Learning Environment and Differentiation
Refers to both the physical and affective climate in the classroom. Regardless of age, students ask questions such as these (Tomlinson, 2003):
- Will I be affirmed in this place?
- Can I make a contribution in this place?
- Will I grow in power here?
- Do I see purpose in what we do here?
- Will I be stretched and challenged in this place?
Research has repeatedly indicated that the teacher’s emotional connection is a potent contributor to academic growth (Allen, Gregory, Mikami, Harne, & Pianta, 2012; Hattie, 2009). That connection enables the student to trust that the teacher is a dependable partner in achievement. In a differentiated classroom, the teacher is attuned to the students’ various needs and responds to ensure that the needs are met.
Various scholars (Berger, 2003; Dweck, 2008; Hattie, 2012; Tomlinson, 2003) have noted that the teacher’s response to student needs includes the following:
- Belief
- Invitation
- Investment
- Opportunity
- Persistence
- Reflection
The teacher has the opportunity to issue an irresistible invitation to learn. Such an invitation has 3 hallmarks:
1. Unerring respect for each student’s value, ability, and responsibility;
2. Unflagging optimism that every student has the untapped capacity to learn what is being taught;
3. Active and visible support for student success.
The way in which students experience the classroom learning environment profoundly shapes how they experience learning.
Nonetheless, the other classroom elements also profoundly affect the nature of the learning environment. For example,
- the curriculum
- assessment
- introduction
- classroom leadership and management