![]() ![]() ![]() Other students in the classroom may need to be presented with various examples and real-world applications of the concept before they can develop mastery. Differentiation is very useful in settings in which the learners in a classroom are heterogeneously grouped (gifted students and moderately proficient students.)ĭepending upon the content area, gifted students may often grasp concepts quickly and with little supplemental instruction. The most direct answer is that all students can benefit from differentiation to some extent whenever they struggle to understand a specific concept. What Students can Benefit Most from Differentiation? Just as most babies must learn to roll over before they can crawl and can crawl before they are able to walk, scaffolding in education is a step-by-step process in which primary skills lead to secondary skills, which then lead to tertiary skills and so on. The instructor in this scenario, knowing that all quadratic equations contain square roots, intentionally laid the foundation, applied them to a previously learned concept, and culminated the unit with a new skill comprised of the two previous skills. Before delving into quadratics, the teacher would first teach students the process of solving square roots, then solving equations containing square roots, and finally culminating with quadratic functions. Much like a physical scaffold used for building structures, scaffolding in education focuses upon the delivery of content in a manner in which concepts build upon one another with increasing rigor.Ī good example of scaffolding in curriculum design is how an algebra teacher would deliver instruction surrounding solving quadratic functions. While differentiation is incorporated primarily during instructional delivery, scaffolding is implemented within the curriculum and unit designing processes. Essentially, differentiation is “in the moment” adaptation of instruction to best assist students in understanding a concept. In this manner, the teacher differentiated the instructional approach used for the struggling student support from the method used to instruct the class. The student would respond naturally by using prepositional phrases (i.e., above the desk, beside the desk, below the desk, etc.) ![]() The teacher may address the struggling student discretely and provide a physical demonstration of prepositions by asking the student to describe the spatial relationship between a pencil the teacher is holding and the student’s desk. However, an individual student might be struggling with the concept. When released to complete an application activity, many students may demonstrate their understanding of prepositions based solely upon the definitions and examples. For example, an English language arts instructor may present a lesson about prepositions to a middle school class in which a basic definition and examples are provided. Differentiation focuses upon adapting instruction to meet the needs of individual students. The term differentiation has been a buzzword in educational circles for the past 15 to 20 years. differentiation, similarities and differences between the two concepts, and helpful tips related to the best scenarios in which educators should employ differentiation, scaffolding, or a blend of the two. The following is a discussion of scaffolding vs. With that said, however, differentiation and scaffolding may be used independently depending upon the circumstances surrounding the established goals of a lesson and student learning. The concepts of differentiation and scaffolding are closely related and can be used effectively in conjunction with one another. ![]()
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