NAME:
SURNAME:
STUDENT NO:
UNIQUE NO:
DATE:1
Question 1
1.1 Curriculum differentiation is a key strategy for responding to the needs
of learners with diverse learning styles and needs. It involves processes of
modifying, changing, adapting, extending and varying teaching
methodologies, teaching strategies, assessment strategies and the content
of the curriculum. It takes into account learners’ levels of functioning,
interests and backgrounds. Curriculum differentiation can be done at the
level of content, teaching methodologies, assessment and learning
environment.
1.2 The significance of curriculum differentiation in a classroom context.
It is the most logical way to respond to learners’ diversity in
their learning environment
It promotes the progress of each learner in a general curriculum
It maximises learners’ growth and facilitates individuals’ success.
It acknowledges that each learner learns differently
It promotes different learning styles during the learning process
It ensures that learners participate actively in their learning where
they are able to apply what they have learnt.
1.3 Factors that determine differentiation of the curriculum.
Readiness level
“Readiness level is a learner’s current proximity to specified knowledge,
understanding, and skills”. It is shaped by prior learning, life experiences,
attitudes towards schooling as well as cognitive and metacognitive
proficiency Tomlinson and Imbeau (2010:). It is derived from Vygotsky’s
(1978) zone of proximal development (ZPD) which is a point of required
mastery where the child cannot effectively function independently, but can
succeed with scaffolding or support.
Learners’ interest
Learners’ interest is “that which engages the attention, curiosity, and
https://www.coursehero.com/file/166333879/60284307-INC3701-ASSIGNMENT-4pdf/
, involvement of a student” (Tomlinson & Imbeau, 2010).
https://www.coursehero.com/file/166333879/60284307-INC3701-ASSIGNMENT-4pdf/
, Learning profiles
A learner’s profile provides information on the learner’s skills, likes,
strengths, preferences, personal characteristics, cultural, linguistic,
experiential background and challenges of the learners and their
families (Salend, 2011).
1.4
1.4 1 Differentiation of the content.
Differentiation of the content refers to a teaching pedagogy whereby one
concept or topic is presented to the learners at various levels of complexity
(Walton, 2013). In this instance, the teacher provides learners with the
same curricular areas but at varying levels of difficulty (Salend, 2011). For
example, during Life Skills or Life orientation, learners who function at a
high level can record the types and number of vehicles that pass through
an intersection per hour while the low-functioning groups can draw a
picture of what they saw at an intersection.
1.4.2Differentiation of the process.
Process refers to techniques or instructional strategies that the teacher
uses to present information to the learners and how the learner makes
sense of the content (Tomlinson & Imbeau, 2010). This includes strategies
such as small group instruction, cooperative learning, demonstrations,
using peers or adults to read aloud to the learner as well as the use of
multisensory approaches. For example, in a history class, one learner might
be unable to read the history textbook but can arrive at the same
understanding of the content by watching a video.
1.4.3Differentiation of the product.
Product refers to the output through which learners demonstrate what they
have learnt (Fitzgerald, 2016). In other words, it which enables the teacher
to determine whether the teaching goal have been achieved. During the
differentiation of the product, teachers use various forms of assessment that
allow learners to demonstrate and apply what they have learnt and apply
knowledge and skills after significant instruction (Santangelo & Tomlinson,
2009). Differentiating the product also:
Encourages learners to demonstrate what they have learnt in various ways;
Allows various working arrangements such as working alone or in groups;
Encourages the use of various resources in preparation of the product;
For example, the teacher cam use differentiates the product by using
strategies such as the use of multiple-choice questions, gap filling, taking
advantage of open-ended questions and open-book tests. Other forms of
https://www.coursehero.com/file/166333879/60284307-INC3701-ASSIGNMENT-4pdf/
SURNAME:
STUDENT NO:
UNIQUE NO:
DATE:1
Question 1
1.1 Curriculum differentiation is a key strategy for responding to the needs
of learners with diverse learning styles and needs. It involves processes of
modifying, changing, adapting, extending and varying teaching
methodologies, teaching strategies, assessment strategies and the content
of the curriculum. It takes into account learners’ levels of functioning,
interests and backgrounds. Curriculum differentiation can be done at the
level of content, teaching methodologies, assessment and learning
environment.
1.2 The significance of curriculum differentiation in a classroom context.
It is the most logical way to respond to learners’ diversity in
their learning environment
It promotes the progress of each learner in a general curriculum
It maximises learners’ growth and facilitates individuals’ success.
It acknowledges that each learner learns differently
It promotes different learning styles during the learning process
It ensures that learners participate actively in their learning where
they are able to apply what they have learnt.
1.3 Factors that determine differentiation of the curriculum.
Readiness level
“Readiness level is a learner’s current proximity to specified knowledge,
understanding, and skills”. It is shaped by prior learning, life experiences,
attitudes towards schooling as well as cognitive and metacognitive
proficiency Tomlinson and Imbeau (2010:). It is derived from Vygotsky’s
(1978) zone of proximal development (ZPD) which is a point of required
mastery where the child cannot effectively function independently, but can
succeed with scaffolding or support.
Learners’ interest
Learners’ interest is “that which engages the attention, curiosity, and
https://www.coursehero.com/file/166333879/60284307-INC3701-ASSIGNMENT-4pdf/
, involvement of a student” (Tomlinson & Imbeau, 2010).
https://www.coursehero.com/file/166333879/60284307-INC3701-ASSIGNMENT-4pdf/
, Learning profiles
A learner’s profile provides information on the learner’s skills, likes,
strengths, preferences, personal characteristics, cultural, linguistic,
experiential background and challenges of the learners and their
families (Salend, 2011).
1.4
1.4 1 Differentiation of the content.
Differentiation of the content refers to a teaching pedagogy whereby one
concept or topic is presented to the learners at various levels of complexity
(Walton, 2013). In this instance, the teacher provides learners with the
same curricular areas but at varying levels of difficulty (Salend, 2011). For
example, during Life Skills or Life orientation, learners who function at a
high level can record the types and number of vehicles that pass through
an intersection per hour while the low-functioning groups can draw a
picture of what they saw at an intersection.
1.4.2Differentiation of the process.
Process refers to techniques or instructional strategies that the teacher
uses to present information to the learners and how the learner makes
sense of the content (Tomlinson & Imbeau, 2010). This includes strategies
such as small group instruction, cooperative learning, demonstrations,
using peers or adults to read aloud to the learner as well as the use of
multisensory approaches. For example, in a history class, one learner might
be unable to read the history textbook but can arrive at the same
understanding of the content by watching a video.
1.4.3Differentiation of the product.
Product refers to the output through which learners demonstrate what they
have learnt (Fitzgerald, 2016). In other words, it which enables the teacher
to determine whether the teaching goal have been achieved. During the
differentiation of the product, teachers use various forms of assessment that
allow learners to demonstrate and apply what they have learnt and apply
knowledge and skills after significant instruction (Santangelo & Tomlinson,
2009). Differentiating the product also:
Encourages learners to demonstrate what they have learnt in various ways;
Allows various working arrangements such as working alone or in groups;
Encourages the use of various resources in preparation of the product;
For example, the teacher cam use differentiates the product by using
strategies such as the use of multiple-choice questions, gap filling, taking
advantage of open-ended questions and open-book tests. Other forms of
https://www.coursehero.com/file/166333879/60284307-INC3701-ASSIGNMENT-4pdf/
