Differentiation

=Differentiation=

//From Wikipedia, the free encyclopedia//
Differentiated instruction (sometimes referred to as differentiated learning) is a way of thinking about teaching and learning. Differentiating instruction involves providing students with different avenues to acquiring content; to processing, constructing, or making sense of ideas; and to developing teaching products so that all students within a classroom can learn effectively, regardless of differences in ability[1]. Differentiated instruction, according to Carol Ann Tomlinson (as cited by Ellis, Gable, Greg, & Rock, 2008, p. 32), is the process of “ensuring that what a student learns, how he/she learns it, and how the student demonstrates what he/she has learned is a match for that student’s readiness level, interests, and preferred mode of learning”. Differentiation stems from beliefs about differences among learners, how they learn, learning preferences and individual interests (Anderson, 2007). []

=Student engagement=

//From Wikipedia, the free encyclopedia//
**Student engagement** occurs when "students make a psychological investment in learning. They try hard to learn what school offers. They take pride not simply in earning the formal indicators of success (grades), but in understanding the material and incorporating or internalizing it in their lives."[|[1]] It is increasingly seen as an indicator of successful [|classroom] [|instruction], and as a valued outcome of [|school reform]. []

=Mapping a Route Toward Differentiated Instruction // Carol Ann Tomlinson=

Even though students may learn in many ways, the essentialskills and content they learn can remain steady. That is,students can take different roads to the same destination.

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