Differentiating instruction for the gifted student in a mixed ability classroom

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Differentiated teaching refers to methods teachers use to extend the knowledge and skills of every student in every classroom, regardless of their starting point. The objective is to lift the performance of all students, including those who are falling behind and those ahead of year level expectations. Differentiated instruction is the pedagogical Students Through Differentiated Instruction in Mixed-Ability Classrooms— A Systematic Review Lisa Ziernwald1, Delia Hillmayr1, and Doris Holzberger1 Abstract Promoting high-achieving students plays an important role in the school context. Hence, one promising support measure within the mixed- ability classroom is differentiated instruc-tion (DI). The following are suggestions for differentiating for the mathematically gifted by using (1) assessment, (2) curriculum materials, (2) instructional techniques, and (4) grouping models. These opportunities should be made broadly available to any student with interest in taking advantage of them. Journal for the Education of the Gifted, 37(2), 111-127. Tomlinson, C. A. (1995). How to differentiate instruction in mixed ability classrooms. Alexandria, VA: Association for Supervision and Curriculum Development. Tomlinson, C. A. (1999). The differentiated classroom: responding to the needs of all students. she is author of over 100 articles, book chapters, books, and other professional development materials, including how to differentiate instruction in mixed-ability classrooms, the differentiated teachers moving toward differentiated instruction in an inclusive, integrated middle school classroom find greater success if they (1) have a clear rationale for differentiation, (2) prepare students and parents for a differentiated classroom, (3) attend to issues of classroom structure and management as they move toward more student-centered … Below are four tips for creating a more equitable, differentiated learning environment. 1. Create multiple ways to access the text. Many struggling readers suffer from impairments and challenges that can be mitigated with the right supports. For example, a dyslexic student can benefit from modifications in the physical layout of the text The following are suggestions for differentiating for the mathematically gifted by using (1) assessment, (2) curriculum materials, (2) instructional techniques, and (4) grouping models. These opportunities should be made broadly available to any student with interest in taking advantage of them. Differentiation provides an opportunity for students to benefit from a variety of learning tools that will maximize their potential. High-ability students, in particular, benefit from techniques that provide a flexible atmosphere regarding pace, level of complexity and appropriate peer interaction. Differentiated instruction "pr