{"id":159096,"date":"2023-09-28T23:51:37","date_gmt":"2023-09-28T22:51:37","guid":{"rendered":"https:\/\/www.prometheanworld.com\/resource-center\/blogs\/classroom-differentiation-ability-readiness-and-interest\/"},"modified":"2023-09-22T00:54:40","modified_gmt":"2023-09-21T23:54:40","slug":"classroom-differentiation-ability-readiness-and-interest","status":"publish","type":"blogs","link":"https:\/\/www.prometheanworld.com\/resource-center\/blogs\/classroom-differentiation-ability-readiness-and-interest\/","title":{"rendered":"Classroom differentiation: Ability, readiness, and interest"},"content":{"rendered":"\n
As a key part of classroom differentiation, teachers should establish their students\u2019 learning readiness, interest, and abilities. Scoring learner profiles in these three areas arms teachers with the best strategy to teach mixed-ability classes. Readiness is not synonymous with a student\u2019s ability, and both can influence his or her motivation, as well as external factors. Let\u2019s break down three principal profile differences and what a high, medium, or low rating in each could mean.<\/p>\n\n\n\n
Learning readiness refers to how well equipped a student is to learn, including circumstantial and environmental factors. A student with a low readiness to learn may be encumbered by difficult personal circumstances in his or her life, or a lower emotional or physical maturity. It can point to external distractions or a personal barrier.<\/p>\n\n\n\n