STEAM and STEM instruction benefits from Differentiation interventions just as are applied in core curriculum subjects. During their instructional practice, teachers may observe learning challenges with their students that do not seem to align with narrow, traditional definitions of special needs. Students’ learning challenges may be formally identified and diagnosed. Increasingly, however, learning challenges may also be observed as episodic and transitory. Transitory learning challenges are often observed by professional educators, instructional coaches, instructional aides, and parents.
These learning challenges benefit from just-in-time differentiation and tiered activities. Educators should visit with the students, discuss supports with the student. It is necessary that when planning for differentiated instruction that educators take into account students readiness, interests and learning profile (TEDx Talks, 2013; Tobin & Tippett, 2013), and apply targeted, tiered curriculum supports for learning at the point of instruction.
One process for implementing targeted learning supports for diagnosed and transitory learning challenges is through Tiered Activities.
What are some transitory learning challenges that you have informally observed among your previous or current students?
References
TEDx Talks (2013). Reimagining Learning: Richard Culatta at TEDxBeaconStreet. [Video File.]. Youtube. https://www.youtube.com/watch?v=Z0uAuonMXrg&ab_channel=TEDxTalks
Tobin, R., & Tippett, C. D. (2014). Possibilities and potential barriers: Learning to plan for differentiated instruction in elementary science. International Journal of Science and Mathematics Education, 12, 423-443.
https://link.springer.com/content/pdf/10.1007/s10763-013-9414-z.pdf
