041001 Changing Teaching Practices
041001 Changing teaching practices using curriculum differentiation to respond to students diversity
One of the most urgent challenges facing the world today is the growing number of persons who are excluded from meaningful participation in the economic, social, political and cultural life of their communities. Such a society is neither efficient nor safe. Education is seen as key to enhancing people’s capabilities and widening their choices in order to enjoy the freedoms that make life meaningful and worthwhile.
This material is about strategies and learning activities to facilitate curriculum differentiation. What does this mean? Carol Ann Tomlinson (1996) says it best, “In a way, it’s just shaking up the classroom so it’s a better fit for more kids.” Differentiated curriculum is a way of thinking. It is a way of thinking about our students. It is a way of thinking about what our students really need to learn in school. It is a way of thinking about how we teach students and how they learn. It is a way of providing instruction that meets the needs, abilities and interests of our students. It is a way of thinking how each of our students is going to successfully learn the skills and concepts we want them to learn. It is a way of thinking about what our students like, what they are curious about, and what motivates them to be self-starters in the learning process. It is thinking about teaching and learning in new and different ways. There is no beginning or end. It is a process, and as such it continually develops. Therefore, there is no one correct way to do it. There is no cookbook, recipe, and ingredient that will work all the time. What there is, however, is a philosophy about students, teaching and learning. supporting this are effective teaching and learning strategies that contribute to curriculum differentiation. The focus of this material is to embrace the philosophy of curriculum differentiation