When I was teaching, I lived for those “Aha!” moments when students “got it.” Teachers understand how energizing, how satisfying, and unfortunately, how few and far between those moments can be. One of the things I love about differentiated instruction is how it maximizes learning so all students can experience their fair share of amazing moments of understanding.
Many teachers worry that differentiated instruction requires individualized lesson plans and adds to an already packed planning schedule. In an Education World interview, Rick Wormelli, author of “Fair Isn’t Always Equal: Assessing and Grading in the Differentiated Classroom,” says the worry is unfounded. “A big part of a differentiation is flexible grouping, but not individualized instruction—that is a bit of a myth,” he says. “No one is asking everyone to do independent programs for every single child.”
Effective grouping for differentiated instruction requires teachers to know their students well enough to put each one in an appropriate group, according to “How to Differentiate Instruction,” an excellent, step-by-step guide to incorporating differentiated instruction in the classroom. Teachers need to know students’ abilities, interests, behavior issues, and perhaps even cultural issues to group them effectively for differentiated instruction.
All the Learning A–Z resources are developed on the premise that differentiated instruction is one of the best ways to meet the needs of a diverse student population. We do the work of creating leveled books and lessons so teachers can do what they do best: Teach to those ‘Aha!’ moments.
This goes hand in hand with co-operative learning as apposed to simple group work being done where generally only the strongest members cooperate and get the job done. An essence of inclusivity is enhanced giving each learner the oppurtunity to learn and grow from each other.