Anna Jones Differentiating the Curriculum Essay Excerpt

Differentiation is an essential part of a good teachers classroom. It is a way of thinking about

learning and teaching, a philosophy of teaching (Tomlinson, 2000). Through this philosophy, an
overall approach to teaching is applied including; planning, teaching and managing a classroom,
taking into account different students individual needs (Jarvis, 2014). The individual needs may be
met through a variety of strategies such as: learning centres, use of graphic organisers, scaffolded
activities, tiered assessments, small group work, independent projects and/or attendance to
intelligence preferences (Tomlinson & Moon, 2013). The strategies used will be dependent on the
students need. These needs can be identified through initial and ongoing assessment of students
work. From this information a teacher can identify where a students needs are and he or she can
proactively incorporate their needs into his or her future lessons. Differentiation considers a students
readiness to learn, their interests and how they learn best (Tomlinson & Moon, 2013). Teachers are
able to differentiate by modifying: the learning goals - the content, the process of how the students
learn the content, the way in which the students communicate their learning and the environment
both physical and affective (Tomlinson & Moon, 2013). Differentiation is for all students (Tomlinson,
Brimijoin & Narvaez, 2008) not just pigeon holed, poor students or students with a learning disability.

Differentiation is in-line with the Australian Teaching Standards, in particular Teaching Standard One
- Know your students and how they learn, Standard Two know the content and how to teach it,
Standard Three Plan for and implement effective teaching and learning, Standard Four - Create and
maintain supportive and safe learning environment and Teaching Standard Five - assess, provide
feedback and report on student learning (Australian Institute for Teaching and School Leadership,
2014). Teachers are not only guided by the Australian Teaching Standards. Teachers must abide by
their legal obligations to deliver high quality schooling, catering for students with diverse learning
needs, free from discrimination. These obligations come from international and Australian federal
treaties, conventions and acts such as UN Convention on the Rights of the Child, 1989; UN Convention
on the Rights of Persons with Disabilities ,2008; Australian Federal Disability Discrimination Act
,1992; Australian Indigenous Act, 2000; Melbourne Declaration, 2008 (Conway, 2014; Australian
Human Rights Commission, n.d.; Australian Government Attorney Generals Department, n.d.).

References

Australian Government Attorney-Generals Department. (n.d.). Right to education. Retrieved from www.ag.gov.au 4/9/14.

Australian Human Rights Commission. (n.d.). Know your rights: Disability discrimination. Retrieved from
http://www.humanrights.gov.au 6/9/2014.

Tomlinson, C. (2000). Reconcilable differences? Standards-based teaching and differentiation. Educational
Leadership, 58(1), P6-11.

Jarvis. J, M. (2014). Sipporting diverse gifted students. In M. Hyde, L., Carpenter., & R. Carpenter (Eds.). Diversity inclusion
and engagement (2
nd
Ed). South Melbourne, VIC,: Oxford University Press.


Tomlinson, C., Brimijoin, K., & Narvaez, L. (2008). The differentiated school: Making revolutionary changes in teaching and
learning. Alexandria, Virginia: ASCD. Retrieved from eblib.

Tomlinson, C. A. & Moon, T.R. (2013). Assessment and student success in a differentiated classroom. Alexandria, Virginia:
ASCD. Retrieved from ebsco.