Differentiated Instruction

Introduction

With global diversity the modern day classroom sees so many changes as opposed to those even from a couple of decades ago. The inclusion of students from diverse cultural backgrounds, students where English as a second language (ESL) and students with disabilities are compelling educators to take a look at current teaching practices. As a result, the common practices of the past are not necessarily relevant today and require a change. This paper will attempt to introduce some of the characteristics and benefits of differentiated instruction.

Differentiated Instruction Defined

Tomlinson (2005), a leading expert in this field, defines differentiated instruction as a philosophyof teaching that is based on the principle that students

That is not to say that the required state or district standard curriculum is not met, but rather include creative approaches to teaching and learning of thosestandards.Some characteristics as defined by the California Department of Education (2001) are that teachers spend quality time with their students learning about their level of self-esteem and academic readiness. Furthermore, the classrooms become student centered through differentiated instruction where no student is singled out for their learning aptitude. Teachers design in class instruction and homework assignments with the student learning style, aptitude, and needs in mind while still ensuring that the learning outcomes set forth by the standard curriculum of the district are met. In addition, assessment tests are offered to students by various options such as oral, real-life problems to be solved, portfolios and standard tests. Finally, there is a constant dialogue between the student and teacher to assess performance. Any student not meeting the standards is then provided the additional necessary

Standard curriculum is what is to be taught but differentiation is how it is taught and how various avenues can be presented for a variety of teaching and learning. Furthermore, Tomlinson goes on to suggest that any standard can be selected and by differentiating the materials provided to students, they can be challenged to meet the needs of the standards at varied levels of difficulty. Teachers can create lessons to appeal to multiple student interests to promote interest in the