Wie differenziert man den Unterricht unter Beibehaltung von Standards?

I use authentic assessments. Real world problem solving in appropriate steps, according to the academic and developmental levels of the learners. I try to identify natural interests for entrepreneurship. It usually works.

The same lesson can be imparted to many different ways at the same time. Cloze readings with word banks help students who understand the content but have trouble putting on it paper without a prompt. One student can do a collage of representative pictures of the content while another writes an essay about the topic. Students can work in pairs or groups with team roles assigned to students based on individual strengths. Students can act out parts of the lesson to convey the main concepts to each other. How do you make these differentiation strategies work well? This is where you must know your students well and what works for them and what does not work for them. Differentiation and collaboration at the same time!

One method that I found to be quite beneficial to both myself as a professor and my students was creating course preparation assignments (CPA). I would create 7-10 questions over the material that I wanted the students to read (usually most or all of a chapter from the textbook) and have the students complete these assignments prior to the start of class. We would then spend 15-25 minutes discussing the questions and the reading. After our discussion, I would have my students either work in pairs or groups and complete a worksheet in class that was directly related to their CPAs and collect at the end of our lecture. This places all the work on the students. This can also be incorporated into k12 classrooms as well.

The priority here is to reevaluate in your mind exactly what learning should look like. If students are provided the opportunity to showcase what they learned in a form they feel most comfortable with, their content/concept mastery will become more evident. Choice of medium is vital, as well as the option to dive as deep as they want to in areas of new interest.

By involvement of tailoring teaching methods and content to meet the diverse needs of students while still adhering to established educational standards. Use technology to provide personalized learning experiences, adaptive software, and interactive resources tailored to individual student needs. Employ a variety of instructional strategies, such as cooperative learning, project-based learning, or inquiry-based learning, to engage students with different learning preferences.

Go with the flow of your classroom. Interaction with classmates will give you a clue of clique behaviour. To be avoided at the get go for inclusive education. It is the most important part. Conversation amongst students needs to be encouraged. That is where teaching begins.

Differentiation in real life often has a fairly narrow interpretation, targeted towards different working levels or perceived academic abilities. Often differentiation is viewed and measured in a two dimensional way ie. in terms of breadth and depth of knowledge demonstrated in dry, often less than engaging and inspiring ways. Differentiation is better defined as offering a wide variety of ways to engage with content according not just to academic aptitudes or abilities but also to individual interests and learning styles. The standard of differentiation in the classroom towards lower, middle and higher academic achievers misses meaningful exploration and engagement with content through application, coherent with real life situations.

Differentiation means far more than remediation or fun projects. It is ensuring each student is given what they need to thrive and the supports they need to succeed. Differentiation is equity.

Certainly it is good to start somewhere. That starting point would be a level playing ground. An enriched learning environment which would help many of the learners. Thereafter those not coping significantly could be differentiated, and assisted until some would be able to return to the mainstream. So I agree that we may have to differentiate at some point but the utmost goal will be to return the minority that have been differentiated back. Creativity and diversity in the main class is itself a catalyst for not only learning but building a whole person physically emotionally, socially, and mentally.