1. The six column framework assesses tools that support differentiation. The model acts as a tool that allows teachers explore multiple capabilities of the learners. This assists in lesson planning that caters for the needs of all learners. The model is useful in setting goals and strategizing on how to achieve these goals. It allows teachers to assess the interests of learners and create steps to implement at every stage. The framework also acts as a timeline for teachers.
In Differentiated Instruction, the six column framework provides elements that the teacher can explore so as to understand the learners and boost planning. The framework provides elements that are already in practice, assesses them and provides what should be practiced and what to drop. The concept allows the teacher to identify areas that interest the learners and choose the ones to apply, for effective differentiated learning. A leader can apply this framework in assessing the policies that interest the followers and those which do not. The application of this framework would also help a leader in providing the tools that the teachers require from the special needs of every learner (Gregory, 2008).
2. Concept formation does not only provide a baseline for the learners, but also acts as a pre-assessment strategy for teachers. Teachers apply the concept in formation of a baseline on the interests and understanding levels of the learners. As teachers use notes and provide a brainstorming environment, they get a chance to re-examine and generate the interests and capabilities of learners. By doing this, the teachers are able to come up with better plans on how to undergo the Differentiated instruction that will suit the capability of all learners. While sharing ideas in small groups, teachers assess the differences and similarities in understanding levels of the learners (Gregory, 2008). By doing this, teachers are able to formulate suggestions for each group depending on their uniqueness in understanding. Organizing the learners into smaller groups with similar capabilities allows teachers to formulate a plan for every group and understand the learners better. Such groups are better indentified by labels. Such labels are better organized by use of interests and attributes of the members. The labels assist in faster recognition of the group’s members and their needs.
3. The determination of classroom climate is dependent on the needs, abilities and interest of the learners. The needs of the learners analyze their intelligence and what they require for success. The abilities and interest analyze the emotions of the learners and assist in determining how they would prefer being taught. These factors analyze the capacity of the learners and assist teachers in planning of the lessons. In differentiated instruction, teachers apply these factors in planning and execution (Gregory, 2008). The teachers use the factors in concept formulation by applying the learning cultures of the different learners.
For professional development, these factors can be used in the creation and developing of expertise in differentiated instruction. The use of the factors may allow teachers to develop a broad mind in understanding the needs of learners in differentiated instruction classes. The factors are also a tool for timeline formulation so that all learners fall under the same timeline. The factors are tools for better understanding of differentiated instruction, which is a requirement for professional teachers under this teaching area.
Gregory, G. (2008). Differentiated Instructional Strategies in Practice: Training, Implementation , and Supervision( 2nd ed). Thousand Oaks: Corwin Press.