A
daily challenge that instructors of all kinds face is the process of
transitioning from teaching groups, to teaching individuals. Teachers’ success in managing the wide range
of needs in a classroom requires the ability to make this transition regularly
and easily. In a differentiated
classroom, teachers need to vary learning activities to meet the needs of, and
the support the growth of each student.
So these teaching transitions are not just incidents that teachers must
face, but rather changes that they ought to induce.
The
need for this type of transition might have been encountered if, for example, a
student is obviously behind in an ongoing lesson, and needs individual
attention to be brought up to speed.
This could cost the teacher and the rest of the class valuable
time. However, if instructors have
initial intent to differentiate instruction, lessons can not only offer a
reduced workload for the teacher, but more importantly, a more effective
learning environment for the student.
Grouping
students can be done selectively to meet the needs of individual students. Depending on the lesson, grouping can be done
based on ability, interests, or learning style, and can take on different
compositions over the course of a week, day, or even a single lesson. Giving serious thought to the use of
whole-class teaching, cooperative groups, or individual instruction, teachers
can help students succeed in a wider variety of tasks in environments that
facilitate learning in a way that is effective for them.
Learning technologies can help to
create the environments that fit with students’ different learning styles and should
be utilized to facilitate a smooth transition between learning activities. Interactive whiteboards, student response
systems, computer collaboration, testing and quizzing modules, and video and
audio accompaniment can “flip” your classroom in a way that will surely enhance
learning for all students.