| Teachers are always asking me about | | | | open it to engage wider groups of students. |
| differentiated teaching strategies for ELLs, and | | | | Conceptually, the idea of heterogeneous or |
| how to engage all the students in the best way | | | | differentiated teaching involves a main teaching |
| they possibly can. Differentiated teaching has | | | | technique: |
| become a "hot" topic right now in the field of | | | | Same input - different task. Teachers take the |
| literacy and so, I'm doing all I can to keep up with | | | | learning objective and adapt it to meet the three |
| the research trends and my own book writing on | | | | groups of learning groups - higher - middle and |
| the subject. | | | | lower ability students. The idea is to engage all the |
| Differentiated Instruction - not so entirely new | | | | students without recreating three different sets |
| The concept of differentiated teaching is an | | | | of lessons. This will quickly wear you out as a |
| emerging teaching concept in the United States, | | | | new teacher. |
| but in Israel differentiated teaching has been | | | | Materials in Action |
| around for a while. From preschool age all over, | | | | For example, if you're considering bringing in a |
| students are already grouped in heterogeneous | | | | reading passage on endangered animals, you'll |
| groups. First grade teachers should think | | | | need three sets of tasks. Students who can read |
| strategically - long term differentiated teaching | | | | and understand much more proficiently can |
| across the curriculum is a model for raising the | | | | answer much in-depth and detailed questions (ie. |
| standards within the educational system. | | | | searching for the main idea type questions) while |
| How Differentiated Instruction works | | | | the lower-performing students can be expected |
| Differentiated instruction has become a target | | | | to skim and scan for basic information: name of |
| model for helping Ells progress, which is an | | | | animal, what does the animal eat, other names, |
| approach that should be applied to all general | | | | location, etc. The middle performing students can |
| education classes. The principle of heterogeneous | | | | answer 'wh' questions: who? what? when? where? |
| teaching is one and the same in all content areas. | | | | why? how many? etc. |
| Try and think how to diversify that lesson and | | | | |