Readiness on Differentiated Instructions

we know that studos come to us with as different people I mean anybody who's taught for 15 minutes sees that some kids sit still some kids don't sit still well some kids come in with a storehouse of information about a particular topic and other kids have never been introduced to it when researchers look

at differences in our learning they suggest that there are probably about three at least that make a big difference in us kids can differ in Readiness level and when students differ in Readiness level that does not mean what is their IQ it means given a specific set of learning goals where is the student in Readiness for that you

may have a student who's missed something significant last year that would help them move ahead in a subject but as soon as they've got that missing piece they can move really quickly and so Readiness is not an attempt to pigeon hole a kid and keep them there it simply means some kids come in with information knowledge

skills understanding experiences that propel them ahead and others don't yet have that but we can help them gain it so that they can move ahead as well in differentiating for Readiness the teacher's goal is really to make everybody's task a little bit too hard for them so the reason one task won't always work is that typically what's a

little too hard for one kid is a little too easy for another one something that's way too hard for one student may still be too easy easy for another and so looking at what brain research tells us about the fact that the brain really only learns when the task is moderately challenging and what people like voty

talked to us about with the zone of proximal development we really do know that a student has to reach a bit to learn but not stretch to the point of pain and certainly not bend down in order to be able to learn so differentiating for Readiness means the teacher is trying to help the students