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Differentiated instruction and assessment (also known as differentiated learning or, in education, simply, differentiation) is a framework or philosophy for effective teaching that involves providing different students with different avenues to learning (often in the same classroom) in terms of: acquiring content; processing, constructing, or making sense of ideas; and developing teaching materials and assessment measures so that all students within a classroom can learn effectively, regardless of differences in ability. Students vary in culture, socioeconomic status, language, gender, motivation, ability/disability, personal interests and more, and teachers must be aware of these varieties as they plan curriculum. By considering varied learning needs, teachers can develop personalized instruction so that all children in the classroom can learn effectively. Differentiated classrooms have also been described as ones that respond to student variety in readiness levels, interests and learning profiles. It is a classroom that includes all students and can be successful. To do this, a teacher sets different expectations for task completion for students based upon their individual needs. Differentiated instruction, according to Carol Ann Tomlinson (as cited by Ellis, Gable, Greg, & Rock, 2008, p. 32), is the process of “ensuring that what a student learns, how he or she learns it, and how the student demonstrates what he or she has learned is a match for that student’s readiness level, interests, and preferred mode of learning.” Teachers can differentiate through four ways: 1) through content, 2) process, 3) product, and 4) learning environment based on the individual learner.〔Ministry of Education. (2007). Differentiated instruction teacher’s guide: Getting to the core of teaching and learning. Toronto: Queen’s Printer for Ontario.〕 Differentiation stems from beliefs about differences among learners, how they learn, learning preferences, and individual interests (Anderson, 2007). Therefore, differentiation is an organized, yet flexible way of proactively adjusting teaching and learning methods to accommodate each child's learning needs and preferences to achieve maximum growth as a learner.〔Tomlinson, C. A. (1999). The differentiated classroom: Responding to the needs of all learners. New Jersey: Pearson Education.〕 To understand how our students learn and what they know, pre-assessment and ongoing assessment are essential. This provides feedback for both teacher and student, with the ultimate goal of improving student learning.〔 Delivery of instruction in the past often followed a "one size fits all" approach. In contrast, differentiation is individually student centered, with a focus on appropriate instructional and assessment tools that are fair, flexible, challenging, and engage students in the curriculum in meaningful ways. ==Brain-Based Learning== Differentiation is rooted and supported in literature and research about the brain. Evidence suggests that, by instructing through multiple learning pathways, more “dendritic pathways of access” are created.〔Willis, J. (2007). Research-based strategies to ignite student learning: Insights from a neurologist and classroom teacher. Alexandria, VA: Association for Supervision and Curriculum Development.〕 This can be achieved by using several senses (i.e. sight, sound, smell) or by creating cross-curricular connections. When more regions of the brain store data about a subject, there is more interconnection and cross-referencing of data from multiple storage areas in response to a single cue, meaning one has learned rather than memorized.〔 As Wolfe (2001) argues, information is acquired through the five senses: sight, smell, taste, touch and sound. This information is stored temporarily, and the brain decides what to do with the acquired data. The more of these stimuli that are activated, the more impact the data has on the brain.〔Wolfe, P. (2001). Brain matters: Translating research into classroom practice. Association for Supervision and Curriculum Development.〕 This information is pertinent to differentiation, which can activate multiple senses and thus have a greater impact on the brain. Further, Howard Gardner’s theory of Multiple Intelligences identified eight distinct intelligences: linguistic, logical-mathematical, musical, bodily-kinesthetic, spatial, interpersonal, intrapersonal and naturalist.〔Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. New York: Basic Books.〕 This is important when looking at how students possess different kinds of minds, and therefore learn, remember, perform, and understand in different ways. He argues that students would be better served if teachers could teach in a number of ways and learning could be assessed through a variety of means.〔 This might reach more students and improve content retention. Learning preferences extends these ideas by effectively instructing a larger number of students to encourage development of the less preferred style. 抄文引用元・出典: フリー百科事典『 ウィキペディア（Wikipedia）』 ■ウィキペディアで「Differentiated instruction」の詳細全文を読む スポンサード リンク
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