Curriculum and Instructional Differentiation for Meaningful Learning : Meeting Learners’ Needs and those of the Society
Article Sidebar
Published:
Sep 27, 2021
Keywords:
Curriculum Differentiation Differentiated Instruction
Main Article Content
Abstract
Curriculum and instructional differentiation are unavoidable issues in education. It responds to students’ needs and interests by organizing learning activities based on students’ strengths and ability. The purpose of teaching and learning is to enable the learners to understand the concepts and subject matter as well as develop specifically required skills based on learners’ needs. Effective analysis and understanding of learners’ needs, learning styles, backgrounds, interests, cultures and experiences will help instructors in planning and differentiating curriculum and instruction taking into consideration learners’ needs, interests, and abilities. Differentiating content, learning process, product or learning outcomes, learning environments and assessments will respond to both learners’ and societal needs. Differentiating instruction and based on learners’ needs, interest and ability and style enhances effective participation of learners.
Article Details
Section
บทความวิจัย (Research Articles)
บทความที่ได้รับการตีพิมพ์เป็นลิขสิทธิ์ของวารสาร สักทอง : วารสารมนุษยศาสตร์และสังคมศาสตร์ สถาบันวิจัยและพัฒนา มหาวิทยาลับราชภัฏกำแพงเพชร
ข้อคิดเห็นใดๆ ที่ปรากฎในวารสารเป็นวรรณกรรมของผู้เขียนโดยเฉพาะ ซึ่งมหาวิทยาลัยราชภัฏกำแพงเพชรและบรรณาธิการไม่จำเป็นต้องเห็นด้วย
References
Benjamin, A. (2005). Differentiated Instruction Using Technology : A Guide for Middle and High School Teachers. New York, NY : Eye on Education. How to use
electronic conferencing, databases, Power Point presentations, and the Internet to create differentiated activities and tests.
Braggett, E. (1997). Differentiated Programs for Secondary Schools : Units of Work for Gifted and Talented Students, Hawker Brownlow Education, Melbourne.
Corley, M. (2005). Differentiated instruction : Adjusting to the needs of all learners. [Online]. Available : http://www.ncsall.net/?id=736 [2010, February 7].
Flem, A., Moen, T. & Gudmundsdottir, S. (2004). Towards inclusive schools : a study of inclusive education in practice. European Journal of Special Needs
Education, 19(1), 85.
Hall, T., Strangman, N. & Meyer, A. (2003). Differentiated instruction and implications for UDL implementation. Wakefield, MA : National Center on Accessing the
General curriculum. [Online]. Available : http://www.cast.org/publications/ncac/ncac_diffinstructudl.html [2010, February 7].
Heacox, D. (2002). Differentiating instruction in the regular classroom: How to reach and teach all learners, Grades 3-12. Minneapolis, MN : Free Spirit Publishing.
Hume, K. (2008). Start Where They Are : Differentiating for Success with the Young Adolescent. Toronto, Ontario: Pearson Education Canada. Combines
theoretical and practical information about differentiation as the framework for an effective classroom for young adolescents; includes learning preference
inventories and several dozen modifiable black line masters.
Lawrence-Brown, D. (2004). Differentiated Instruction : Inclusive Strategies for Standards based Learning that Benefit the Whole Class.
Ronksley-Pavia, M.L. (2010). Curriculum Differentiation : A Practical approach, Mindscape, 30(2), 4-11.
Renzulli, J.S. (1977). The enrichment triad model : A guide for developing defensible programs for the gifted and talented. Mansfield Center, CT: Creative Learning
Press.
Rock, et al. (2008). REACH : A framework for differentiating classroom instruction. Preventing School Failure, 52(2), 31-47.
Sternberg, R.J. & Zhang, L. (2005). Styles of Thinking as a Basis of Differentiated Instruction.
Subban, P. (2006). Differentiated Instruction : A Research Basis.
Theoharis, R., et al. (2006). Curriculum Augmentation and Adaptation Strategies to Promote Access to the General Curriculum for Students with Intellectual and
Developmental Disabilities. Education and Training in Developmental Disabilities, 41(3), 199-212.
Tomlinson, C.A. & Moon, T.R. (2013). Assessment and student success in a differentiated classroom. Alexandria, VA : ASCD.
Tomlinson, C.A. (2001). How to Differentiate Instruction in Mixed Ability Classrooms. Second Edition. Alexandria, Virginia : ASCD. Practical examples that
demonstrate how to use students’ readiness levels, interests and learning preferences to address student diversity.
Tomlinson, C.A. (2003). Fulfilling the promise of the differentiated classroom: Strategies and tools for responsive teaching. Alexandria, VA : Association for Supervision and Curriculum Development.
Tomlinson, C.A. & Callahan, C.M. (1992). Contributions of Gifted Education to General Education in a Time of Change.
Tomlinson, C.A. & Kalbfleisch, M.L. (1998). Teach Me, Teach My Brain : A Call for Differentiated Classrooms.
Tomlinson, C.A. (1995). Deciding to Differentiate Instruction in Middle School : One School’s Journey.
_______. (2001). Differentiation of Instruction in the Elementary Grades.
_______. (2005). Quality Curriculum and Instruction for Highly Able Students.
Tomlinson, C A. & Eidson, C. (2003). Differentiation in Practice : A Resource Book for Differentiating Curriculum : Grades K-5.
Tomlinson, C.A. & Imbeau, M.B. (2010). Leading and managing a differentiated classroom. Alexandria, Virginia : ASCD
Tomlinson, C.A., et al. (2003). Differentiating Instruction in Response to Student Readiness, Interest, and Learning Profile in Academically Diverse Classrooms :
A Review of Literature.
Tomlinson, C.A. (2000). Differentiated instruction : Can it work? The Education Digest (January), 25-31.
Tomlinson, C.A. (1999). The Differentiated Classroom : Responding to the Needs of All Learners.
Vygotsky, L. (1978). Interaction between learning and development. Mind and Society. Cambridge, MA : Harvard University Press
Willis, S. & Mann, L. (2000). Differentiating instruction: Finding manageable ways to meet individual needs (excerpt). Curriculum Update, ASCD. [Online].
Available : http://www.ascd.org/readingroom/cupdate/2000/1win.html106 [2010, February 7].
electronic conferencing, databases, Power Point presentations, and the Internet to create differentiated activities and tests.
Braggett, E. (1997). Differentiated Programs for Secondary Schools : Units of Work for Gifted and Talented Students, Hawker Brownlow Education, Melbourne.
Corley, M. (2005). Differentiated instruction : Adjusting to the needs of all learners. [Online]. Available : http://www.ncsall.net/?id=736 [2010, February 7].
Flem, A., Moen, T. & Gudmundsdottir, S. (2004). Towards inclusive schools : a study of inclusive education in practice. European Journal of Special Needs
Education, 19(1), 85.
Hall, T., Strangman, N. & Meyer, A. (2003). Differentiated instruction and implications for UDL implementation. Wakefield, MA : National Center on Accessing the
General curriculum. [Online]. Available : http://www.cast.org/publications/ncac/ncac_diffinstructudl.html [2010, February 7].
Heacox, D. (2002). Differentiating instruction in the regular classroom: How to reach and teach all learners, Grades 3-12. Minneapolis, MN : Free Spirit Publishing.
Hume, K. (2008). Start Where They Are : Differentiating for Success with the Young Adolescent. Toronto, Ontario: Pearson Education Canada. Combines
theoretical and practical information about differentiation as the framework for an effective classroom for young adolescents; includes learning preference
inventories and several dozen modifiable black line masters.
Lawrence-Brown, D. (2004). Differentiated Instruction : Inclusive Strategies for Standards based Learning that Benefit the Whole Class.
Ronksley-Pavia, M.L. (2010). Curriculum Differentiation : A Practical approach, Mindscape, 30(2), 4-11.
Renzulli, J.S. (1977). The enrichment triad model : A guide for developing defensible programs for the gifted and talented. Mansfield Center, CT: Creative Learning
Press.
Rock, et al. (2008). REACH : A framework for differentiating classroom instruction. Preventing School Failure, 52(2), 31-47.
Sternberg, R.J. & Zhang, L. (2005). Styles of Thinking as a Basis of Differentiated Instruction.
Subban, P. (2006). Differentiated Instruction : A Research Basis.
Theoharis, R., et al. (2006). Curriculum Augmentation and Adaptation Strategies to Promote Access to the General Curriculum for Students with Intellectual and
Developmental Disabilities. Education and Training in Developmental Disabilities, 41(3), 199-212.
Tomlinson, C.A. & Moon, T.R. (2013). Assessment and student success in a differentiated classroom. Alexandria, VA : ASCD.
Tomlinson, C.A. (2001). How to Differentiate Instruction in Mixed Ability Classrooms. Second Edition. Alexandria, Virginia : ASCD. Practical examples that
demonstrate how to use students’ readiness levels, interests and learning preferences to address student diversity.
Tomlinson, C.A. (2003). Fulfilling the promise of the differentiated classroom: Strategies and tools for responsive teaching. Alexandria, VA : Association for Supervision and Curriculum Development.
Tomlinson, C.A. & Callahan, C.M. (1992). Contributions of Gifted Education to General Education in a Time of Change.
Tomlinson, C.A. & Kalbfleisch, M.L. (1998). Teach Me, Teach My Brain : A Call for Differentiated Classrooms.
Tomlinson, C.A. (1995). Deciding to Differentiate Instruction in Middle School : One School’s Journey.
_______. (2001). Differentiation of Instruction in the Elementary Grades.
_______. (2005). Quality Curriculum and Instruction for Highly Able Students.
Tomlinson, C A. & Eidson, C. (2003). Differentiation in Practice : A Resource Book for Differentiating Curriculum : Grades K-5.
Tomlinson, C.A. & Imbeau, M.B. (2010). Leading and managing a differentiated classroom. Alexandria, Virginia : ASCD
Tomlinson, C.A., et al. (2003). Differentiating Instruction in Response to Student Readiness, Interest, and Learning Profile in Academically Diverse Classrooms :
A Review of Literature.
Tomlinson, C.A. (2000). Differentiated instruction : Can it work? The Education Digest (January), 25-31.
Tomlinson, C.A. (1999). The Differentiated Classroom : Responding to the Needs of All Learners.
Vygotsky, L. (1978). Interaction between learning and development. Mind and Society. Cambridge, MA : Harvard University Press
Willis, S. & Mann, L. (2000). Differentiating instruction: Finding manageable ways to meet individual needs (excerpt). Curriculum Update, ASCD. [Online].
Available : http://www.ascd.org/readingroom/cupdate/2000/1win.html106 [2010, February 7].