Differentiated+Instruction


 * Introduction:**

Our brains are as unique as our fingerprints. This uniqueness has helped the human race to progress in all the spheres of life. To nurture this very uniqueness of the learners, a teacher differentiates his/her instruction. So what is a differentiated instruction? According to Carol Ann Tomlinson '//Differentiated instruction is a teaching philosophy based on premise that teachers should adapt instruction to student differences. Rather than marching students through the curriculum lockstep, teachers should modify their instruction to meet students' varying readiness levels, learning preferences, and interests. Therefore, the teacher proactively plan a variety of ways to 'get at' and express learning//.'

Thus by differentiating instructions, the educators can meet all individual student needs and help every learner to meet the educational goals. The ideal model of differentiated instruction relies heavily on student-centered, proactive, meaningful approach to teaching and learning. This model requires teachers to have sufficient knowledge of their learners in order to educate them. Differentiation of instruction can be done successfully by taking the following theories into consideration:


 * Use of Integration Matrix:**

1. **Bloom's Taxonomy**: It is a multi-tiered model of classifying thinking according to six cognitive levels of complexity. The lowest three levels are: knowledge, comprehension and application. The highest three levels are: analysis, evaluation and synthesis. It is used by the teachers and curriculum designers to understand and implement the standard-based curriculum in the classrooms. Bloom's taxonomy has given rise to educational concepts like high and low level thinking. It has also been closely linked with Gardner's multiple intelligences, problem solving skills and technology integration.



2. **Gardner's Multiple Intelligences**: Gardner used biological as well as cultural research to formulate a list of eight intelligences viz. Logical-Mathematical, Linguistic, Spatial, Musical, Bodily-Kinesthetic, Interpersonal, Intrapersonal and Naturalist intelligence. This theory states that all eight intelligences are needed to productively function in society. Teachers should therefore think of all intelligences as equally important. They should recognize and teach to a broader range of skills and talents. Another implication of this theory is that they should structure the presentation of material in a style which engages most or all of the intelligences. Though everyone is born possessing the eight intelligences but students come into the classrooms with different sets of developed intelligences. This means that every learner has a different learning style. This theory therefore provides a theoretical foundation for recognizing the different abilities and talents of students.

3. **William's Taxonomy**: It is a hierarchical arrangement of 8 thinking levels where the first four levels are cognitive and last four levels are affective in nature. The eight levels proposed in this theory are: i. Fluency: generation of many ideas ii. Flexibility: generation of alternatives iii. Originality: generation of novel solutions iv. Elaboration: enrichment of ideas v. Risk-taking: trying new challenges vi. Complexity: ability to create structure out of chaos vii. Curiosity: ability to ponder viii. Imagination: ability to built mental pictures.

The purpose of this taxonomy is to encourage the lateral thinking and proactivity in the learners. This taxonomy aims to foster the creative skills of the learners.

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