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Assessment task 1
recognises differences in students needs, interests and preferences for learning, this now inadequate
approach requires the implementation of separate teaching strategies according to the individual need and
desire of each child within the group (Tomlinson, 2001). A differentiated classroom is far more efficient in that
teachers do not need to implement an unrealistic amount of varied teaching strategies, but rather provide
different avenues to acquire content, to processing or making sense of ideas, and to developing products
(Tomlinson, 2001) from the one learning experience.
When adopting a differentiated learning approach there are particular instructional strategies
that adhere best to the ideas, beliefs and values that make up this approach. The efficient use of
teaching strategies like stations, agendas, complex instruction and orbital studies would mean
the effective implementation of differentiated instruction and learning (Tomlinson, 2014).
Todays children live in a world of personalisation (Tomlinson & Imbeau, 2010). Using
strategies, like those listed above, that invite students to decide on and personalise aspects of
their learning, the teacher is demonstrating an understanding of current educational needs in
parallel with life in todays society. Choosing to implement differentiated learning is delivering a
current, relevant and necessary approach to education that will help all children flourish and
1.5
This section of the
essay demonstrates
my understanding of
specific teaching
strategies that provide
a differentiated
approach to teaching
and learning so that
diverse learning
needs, abilities and
preferences are being
met.
Firstly, because quite simply there is more to a human being than the knowledge and information they obtain
within their minds. The needs of a child, in order to become confident and capable individuals who are active
participants within society, far exceed academic ability. Children are moral beings, artistically inclined, new to
interaction and communication, still discovering what they value and where their spirituality lies and are yet to
experience many different feelings and emotions that they one day will (Scherer, 2010). Therefore we must
provide character building programs, use artistic approaches, foster communication and relationship skills and
utilise strategies that address personal expression and emotional exploration. Children who have developed all
of these aspects will become adults who can succeed in the face of most challenges and who will thrive
fulfilling through life.
Another reason why a more holistic approach to education is needed, is because of the new and abundant
demands placed on citizens within the 21st century. These demands require future leaders and decision makers
that are prepared to think both critically and creatively, to evaluate massive amounts of information, solve
complex problems and communicate well (Slade & Griffith, 2013, p.23). Solutions to current social issues like
violence, alienation, ignorance and unhappiness, from a local to a global scale, will not be devised if young
people of today are limited to only cognitive and academic achievement (Scherer, 2010). Society needs
individuals that can address moral, social, emotional and aesthetic problems with respect, sensitivity and
effective responses (Scherer, 2010; Simon 2001), thus giving whole child education a vital place in schools
today.
The Association for Supervision and Curriculum Development (ASCD) define whole child education as
promoting the development of children who are healthy, safe, engaged, supported and challenged within a
sustainable approach to education and community engagement (2007, p.3). If this approach to education
works to see these achievements, then there should be no question over choosing to develop the whole child
through utilising a whole child approach to education within ones own teaching practises.
In Conclusion
Being current, relevant and effective towards teaching and learning is a critically important task of a teacher
within this profession. Implementing well researched and evidence based approaches like differentiated
learning and whole child education is fundamental in meeting necessary child development for the current and
future needs of society, as well as the individual needs of each and every child so that they may all meet their
fullest potential. Not only have these approaches been proven appropriate for implementation within 21 st
century classrooms, but are seen to be highly beneficial and arguably essential in developing confident and
capable citizens of today and for tomorrow.
References:
Association for Supervision and Curriculum Development [ASCD]. (2007). The Learning compact redefined: A
call to action. A report of the commission on the whole child. [pdf]. Alexandria: Virginia. Retrieved
from: http://www.ascd.org/ASCD/pdf/Whole%20Child/WCC%20Learning%20Compact.pdf
McCloskey, M. (2011). What does Whole Child Education Mean to Parents?. Educational Leadership, 68(8): 8081.
Morgan, H. (2014). Maximising Student Success with Differentiated Learning. The Clearing House: A Journal of
Educational Strategies, Issues and Ideas, 87(1): 34-38. doi: 10.1080/00098655.2013.832130.
Scherer, M. (2010). Keeping the Whole Child Healthy and Safe: What Does it Mean to Education the Whole
Child? ProQuest ebrary: Alexandria, U.S.
Schratzenstaller, A. (2010). The Classroom of the Past. In K. Makitalo-Siegl, J. Zottmann, F. Kaplan & F. Fischer
(Eds.), Classroom of the Future: Orchestrating Collaborative Spaces (pp. 15-39). Netherlands: Sense
Publishers.
Simon, K. G. (2001). Moral Questions in the Classroom. New Haven, CT: Yale University Press.
Slade, S. & Griffith, D. (2013). A whole child approach to student success. KEDI Journal of Educational Policy,
1(1): 21-35.
Tobin, R. & McInnes, A. (2008). Accommodating Differences: Variations in differentiated literacy instruction in
grade 2/3 classrooms. Literacy, 42(1): 3-9.
Tomlinson, C. A. (2014). Differentiated Classroom: Responding to the needs of all learners. ASCD: Alexandria.
Tomlinson, C. A. (2001). How to Differentiate Instruction in Mixed Ability Classrooms (2nd ed.). ASCD:
Alexandria.
Tomlinson, C. A. & Imbeau, M. B. (2010). Leading and Managing a Differentiated Classroom. ASCD: Alexandria.