Abstract
Differentiated learning continues to be the talk of the day in every institution and remains a fiction of the teaching fraternity. In a learning set up, students come from different backgrounds and requires teachers to understand and gather for their needs. It is therefore paramount to employ differentiated learning to ensure no child is left behind. Students are the pillar of our teaching either inside or outside of the classroom. For teaching to be successful we have to understand our students better to meet their interests and needs. It is evident from research that there are several ways in which student information can be obtained and recorded. According to rethinking classroom assessment with purpose in mind, student information can be obtained through various assessment techniques such as formative, diagnostic, and summative assessment. Teachers need to differentiate kinds of impairment and abilities to identify instructional strategies that conform with the students learning design to avoid less comprehension and student disengagement.
TopIntroduction
Education has continually been packed with new ideas about learning and teaching. Thus, teachers and administrators are regularly attacked with suggestions for reform and required to use new curricula, new teaching strategies, and new assessments. They are focused to organize students for the new state standardized test or to document and assess students’ work through portfolios and performance assessments regardless of their abilities (Bransford et al, 2000). Differentiated learning therefore should be considered in a typical classroom and not only special schools retaining the physically challenged students. Practitioners have proven the fact that all students learn differently but they failed to include substantial evidence of what caused this ideology. Student assessment and feedback help teachers understand their student strength and weaknesses has personalized learning does. When we do learn each and every student in class, delivering and planning for our instruction will be actually easy and simple (Baker,2016). In our common classroom nowadays there are diverse student hence one fits all model doesn’t exist anymore. As teachers differentiating student’s abilities allow them to tailor instructions to meet each individual needs and interest. In this scenario the student assessment provides the opportunity to gather information from the students while the feedback analyzes their capabilities to inform the teacher of how, where, when, what and why to teach (Lawrence, 2016).
Students analysis is paramount in K-12 schools since the population is growing and diversity is respected. Therefore, in a typical classroom there are students with different learning abilities and it is teachers goal to ensure that every individual get access to education irrespective of disparities. Like in Kenya education is a primary want and a requirement by the state hence the ministry is keeping a close look to all citizens with a free primary and secondary education to accommodate all from well to do to marginalize families and bring equity and parity in education. All over Kenya and worldwide it proves that K-12 schools have students with learning disabilities and discrepancies from physical to emotional. Doing analysis of these students allow us understand them better and use appropriate instruction to promote and support their knowledge, skills and values. According to Rijumol et al (2011) applying different theories will allow us maximize student cognitive development and enhance learning to all students and support self-reflection.
Key Terms in this Chapter
Instructional Design Models: Different educators used different instructional models to dismayed the content to students and foresee the success. To explain different ideas educators, have to use several representations of learning schemes to ensure they understand the intended objectives.
Learner Analysis: Evaluation/examination of the learner. Learning without analysis may not qualify one to be a learner and every learner have to be examine to qualify the assumptions of learning. Learners are evaluated either personally or collectively to satisfy the requirements of learning.
Learning With Impairment: Students come from different background and poses different abilities, they can be able to talk, walk, read and write or have ability to do one or two of the activities, while some may be deaf, autistic among others. This differences hinders learning and call for teacher’s willingness support this kind of impairment to foster learning.
Learning Environment: Education set up consider learning environment as a physical space for learning though it can also be regarded as different types of expression to capture student’s attention.
Seating Arrangements: This is the plan of every classroom set up to accommodate all students and ensure they are comfortable. It defines the outlook of the classroom and determine the sense of belonging of the students.
Differentiated Learning: This kind of learning is applied to ensure that every learner gain valuable experience and knowledge. It is a kind of Instructions to meet all learners need regardless of abilities.
Setting High Expectation: Education is mean for success and different strategies are set aside to ensure students achieve their goals and teachers as well. Setting high expectation therefore means anticipating success for learners.
Instructional Strategies: Different strategies are employed to support learning and learner’s perception of education. Instructional strategies therefore are some of the methodologies teachers used to allow students learn best and retain more content.