by Russell Waldron

Created on: May 12, 2009   Last Updated: May 15, 2009

Students do not always work alike, think alike or have the same academic abilities. Many are gifted, while many sit at the bottom of the class. Each and everyone one of them are individuals with varied capabilities, insecurities, learning difficulties and so forth. Some are quite successful while others have comprehension problems, ADD, ADHD, dyslexia and so forth.

Many students grasp the concepts of varied topics easily, while others need patience and guidance. Therefore curriculum differentiation is often required for those who struggle as well as for those who are gifted. In laymen's terms this means that teacher methods are adapted to cater for all academic abilities.

So what happens when a teacher is involved in curriculum differentiation?

The teacher/educator will use a host of alternative lessons, activities, learning guidelines, discussions and teaching approaches which are specifically tailored for individual student's needs. The lessons are more personalized, making comprehension much easier for the low achiever. Yet this can also be used for the gifted child in lieu of giving them work to do while the rest of the class catches up.

What basic guidelines do the teachers/educators work to?

1) Discussions/hands on experience:

1) Often open discussions are the better way for some students to fully comprehend what a lesson is referring to. The teacher/instructor will utilize their teaching expertise to find an intriguing topic to discuss. Once he/she has the student's undivided attention they will attempt to incorporate the initial lesson within this. This way of teaching has the student learning while having fun. Topics could be anything from kayaking to hiking, dancing to football.

These teachers are especially trained to work with students with all levels of capabilities. At times lessons will include hands-on learning; this is better for the child who has comprehension issues. A science lesson. for instance. could be taught using microscopes and so forth to channel a student's eagerness to learn.

2) Setting achievable tasks:

Students with learning difficulties are given achievable tasks; they will have no struggles as tasks are specifically tailored to suit their capabilities. This gives them a sense of achievement and confidence, boosting their self esteem. Regular feedback will be provided throughout each chosen activity.

3) Challenges/the urge to explore:

Many young students are more willing to learn if they are challenged to do so.

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