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PERSONALIZED EDUCATIONAL APPROACHES FOR VARIED LEARNING
LEVELS
Nematova Zebo Tursunboevna
ESP teacher, Bukhara State Medical Institute
named after Abu Ali ibn Sino Bukhara, Uzbekistan
ABSTRACT
: The purpose of this article is using differentiated lesson plans for students at
different learning levels in the process of teaching a foreign language. This article will first
explain the differentiated learning meaning, list the multiple ways of differentiated lesson plans,
along with relevant lesson plan examples. Then it will illustrate the importance of differentiated
lesson plans in education.
KEYWORD
: differentiated learning, interactive method, advanced, lesson plan, project-based
methods, PowerPoint presentations, educational, formative assessments, summative
assessments.
Within the first few days of school, it will become abundantly clear that some students are more
advanced than others. In your classroom, you will have to teach students who enjoy chapter
books alongside their peers who still sound out words. You will have to provide basic math
instruction next to students who know the order of operations. How do you prevent some
students from getting bored while helping others catch up — and not wear yourself out?
It is possible to create differentiated lesson plans without tripling your work. Follow this guide
to learn multiple ways to differentiate work based on student needs.
How to Differentiate
There are multiple ways to practice differentiated learning, but teachers are increasingly seeing
the benefits of sorting students by learning levels. This might seem revolutionary, but it’s
nothing new.
Back in the days of one-room schoolhouses, teachers had to differentiate and personalize,
because they literally had every grade in their class. Somewhere along the line, we got the idea
that kids of similar ages would have similar skills and abilities. However, standardized testing
proved us wrong and showed major gaps in knowledge.
These gaps are likely more pronounced after a year or two of remote learning. Some
students returned to the in-person classroom significantly ahead of their peers while others
missed entire chapters and concepts. This is why the most common way to organize students
through differentiation is to focus on their learning levels.
Another way to differentiate students is through their learning styles. Some students are visual
learners while others are kinesthetic. Additionally, some students love group work while others
prefer to work alone. We recommend giving students multiple project options that play on their
strengths. For example, one student might want to write a song using key vocabulary while
another can create a visual chart defining terms.
Along with using project-based methods where students can choose how to learn, you can also
build differentiated learning into your lesson plans. Jackson Best, a former high school teacher,
encourages teachers to share the same content in multiple formats. This is why educators often
use images and PowerPoint presentations while talking through the material. Asking students to
watch a video and read a section of text related to the same concept can present the information
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in two different ways. This increases the chances that students will engage with the concept
while reinforcing the material a second time.
Use Student-Driven Differentiation
One of the best ways to differentiate students is to allow them to call the shots on what they
learn and how. When possible, give students the opportunity to take control of their education.
Kids often feel like they don’t have much say in what goes on, so this is a chance to pass on a
little independence.
Students who are allowed to have a say in their own learning experience develop essential skills
such as self-advocacy. When given the chance to take part in goal setting within the classroom,
students are also more motivated to reach those goals.
To achieve this for language students set up periodic language conferences with them to review
how confident they are in the material and what they need to learn. This is a time for students to
communicate their needs and work through problems individually. Each conference will be
unique to the learning goals of the student.
While there is no golden rule for length of conferences, we’ve found that a meaningful
conference ranges between five and seven minutes, and it’s helpful to think of each conference
in three components: research, praise, and instruction.
The student walks away with a clearer understanding of their strengths but also with goals for
improvement.
Create Shame-Free Learning
At face value, differentiation can feel isolating. Many educators worry that students will feel
called out by completing less-advanced work or by using more time to understand concepts. As
a teacher, your challenge is to create shame-free differentiation.
“When students feel shame, it renders them incapable of learning and may likely lead to other
adverse behaviors,” writes former teacher Lisa Westman, author of “Student-Driven
Differentiation.” Instead of pulling students out of class for additional instruction, she says, “we
can structure our lessons to provide additional instruction and practice to students at their
readiness level.” This also exposes them to grade-level content so they’re not left behind.
Students can feel shame when they are behind, but also when they are ahead. Many students
don’t want to be called out as different or perceived as better than the rest of the class. This is
why some educators are working to find ways for advanced learners to quietly move ahead
while they help other students.
Tricia Proffitt, a dual-language English teacher in Illinois, has students with varying levels of
knowledge. She creates tailored plans for different abilities that map the same skills. She also
has an understanding with her students that those who know what they are doing can work
ahead if they want to. This clear understanding prevents more advanced learners from getting
bored and allows them to feel challenged.
It’s possible to have students participate in differentiated learning without calling them out or
pulling them into separate classrooms. In fact, students can benefit from being around peers at
different levels.
Take Advantage of Technology
With more than a year of remote learning under your belt, you are likely an expert at various
digital tools and online assessment options. You can use these to your advantage to create time
for yourself.
Personalized learning often makes use of technology to improve classroom learning. Tech also
allows educators to give feedback to students more often and more immediately, by using
personal assessments and tailored quizzes for each student.
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Technology cuts down on grading time too, so teachers can spend more time evaluating and
developing strategies for different learners.
Group Students Together
Groups allow students to help each other and offer support where they can. They also can
protect your sanity as you will know which groups need help and which ones likely understand
the material.
High school teacher Kristen Cole says there are different ways to group students. For instance,
you can group students by ability level and then work one-on-one with each group based on
their understanding. This way each group gets the help they need. You can also intermingle
groups so more advanced students can help their peers. This allows advanced students to
reinforce the material they know by teaching it to others.
Bri Stauffer at Applied Educational Systems takes this idea one step further with the creation of
captain-led pods. Students can work in groups, with each pod having a student captain. When
one student has a question, they are encouraged to ask their captain for help before the teacher.
This is another instance where varying student skill sets can shine. One student might have a
hard time in reading comprehension but can lead as a captain in speaking class.
Test different group styles throughout the year and to achieve different goals. You can evaluate
what group-learning styles work best for your students.
Look for Multiple Assessment Options
While many educators are able to differentiate learning levels, they have a harder time
changing how students are assessed. Look for multiple ways to assess what students know,
including the use of different test styles and class projects.
Differentiated assessment involves offering choices on how students show their knowledge and
collecting data throughout the learning. By favoring formative assessments over summative
assessments, educators create small, low-stakes checkpoints throughout the unit to see how well
students are learning the material.
These small checkpoints can also help you catch students when they miss concepts, so you can
go back and review them before moving forward.
Use Differentiated Learning Resources
As more teachers embrace differentiated learning, they are sharing their experiences with others.
There are plenty of resources online to guide your lesson plan creation.
Cathy Weselby at Resilient Educator has a valuable resource that includes a list of several
books on differentiated instruction and several reference materials for continued learning. This
is a great page to save if you are committed to offering a differentiated classroom.
By learning what works well for other educators, you can reduce the amount of trial and error in
your own classroom.
It’s understandable that differentiated learning would seem overwhelming when you first start
out. How can you teach the same concepts to students who work at different levels? However,
once you get systems in place, you can move forward with confidence and your students can
know their educational needs are being met.
REFERENCES
1.Westman, L. (2020, May). Why we need differentiation now more than ever. Education
Update, 62(5).
2.Images by: dolgachov/©123RF.com, gorodenkoff/©123RF.com, Adam Winger, CDC
3.What is Differentiated Instruction? Examples of How to Differentiate Instruction in the
Classroom By Cathy Weselby
4.What Differentiated Instruction Really Means. Lisa Westman
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5.Tursunbaevna, N. Z. . (2022). Types of Interactive Methods of Teaching Foreign Languages
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