Differenciate Ability Classroom

Make a synopsis of this book is to expose those experiences that we as teachers have in the classroom, where we deal  with the vast and diverse universe of personalities, who come to educational institutions to apprehend  the body of knowledge, skills and behaviors that society demands of its members. A space where even for ourselves as students in certain moment it became hostile. We cannow say without any doubt  that one of the causes of this hostility was the obvious diversity of personalities, cultures, interests, learning styles, types of intelligence (terms now we easily handle) that little or nothing  our teachers took into account when they exercised the educational labor. Teaching  taking into account this diversity is a work still challenges us, to do this  we must use everytool possible to meet the expectations that this diversity requires us as teachers.
Differentiated instruction means to give students different ways to acquire, process, to make sense of ideas and develop products that enable each student to demonstrate what they have learned. To achieve this is important to identify their ages, level of knowledge, expectations, interests, skills, learningstyle, type of intelligence, strengths and weaknesses, culture, background and so on. Then according to all this information to provide each student a distinct form for achieving the established goal.
To practice differentiated instruction the teacher must play various roles, orchestra director, manager, jazz musician and above of all a ruler to set the performance standards of behavior,responsibility in fulfilling the tasks, but to do it he must also give a part in decision-making at the students, so they realize that their points of view, ideas, are an important part to assume the successful of the educational process.
The classroom to carry out this type of education should give students an atmosphere where they feel comfortable, without pressure, without coercions. In this way theycan develop their activities in a manner that although it should be spontaneous meets the basic requirements for educational labor, which involves:  excellent environmental conditions, order, good relationships with peers and to feel confident with their teachers. These conditions will motivate them to persuade the goal, to overcome their errors that are normal to happen in any learning process butwhere also will be recognized the effort made to achieve the goal sets.
Although have always been considered the primary role of the family in education, in order the educator can develop this type of instruction in the classroom, he needs the cooperation of parents, this demands that the teacher let them to know what this teaching means and what is the part that corresponds to them toperform, but mostly because of the information they provide to the him about their children lives will be crucial for a diagnose and planning progress.
Everything described above should be reflected in each parts of  the planning course, everything must be taken to the selection of strategies, content, process, products, grading, counting with a  good planning allows teachers redirect their work, developnew strategies when a new factor, a new situation appear, as a consequence  of the work done, not by carelessness or improvisation.

Carrying out this differentiate instructions  demands  that as teachers we handle the most updated information to allow us to have a more skillfully manage of the intricate diversity of personalities, characters, thoughts, feelings, which make up the humanbeen, and definitely  influence the way of learning from each of our students.

REPÚBLICA BOLIVARIANA DE VENEZUELA
CENTRO ELECTRÓNICO DE IDIOMAS Y COMPUTACIÓN
DIVISIÓN DE DESARROLLO PROFESIONAL
DIPLOMADO EN LINGÜÍSTICA APLICADA A LA ENSEÑANZA DE IDIOMAS

HOW TO DIFFERENTIATE INSTRUCTION IN MIXED-ABILITY CLASSROOMS
SYNOPSIS

MODULO III

Participante:

Alicia Cantillo
C.V. 25.407.759...