It is a way of teaching based on understanding that students have different rates and ways of learning, different interests, different ways of instruction reception and different ways of expressing what they learned. This ensures that the student maximizes on learning to meet educational goals and standards that apply to all students and eventually become successful learners. All special needs of individual students are effectively met. It makes learning engaging and relevant to all students.
High-quality curriculum
It addresses the individual unique needs of the learner on the basis of the learner’s disability, so that the learner could meet educational standards on the same basis as other learners without disability. A high quality curriculum integrates learning programs that are relevant and engaging to learners with disability. Moreover, it will also support teachers to ensure that learners with disability successfully meet the educational standards that apply to all learners. Learners with disability way of access to information completely differ from that of learners without disability. But at the end both have equal opportunities in the access of educational content.
In addition, high quality curriculum provide expertise with abilities to understand and handle learners with disabilities. The experts have knowledge necessary to instill excellence to the learners.
Continual Assessment
Continual assessment is used to measure a learner’s performance in terms of progress in their detailed lesson goals. It helps demonstrate the effectiveness of teaching and ensuring that the appropriate educational standards are maintained. Through continuous monitoring of performance the learner is able to prioritize what is important to learn. Through continuous assessment the student gets feedback on their progress
Activity #4
I’m an auditory learner. I have characteristics for visual learners but auditory fits me best. I prefer things explained verbally rather than reading. When learning a new skill, I get it better when someone explains it to me. I am a good natural listener. I would prefer listening to stories rather than watching or acting it. When carrying out a task I would prefer someone reading out instructions. At my free time I like listening to music. I get distracted when I hear something happening outside the class. I record lectures and prefer oral exams. Reading passages is my worst exam type. I like being involved in revision group discussions. When reading I tend to repeat things loud with eyes closed. During examinations I rely on word associations to remember facts and lines. When travelling I find myself talking to travelers or listening to music.
Activity #6
Failure of students to read ahead of lectures was one of the characteristic of a class that I had taken in college. The lecturer assigns students lecture materials before class but the students don’t bother with the reading ahead of time.
Secondly, students had a deeper understanding after discussion with each other. The lecturer gives student a minute to turn to the person seated next to them and talk about a question. Lecture had never been an effective way of teaching.
Thirdly, students dreaded final exams. They could get a cold sweat at the mention of the word ‘exams’. Professors could bring giant-end tests which made students to go into a week of late night cramming and stress seizures. But, a week of cramming could probably help in passing exams and thereafter students could not retain any useful knowledge. This huge final exams sucked for students and were not good for learning.
Activity #5
Graphic organizer of differentiated instruction.
