Differentiated Learning in a Typical Classroom

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.