Differentiated Instruction Method
In addition to goal clarity, a focus on understanding, and the ability to engage students, quality curriculum has one additional characteristic that aligns with a sound philosophy of differentiation: the principle of “teaching up.
If teachers routinely began planning student work by developing tasks that would invigorate students who are advanced in a topic or content area and then differentiate by providing scaffolding that enables the range of less advanced learners to work successfully with the advanced-level task, achievement would be accelerated for many other students.
Further, “teaching up” has at its core a connection between curriculum and learning environment. When teachers believe unequivocally in the capacity of their students to succeed through hard work and perseverance, it’s natural to provide work that complements the capacity of each student to think, problem solve, and make meaning of important ideas.
“Teaching up” communicates clearly that everyone in the class is worthy of the best curriculum the teacher knows how to create. Differentiation makes it possible for a broad range of students to step up to the challenge.
When Deep Learning Is Promoted, The Stream Of Information Is Clearer For The Student, The Learning Activities Are More Fluid, And The Student’s Reservoir Of Knowledge And Skill Fills Faster
Deeper Learning: Why Cross-Curricular Teaching is Essential
It is time that teachers and administrators realize that public education has reached a dam in the river. We have gone about as far as we can go with isolated instruction and learning.
While it may have served the purpose for the older generations, it does not meet the deeper learning needs of students today and tomorrow. Fortunately, deeper learning can be accelerated by consolidating teacher efforts and combining relevant contents, in effect, opening new spillways of knowledge.
Deep learning is like taking a long drought from a well of knowledge as opposed to only sipping from many different wells. Deep learning implies that students will follow a particular stream of inquiry to the headwaters, rather than simply sampling all the possible streams. Teachers know all too well the outside forces that pressure them to limit how deeply their students can drink from any single well.
An interdisciplinary curriculum combines several subjects into one active project or is organized to cut across subject-matter lines, bringing together various aspects of the curriculum into meaningful association. It focuses on broad areas of study since that is how students encounter subjects in the real world—combined in one activity
Teachers choose themes/concepts that have opportunities for collaboration and deeper exploration across curriculum areas. Lessons and assignments begin to focus on understanding the interconnectedness of ideas across academic disciplines, rather than fact memorization.
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