 Differentiated instruction with Liz Kroeker Teachers Set the path, but learners, some of them follow the path, and some wander around the path through the forest to get to the end. Differentiation is done throughout the journey to include all the travelers Learning style- create different paths to get to the end Obstacles - in the path, neurological constructs are a Barrier: Key ones in the article, Attention controls: FASD add, anxiety etc Memory- Working memory: Spatial sequential order: first this then that then that. They don't see cause and effect. They can't tell you what happened or the order it happened in. What happened at recess, the fight? They literally can't tell you what happened. They only know what happen at the end, they can' tell you or remember what happened at the beginning. Language - ELL or language disorder or disability, autism spectrum, they don't understand what you are saying. Social cognition: social intelligence, read social cues. Can't pick up facial cues Used to talk about teaching to the typical child and then accommodate for fringe learners, but NOW we know that most kids are in the woods due to any number of factors, poverty, emotional reasons, sleep deprived etc Needs to be two years behind grade level (esp by grade 4) then we need to be looking at assessment for IEP Strategies for Differentiation:
Always try to be ahead of the behaviour. Anticipate in your planning the needs of the students, all the students. "Essential for some, beneficial for all"   |
Photos used under Creative Commons from CityofStPete, MinesCERSE
