Furthermore, some resistance to the new direction is expected, since it is a substantial departure from the traditional instruction provided at the school up to the present. However, with adequate leadership, this should be made possible, especially if the implementation is sufficiently gradual.

In the classrooms themselves, the strategy will therefore start with an assessment of what students needs. For grade 7, this will begin with simple activities in each subject, where the ability of each student in the subject is measured. This will then be used to plan subsequent activities and group work to help students arrive at the predetermined goals for the grade level. Hall, Strangman and Meyer (2011) note that the attitude of teachers should shift from the punitive to the supportive. Hence, these assessments should be handled with the appropriate level of tact and sensitivity, so that no student is made to feel penalized for "lesser" ability. Instead, a general attitude of helpfulness should be prevalent throughout the classroom.

Assessment

Assessment will occur on the basis of the established end goals for each grade. For each subject, a number of goals should be established for students to attain in order to pass the grade. The way in which students arrive at these goals should be differentiated according to the abilities and needs of each student. When assessment occurs, this should be on the same basis. Students should be assessed in a way that establishes their abilities in a supportive manner rather than in a punitive one.

Again, at my institution, this is a substantial departure from the way in which things have been done in the past. However, it is important to help students become better and at the same time to also improve the pass rate of the school. Because of our changing demographic, we can no longer adhere to the status quo and must search for new ways to more effectively prepare young people for higher education.

Resources

Because of the existing status quo at the school,...

First, training personnel will be required for each grade to help initiate the change. Teachers should be allowed to ask questions and raise concerns during these sessions. At the end of each training session, the main goal should be that all teachers involved would be excited and ready to implement the change. Another resource, after training, would be online and printed materials that teachers could consult at their leisure if any reinforcement of information is necessary.
It is expected that the funding for these resources would be substantial. A full assessment of the required payment for training personnel and materials will be established prior to the start of the program. Because this is in the interest of education and the future of the workforce, it is possible to apply for government funding.

Professional Development

As mentioned, substantial professional development would be required to help teachers implement the new system. Each grade's teachers will be trained for a given period of time prior to implementation.

What is most important is to help teachers understand and become excited about the importance of implementing the new system.

References

Hall, T., Strangman, N., and Meyer, A. (2011). Differentiated Instruction and Implications for UDL Implementation. National Center on Accessible Instructional Materials. Retrieved from: http://aim.cast.org/learn/historyarchive/backgroundpapers/differentiated_instruction_udl

Hess, M.A. (n.d.) Although Some Voice Doubts, Advocates Say Differentiated Instruction Can Raise the Bar for All Learners. WEAC. Retrieved from: http://www.weac.org/Home/Parents_Community/differ.aspx

Kingore, B. (2005). Differentiating instruction: Rethinking traditional practices. ASCD. Retrieved from: http://www.bertiekingore.com/diffinstruct.htm

Willoughby, J. (2005). Differentiating Instruction: Meeting Students Where They Are. Glencoe/McGraw-Hill. Retrieved from: http://www.glencoe.com/sec/teachingtoday/subject/di_meeting.phtml