TEACHERS MEETING THE CHALLENGES OF QUALITY AND EFFICIENT EDUCATION THROUGH DIFFERENTIATED INSTRUCTION IN HIGH SCHOOL (GRADES 6-12) CONTENT AREA CLASSES

Carol Tomlinson describes differentiated instruction as "a systematic approach to planning curriculum and instruction for academically diverse learners. It is a way of thinking about the classroom with the dual goals of honoring each student's learning needs and maximizing each student's learning capacity" [1]. This philosophy addresses the international school reform efforts advocated for the 21st Century. In 2003, the Hong Kong Education Commission concluded that the next generation of students could only meet the challenges of the new century if schooling was student-focused, developing "the potential and personalities of students" [2]. The European Union's Commission on Education and Training 2020 set strategic aims for students to be lifelong learners. To achieve the goal the Commission stated schools had to improve the quality and efficiency of education and training and promote active citizenship, creativity, and innovation [3]. By focusing on students' readiness levels, interests, and learning styles, differentiated instruction can help schools meet these international calls for change and reform. During the session, participants will explore the principles of Tomlinson's model of differentiated instruction and build a common vocabulary defining its characteristics. Examples of differentiation in lessons for middle and secondary school content area classes will be shared, evaluated, and discussed in small and whole group settings. The sample lessons will include differentiation of content, process, and product by readiness level, interest, and learning profile. A range of instructional and management strategies, including RAFTs, Tiered Assignments, and Tic-Tac-Toes will be used to explore curriculum development utilizing differentiation for middle and secondary classes including maths, literature, and health.