Differentiated Instruction Strategies

Each student's interest in the courses, cognitive levels, learning styles, and preliminary knowledge about the courses differ. This brings richness to the learning environment, but also makes systematic planning necessary. Differentiated instruction in our school is a set of strategies by which each student reaches their true potential. 

Differentiated instruction strategies put the student at the center of curriculum planning and respond to their needs while learning.

Some of the differentiation strategies are:

• Content - By changing resources, opportunities are created for students to choose what they want to learn or set their goals.
• Process - To provide students with choice and variety in how they learn.
• Product - To make plans to increase and strengthen the learning preferences of learners by giving them the right to choose when exhibiting their learning.
• The learning environment is organized in accordance with inclusion strategies.
• Inclusion processes of students whose native language is different from the instruction language of the school are separately carried out.
• With the office hours planned, each student has the opportunity to work according to his/her readiness, interest or learning style.
• In this process, techniques such as layered teaching, RAFT, learning stations, learning agreements, reading circle, centers, Tic-Tac-Toe are used.

In summary, content, process and product are differentiated in our school according to the readiness, interest and learning profile with the understanding that one method does not fit everyone. In order to reveal the real potential of our students, all stakeholders involved in the education and training process are creating an action plan in a cooperative manner.