are motivated to invest time and energy in it

Introduction
When people are interested in a topic or activity, they are motivated to invest time and energy in it. This is true for both children and adults, whether the focus is an academic pursuit or a favorite hobby. When students are given opportunities to follow their interests, or discover new interests, they are not only more motivated but also more successful. Learning about your students’ interests and finding ways to make connections with meaningful learning experiences will not only motivate your students, but can bring new energy and excitement to your teaching practice.

This week you will be introduced to several strategies that can be used for planning Differentiated Instruction according to student interest.

Essential questions to guide your thinking and learning this week:
How do you discover what motivates and engages students to learn new things?
How do you connect students’ outside interests to the goals you want them to achieve in the classroom?

Learning Objectives
Candidates will:
Evaluate and select strategies to identify and address student learning interests
Plan a lesson that differentiates instruction based on student interests

? Required Readings
Course Text: The Differentiated Classroom: Responding to the Needs of All Learners

o Chapter 8, “More Instructional Strategies to Support Differentiation” (pp. 75?94)
Article: Huebner, T. A. (2010). Differentiated instruction. Educational Leadership, 67(5), 79?81. Retrieved from the Education Research Complete database.
Media
Course Media: “Differentiating for Student Interest” (approximate length: 4 minutes). In this media segment, Dr. Carol Tomlinson presents strategies for differentiating instruction according to students’ interests.
Course Media: “Classroom Demonstration: Differentiating for Student Interest” (approximate length: 19 minutes). In this media segment, a high school humanities teacher and a media arts teacher use project-based learning to differentiate based on students’ interests.

Differentiating According to Student Interest

Finding out about students? interests, playing to those interests, and providing opportunities for students to discover new interests are effective practices in a differentiated classroom. Reflect on how the teachers in the “Classroom Demonstration: Differentiating for Student Interest” media segment used project-based learning as a way to differentiate content and process according to student interest to provide opportunities for students to meet essential learning goals. While this example is from a high school class, consider how this approach to differentiation might be used in the elementary grades. Drawing from this week?s resources, consider other approaches for uncovering and capitalizing on students? interests and brainstorm how you might incorporate these ideas into your lesson planning.

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