsive to student variety in readiness levels, interests and learning profiles. It is a classroom where all students are included and can be successful. To do this a teacher sets different expectations for task completion for students based upon their individual needs.[3] (Wikipedia)
Judy Willis is a neurologist turned educator. She looked at what classrooms were, and what was not working for students. Brains go into a state of stress when frustrated or stressed. See video below for more information or read ahead.
In our Brain networks:
Sensory information coming in to the brain is routed to one of 2 areas.
The Reactive brain, the area at the back of the brain which reacts to information instinctively,
parallels the recognition network. The Pre-frontal cortex is the thinking brain, which consciously process and reflects on information. This parallels the strategic network. Willis compares the Affective network at the core of the brain to the ability to regulate stress.
When you are not stressed by negative emotions, you can control what information makes it into your prefrontal cortex. According to Willis, when your stress levels are down and your interest is high, the most valuable information passes into your thinking brain. When you are anxious or stressed, frustrated or bored, your brain filters information to the reactive area. In this reactive place the learner will do one of three things with incoming information.
Ignore it, fight against it or avoid it. We need to keep the switching station in a state of low stress.
Sensory information coming in to the brain is routed to one of 2 areas.
The Reactive brain, the area at the back of the brain which reacts to information instinctively,
parallels the recognition network. The Pre-frontal cortex is the thinking brain, which consciously process and reflects on information. This parallels the strategic network. Willis compares the Affective network at the core of the brain to the ability to regulate stress.
When you are not stressed by negative emotions, you can control what information makes it into your prefrontal cortex. According to Willis, when your stress levels are down and your interest is high, the most valuable information passes into your thinking brain. When you are anxious or stressed, frustrated or bored, your brain filters information to the reactive area. In this reactive place the learner will do one of three things with incoming information.
Ignore it, fight against it or avoid it. We need to keep the switching station in a state of low stress.
"Differentiation is neither revolutionary nor something extra. It is simply teaching mindfully and with the intent to support the success of each human being for who we accept professional responsibility" (Tomlinson, Sousa, Differentiation and the Brain, p.9)
According to Tomlinson, attending to the social-emotional needs of students in the classroom is an essential part of classroom practice. Imaging technology does demonstrate the differences in neural networks when processing information in the brain (Tomlinson, 2011) and this has direct implications for teachers in the classroom. Fear, frustration and boredom shut down the higher cognitive processes.