差异教学给教师的建议外文翻译资料

差异教学给教师的建议

原文作者：Joyce Van Tassel-Baska

介绍

教师为一个有着30位学生的班级中的每位学生都设计了30堂不同的课，难道这就是有效教学吗?或者教师是否应该只关注中等生并且上课的时候一定要让大部分的学生都听进去？答案并不简单。虽然大多数人都会觉得为每个孩子专门设计个性化的每节课是不切实际的，但是有研究表明对中等生进行教学不是很有效的。因为它忽略了优等生对学习的需求，简单的题目会让优等生失去挑战性，甚至让他们感到无聊，而差等生却因题目感到恐惧和迷惑。针对这种情况最佳的建议选择是：差异教学。差异教学是一种方法，即假设每个教室的学生都存在差异，如果对这些学生采用各种方法和活动，那么这些学习者在学习上都会有收获。卡罗尔汤姆林森（2000）一位著名的差异教学专家，指出如果教育能按照学生已有的阅读水平，兴趣和学习曲线，那么学生学习会更加成功。这项研究已经被证实了。这个月教育通讯检验了差异教学特征并且提供给教师如何运用差异教学提高学生学习的建议。

什么是差异化？

简单的说，差异化就是一种流行的指导策略，它有助于让不同学术需要，不同学习风格的学生掌握同样具有挑战性的学术内容。虽然这可能看起来是一项艰巨的任务，在一个小组、班级或整个年级段针对学生设计和运用不同层次的的教学。教师可以在一小组或一整个班级里，针对富有个性的学生采用差异教学方法。差异教学是指在班集体教学中立足学生差异，满足学生个别的需要，以促进学生在原有基础上得到充分发展的教学差异教学并不意味着给每个学生提供独立，没有任何联系的活动，而是意味着根据学生的学习需要，提供有联系的活动，为了确保所有的学生能达到相似的水平，不管在概念掌握或者技能上。（好，2006）

怎么实施？

有效的差异教学设定为四个规划步骤。首先，教师必须对他们要让学生学习的学术内容和技能有一个全方位的了解。其次，教师针对教学内容，教师必须知道学生已有的认知水平、已掌握的技能和学会尚未学习到的知识和掌握的技能有哪些。然后他们必须决定哪些教学方法和教学材料将最成功地满足这些学生学习的需求，引发学生思考，并选择合适的教学方法。最后，设计合理的评估方法对学生已掌握的学习进行评估。构建学生知识体系和学生理解体系是成功差异教学的关键所在。当结束一年的测试，这一年的测试提供了一些可以帮助差异教学的信息，经常使用并根据教室学生的情况采取的评价在实现差异教学目的上更有效。这些一天天的评估能帮助教师更准确的测量他们的学生的学术优势，弱点和兴趣并且可以给下一步的计划实施提供一个路线图。初始技能评估可以在学年开始的时候进行，但是教师在开始介绍一个新的概念，教授一个新的单元之前，教师同样也需要结合学生的知识和学习需要，或者当是复习课去开发学生思维或者扩大主题早已经被覆盖进去。这些评估可以是正式的，就像诊断测试，它能够评估出特定的技能水平，教师跟踪学生的个人成绩的笔记本，了解学生的目标或技能有或没有掌握，或对进行学生问卷调查，确定学生的利益和偏好。但是技能评估也可以是非正式的。教师可以反复检讨学生的学习比如样本写作或者测试结果，与学生进行谈话了解，或者观察学生，了解学生现有的技能水平。（见中心12月的2006年通讯，利用课堂评价提高教学，更多的信息在athttp://www.centerforcsri.org/files/thecenter_nl_dec06.pdf）正式或非正式，最佳的评估的成功使用的关键是不断发现并不断追踪并且运用他们针对个别学生去设计差异教学的策略。

教学素材

作者乔伊斯巴斯卡（2003）声明，在课堂上使用的教学素材的选择是差异教学有效实施最至关重要的一个步骤。举个例子，一个班级三分之一的学生可能需要让他们在学习语言艺术课程时学习怎样在一篇文章里找决定性的主旨句，思想中心。使用一系列的教学材料有利于帮助教学，包括下列几个方面：

1.非小说和小说，针对不同程度的阅读水平所写。针对刚开始学习的读者，读物应该伴随口语版本。分层材料的使用既挑战了高层次的读者又不会让低水平的读者感到恐惧。

2．图片可以帮助学生分辨出视觉上的主旨思想。

3．视频剪辑

1. 新闻或者杂志上的文章能够反映出学生的兴趣或者他们的文化背景。

大量教学材料的使用将会鼓励这些学生去理解“主旨”的概念，不仅体现在语言艺术的概念上，还体现在其他设置。

变化过程

当教师进行差异教学时，他们不但关注学生学习材料的使用而且关注学生与老师交流时的方式方法。不同层次水平，大量指导性的活动有助于所有学生学习同样概念掌握同样的技能“支持、挑战、复杂程度”(汤姆林森,2000年，第二页)。但是差异教学并不意味着一对一的教学生。Good（2006）表明，老师应计划“一些活动的模块，不单单只是针对一位学生的一种活动。代替这种大体上给学生独立的各个任务的活动，教师应在特定的某一天与一整个班级，一小组，个别学生或者整个年级段一起合作活动会更好。”（第14页）举个例子，当教师讲解新的概念时，教师会向全班同学进行讲解而不是利用图表，图片或实物进行帮助引导。另一方面，教师可能叫大部分的学生分组学习或者独立学习，当教师是教少数学生的班级时，用提问的方式鼓励批判性思维的养成并评价学生理解能力的水平。对于文学上的教学措施，小组可以根据学生的成就水平进行安排，也可以根据学生对于某一学科的兴趣进行分组尽管在阅读水平上的材料已经被使用过。（威利斯曼，2000年）教师也可以进行差异教学在与学生的活动中进行一对一的教学时，教师教授同样的概念但是跟一个学生进行交谈并使用卡片。同样，选择正确的措施的关键是关注学生的长处并且对学生现有的学术需要拥有一个清晰的理解。

不同的评价

教师有效地让所有的学生都专注于教学内容上，这种是教学上一种挑战性，但是这要除去教师使用的教学材料和教学策略。当教师给学生选项以此来测试学生对于教学内容的掌握情况时，这些选项允许老师根据学生差异被变为另一种形式的分化。教师也可以根据学生已经完成一个任务或者允许写文章的时间，通过口头约定来改变学生的学习效率。教师利用量规的方法，确定显示指定的工作掌握标准，这样可以使学生选择他们所知道的方法，展示他们自己，提供一种方法来评估自己的工作质量。教学效果进行评价，可以了解教学各方面的情况，从而判断它的质量和水平、成效和缺陷。全面客观的评价工作不仅能估计学生的成绩在多大程度上实现了教学目标，而且能解释成绩不良的原因，并找出主要原因。威利斯和曼曼提供了具体的例子，比如如何区分差异的手段，学生掌握的程度，从创建一个通讯，学生写上自己选择的主题故事进行模拟试验来证明他们对概念的理解“排除合理怀疑”。

结论

只用差异教学不会自动提高学生的学习表现。汤姆林森（2000）指出在差异上所做的努力会更成功当教师结合精品课程的使用，以研究为基础的教学策略，基于学生的需要和学生的兴趣设计的很好的活动，活动学习并让学生对课程满意。汤姆林森（1999）也指出，从传统的教学措施中抽离出来达到这种新的措施需要花时间同时也要求教师逐渐介绍差异教学。

教师在学习新技能时，学校和地区可以支持老师学习，通过设计职业的发展的活动“提供清晰的模式为了hellip;.差异教学的实施” （115页）另外，差异教学的有效实施还需要考虑大量的联系和反馈。为了提高他们的技能，大量的教育老师也可以与同事一起解决，一起接受特殊的训练，比如特殊教育的老师和天才般的学生教师。凯克和可妮说，一旦教师了解了学生的需要并结合这些需要采取措施从而达到学生的需要，差异确保“公平分化学习过程”（2005，第15页）虽然它在使用的时候需要注意，技能和它一起使用，但是差异教学是一种练习，一种选择和可以实现的促进学习和学生学术生长的方法。

出处：

网页: http://www.education.com/reference/article/Ref_Teacher_s_Guide/

[美]Carol Ann Tomlinson著.多元能力课堂中的差异教学[M].刘颂译，北京：中国轻工业出版社，2003.

Teachers Guide to Differentiating Instruction

Introduction

Does effectively teaching 30 students in one classroom require teachers to develop 30 lessons, one tailor-made for each student? Or should teachers “aim for the middle” and hope to reach most students in a given lesson? The answer is not simple. While most would agree it is impractical to try to individualize every lesson for every child, research has shown that teaching to the middle is ineffective. It ignores the needs of advanced students, often leaving them unchallenged and bored, while it intimidates and confuses lower functioning learners. Best practice suggests an alternative: differentiated instruction. Differentiated instruction is an approach that assumes there is a diversity of learners in every classroom and that all of those learners can be reached if a variety of methods and activities are used. Carol Tomlinson (2000), a noted expert on differentiation, points out that research has proven that students are more successful when they are taught based on their own readiness levels, interests, and learning profiles. This monthrsquo;s newsletter examines the characteristics of differentiation and offers suggestions for how teachers can use it to improve student achievement.

What is Differentiation?

Simply stated, differentiation is modified instruction that helps students with diverse academic needs and learning styles master the same challenging academic content. Although it might seem like a daunting task, designing and applying a variety of strategies within one classroom can be done at a variety of levels. Teachers can differentiate instruction with an individual student, within a small group, or with a whole class. Differentiating does not mean providing separate, unrelated activities for each student but does mean providing interrelated activities that are based on student needs for the purpose of ensuring that all students come to a similar grasp of a skill or idea (Good, 2006).

How to Start

Four planning steps set the stage for effective differentiated i

剩余内容已隐藏，支付完成后下载完整资料

A Teachers Guide to Differentiating Instruction

Introduction

Does effectively teaching 30 students in one classroom require teachers to develop 30 lessons, one tailor-made for each student? Or should teachers “aim for the middle” and hope to reach most students in a given lesson? The answer is not simple. While most would agree it is impractical to try to individualize every lesson for every child, research has shown that teaching to the middle is ineffective. It ignores the needs of advanced students, often leaving them unchallenged and bored, while it intimidates and confuses lower functioning learners. Best practice suggests an alternative: differentiated instruction. Differentiated instruction is an approach that assumes there is a diversity of learners in every classroom and that all of those learners can be reached if a variety of methods and activities are used. Carol Tomlinson (2000), a noted expert on differentiation, points out that research has proven that students are more successful when they are taught based on their own readiness levels, interests, and learning profiles. This monthrsquo;s newsletter examines the characteristics of differentiation and offers suggestions for how teachers can use it to improve student achievement.

What is Differentiation?

Simply stated, differentiation is modified instruction that helps students with diverse academic needs and learning styles master the same challenging academic content. Although it might seem like a daunting task, designing and applying a variety of strategies within one classroom can be done at a variety of levels. Teachers can differentiate instruction with an individual student, within a small group, or with a whole class. Differentiating does not mean providing separate, unrelated activities for each student but does mean providing interrelated activities that are based on student needs for the purpose of ensuring that all students come to a similar grasp of a skill or idea (Good, 2006).

How to Start

Four planning steps set the stage for effective differentiated instruction. First, teachers must have a thorough understanding of the academic content or skill they want their students to learn. Second, they must determine how much their students already know—and what they do not know—about that content. Then they must decide which instructional methods and materials will most successfully address those needs and, finally, design ways to adequately assess student mastery of what is taught. Taking stock of student knowledge and understanding is a key first component of successful differentiation. While end-of-year tests provide some information that can help differentiate instruction, regularly used, classroom-based assessments are much more effective in achieving this purpose. These assessments help teachers accurately measure their studentsrsquo; academic strengths, weaknesses, and interests on a day-to-day basis and provide a roadmap for next steps in instruction. An initial skills assessment can be conducted at the beginning of the school year, but teachers also should gauge student knowledge and needs before introducing a new concept, starting a new unit, or when developing lessons to review or expand on topics already covered. These assessments can be formal, such as diagnostic tests that evaluate specific skill levels, individual student performance notebooks in which teachers keep track of objectives or skills the student has or has not mastered, or student surveys and questionnaires that determine interests and preferences. But skills assessments also can be informal. Teachers can review existing student work such as writing samples or test results, conduct conferences with students, or observe them to get a sense of their current skill level. (See The Centerrsquo;s December 2006 newsletter, Using Classroom Assessment to Improve Teaching, athttp://www.centerforcsri.org/files/TheCenter_NL_Dec06.pdf for more information.) Formal or informal, the key to the successful use of these assessments is keeping track of the findings and using them to design instructional strategies tailored for the individual student.

Vary Materials

Author Joyce Van Tassel-Baska (2003) suggests that the selection of materials for use in the classroom is a crucial next step to effective differentiated instruction. For instance, students in a third-grade class might be learning how to determine main ideas as a part of the language arts curriculum. A variety of materials can be used to support instruction in that concept, including the following:

• • Nonfiction and fiction, written at a variety of reading levels. For struggling readers, the text might be accompanied by a spoken version. The use of leveled materials challenges accomplished readers but does not intimidate students who are less skilled.
  • Pictures that invite students to identify the visual “main idea.”
  • Video clips.
  • Newspaper or magazine articles that reflect student interests or cultural backgrounds.

The use of varied materials will encourage these students to understand the concept of “main idea” not only within language arts but in other settings as well.

Vary Process

When teachers differentiate instruction, they vary not only the materials students use but also the way students interact with them. Varying instructional activities allows all students to learn the same concepts and skills with varied levels of “support, challenge, or complexity” (Tomlinson, 2000, p. 2). And differentiating does not mean teaching students one by one. Good (2006) suggests that teachers plan “several activity options, not one for each student. Instead of generating isolated tasks, on any given day t

剩余内容已隐藏，支付完成后下载完整资料

资料编号：[286868]，资料为PDF文档或Word文档，PDF文档可免费转换为Word