21st Century Strands & Strategies
Chapter: Strands & Strategies: Deep Dive
25
Readiness
Readiness is “a student’s entry point relative to a particular
interest or skill.” Assessing readiness differs from ability grouping in
that readiness strategies are used prior to beginning each unit, as
well as through the unit. Therefore, a student may be at a higher
level of readiness in one skill area, such as interpersonal
communication, and a lower level of readiness in another, such
as accessing information. Based on readiness results, the teacher
can determine a strategy for supporting each student’s learning
needs relative to the content and skills being taught. Readiness
assessments can also be used as a unit of study progresses,
check to continue the appropriate differentiation of instruction.
Interest
Interest is a student’s “affinity, curiosity or passion for a particular
topic or skill” (Tomlinson, 1999, p. 11). Knowing the various interests
of students helps teachers create the “hook” necessary to
engage their students in new content and skills. For example, a
reluctant math learner who likes sports might be enticed into
learning about statistics in the context of sports scores. Attaching
meaning to learning for students helps to prevent the age-old
question of “how does this relate to real life?” Consequently, it
yields better mastery of concepts and skills among all students.
The interest of each student can be determined in a variety of
ways including regular dialogue, assignments that ask students to
discuss their interests, and formal inventories that measure
interests.
Learning Profile
Learning Profile outlines how a student learns (Tomlinson, 1999).
Learning profiles are developed by assessing how, and under
what conditions, students learn best. Many factors influence a
person’s learning profile, however according to Tomlinson (2003),
research supports the following four key areas: learning style,
intelligence preference (this refers to preferences within the
context of Howard Gardner’s Multiple Intelligence model),
gender, and culture. Determining a student’s learning profile
helps the teacher create an environment that allows for student
differences and sets the stage for differentiation of content,
product and/or process.
To build a differentiated classroom focused on a positive
environment, it is important teachers recognize that “from the
moment a student enters a classroom, the teacher is
communicating, both overtly and covertly, the value he/she
places on learning and the degree of acceptance of students as
individuals. The walls and artifacts chosen by the teacher can
communicate a warm welcome or dull acceptance of
responsibility.” (2003, p. 37).
