1. EDU 555 MAPPING A ROUTE TOWARD DIFFERENTIATED INSTRUCTION MARSIAH DEMIE 2012581103

2. CONTENTS References Conclusion My point of view Authors’ background Summary

3. Authors’ background  Educator ( 21 years-public school teacher, 12 years-program administrator of special services for struggling & advanced learners, Virginia’s Teacher –year 1974)  Associate Professor of Education Leadership, Foundation & policy at University of Virginia’s Curry School of education *** Tomlinson, A. C., (1999).Mapping a Route Toward Differentiated Instruction. Education Leadership, 12-16 My name is Carol Ann Tomlinson

4. Summary Mapping a Route Toward Differentiated Instruction Issue: - Questioned Education-instruction -curriculum/ T&L Various roads of differentiation -strong & clear curriculum & instruction Author: -provide 3 classrooms’ settings( 2 ordinary classroom, 1-alternative approach) -different teachers, same subject -Make analysis & comparison between 3 classrooms’ setting -Conclusion Applying differentiated curriculum & differentiated instruction in T&L process= Students success, learning objectives achieved

5. 1) Mr. Appleton Students reading text book & take notes Students answer prepared questions - end of chapter Answer questions together Before test/quiz-teacher give/inform his students about what topic will be included in the test Teacher ask-student answer/follow 2) Mrs. Baker Like to teach in fun & happy classes Bring many teaching aids@ (ABM) Run various activities- creating poems, broachers, etc.. Students’ freedom-chose topic 3) Ms. Cassel Have organized planning-T&L objective Well prepared Mastered-subject field Doing observation-assist students Aware- students differences Task given- have correlation between each other Use media & technology Cultivate the curiosity & invite wonders Encourage students Homework options Various activities-group discussion, debate etc. Which one is the best@ differentiated teacher??

6. 1) Mr. Appleton  Lack of engagement  Little understanding  Less effectively ** Memorizing > Understanding 2) Mrs. Baker  Some engagement  Little understanding- lack clarity  Not meaningful differentiation- activities is merely different but not differentiated 3) Ms. Cassel  Have engagement  More understanding  Effectively  Students achieved learning objectives  Differentiated instruction

7. General opinion: -Agree with the author( additional comment) -Every person have their own ways on how to learn things. ( Different with each other) Khairul Yusri (2007 ) Individual differences or inequalities mean variation of the norm group of individuals whether in the nature of cognitive, emotional, physical, moral, behavioural, social or talent and the - the others may be found among individuals in a group.

8. Try to see from my point of view ^_^ 1)Mr. Appleton o Traditional system o More emphasized on examination results o Lack of understanding- > memorizing o Pressure to success o 2 consequences: -Bad- long term uses/quality low -leak of examination paper e.g. UPSR paper on 2014 -Good: results- excellent

9. 2) Mrs. Baker o Have engagement-little understanding-unclear instruction-lack information o Fun & happy o The learning objective cannot be achieve o Only surface of the knowledge o Contents low o Freedom- > students- oriented o Teacher confused o Wasting time

10. 3) Ms. Cassel o Best example of differentiated instruction o Fun & enjoy classes o Effective o Based on the understanding of Confucius ( people differ in their gifts & talents) o Know the goal for her students o Clear about the path o Scaffolding o Many activities with clear instruction o Indirectly information-extra knowledge through class activities/projects o Full package-teacher Chin, A. (2007). The authentic Confucius: A life of thought and politics. New York: Scribner. “Teach according to the student's ability” (as cited in Chin, 2007, p. 1).

11. I suggest to us to become a differentiated teacher but beware of the limitation.(don’t overthinking on how to become a differentiated teacher = lead to the same cases - teacher no 2. The moderate one is better because differentiated instruction is not an easy job. (Required planning, step by step)- start small Wisdom Awareness- responsible, students’ readiness, interest, background, types of learners (- visual, audio, kinesthetic, etc.. Practices