Pros of Differentiated Instruction
Differentiated instruction is a way of thinking about teaching and learning. It
means using a variety of instructional strategies that address diverse student learning needs. It places students at the center of teaching and learning and student needs drive instructional planning. Differentiated learning is a way to enhance learning for all students by engaging them in activities that respond to particular learning needs, strengths and preferences (Wikipedia, 2002). Realization that learners vary in their readiness, interests, and learning is crucial to student success. It is very important that students of diverse cultural backgrounds have a variety of instructional strategies to foster education and learning. It is great to have a melting pot effect but at the same time everyone is different and these differences must be addressed. Understanding this point, educators then work towards mastering the same themes and skills in their classroom but utilize different content, strategies, and products to achieve the curricular goals. If everyone is taught at the same level using the same strategies then education becomes robotic and mechanical.
When put in practice, the differentiated learning classroom may appear as chaos but in reality it is a workshop like atmosphere. The teacher becomes more of a facilitator as they travel from group to group, participating with and mentoring students through the activities. The goals of differentiated instruction are to develop challenging and engaging tasks for each learner (from low-end learner to high-end learner). The low-end learner or lower functioning learner needs different strategies and modifications then the average or high-end learner. For example, the low-end learner may need to have the content modified so that it is simplified to meet students’ needs at that level. Low-end learners may not be able to attain grade-level appropriate curriculum objectives; however, all learners need the opportunity to be successful at their individual instructional levels. Average learners are typically able to attain grade-level appropriate curriculum objectives, but may need adaptations in content such as more time to complete tasks and hands on experiences to reach their full potential. High-end learners may be above the grade-level curriculum objectives and need to be provide...
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...do things the way they have always been done in a building can be detrimental to creative, innovative new professionals (Holloway, 2000). Having the expectation that all teachers will differentiate will help to dissolve this kind of negative peer pressure. While it is possible for a teacher to successfully implement differentiated instruction in his or her classroom without the above supports, one can see that teachers and students will be more likely to thrive when the above constraints and roadblocks are removed (Scherer, 2000).
References
Holloway, J. H. (2000). Preparing teachers for differentiated instruction. Educational Leadership, September 2000, pp. 82-83.
Scherer, M. (2000, September). Perspectives/ Standardized instruction - effects may vary. Journal of the Association for Supervision and Curriculum Development, 58(1), p. 5.
Tomlinson, C. A. (1996). Differentiating Instruction for Mixed-ability Classrooms. Alexandria, VA: Association for Supervision and Curriculum Development.
Wikipedia: The Free Encyclopedia (http://www.mywiseowl.com/articles/Differentiated_Learning) is a well organized site for locating information concerning differentiate learning.
While differentiating instruction and being able to design lessons geared towards the needs of diverse learners are currently highly prized skills for teachers, this has not always been the case. The history of education in the United States is a history of segregation. Even today, schools and curriculum are designed to meet the needs of a core group of students, which does not include students with disabilities (Hitchcock, Meyer, Rose, & Jackson, 2002). In the past, learners who were different, out of the mainstream, or did not fit into the mold to which teachers taught (were not part of the core) learned how or lost out on learning. This is not to say that teachers of the past did not care about their students, about being effective teachers, or about student learning. However, as schools are mirrors reflecting mainstream societal norms (Chartock, 2010; Delpit, 2006)—and, given that our society has not always valued diversity in people, be it due to disability, class, culture, or race—teachers in the past have largely focused their efforts where they could earn the largest return on their investment: the average student .
This essay will discuss the terms differentiated learnnig and personalised learning as well as highlight how these two forms of learning can be implemented in the classroom. Differentiated learning can be defined as an instruction that is an individualised process of teaching and learning that is based on the learners’ prior knowledge, abilities, development readiness, interests and learning styles (Grierson & Woloshyn, 2012). On the other hand personalised learning involves creating an individual learning plan to meet the needs of a particular student. In addition personalised learning does not mean teaching each child individually but trying to cater in several ways for the variety of children you have in the class (Dean, 2006).
It targets all the students’ needs without leaving anyone out. Differentiated instruction allows educators to plan activities and lessons that provided a higher order of thinking to their students. This course has provided me with a wealth a knowledge that I can pass on to my co-worker by showing them first hand through learning activities how to differentiate content, process, and product. In the article Moving to Assessment-Guided Differentiated Instruction to Support Young Children 's Alphabet Knowledge by Shanye Piasta, provided a great reason why early childhood educators should differentiate instruction. Piasta,( 2014)
...st part we have learned to accept our differences as individuals and have moved on. Although we may accept diversity others may have huge personal hang ups, which will prevent positive learning from taking place. As a teacher we need to identify and knock down these learning barriers to create a positive learning environment.
Rothstein-Fisch, C. & Trumbull, E. (2008). Managing Diverse Classrooms. Alexandria: Association for Supervision and Curriculum Development.
Novin, A., Arjomand, L. and Jourdan, L. Teaching & Learning, Fall 2003, Volume 18, Number 1, pp. 24-31. Available from : http://www.und.nodak.edu/dept/ehd/journal/Fall2003/novin.pdf [ Accessed 2nd December
The importance of having a curriculum that accommodates diverse learners, it allows the child to learn at their own level or ability. A child with emotional and intellectual challenges may not have the verbal or comprehension skills or the ability to control their body as their peers. With this in mind, classes with diverse learners can excel with an adjusted curriculum. An activity for example, using large Legos to teach the entire class their colors or numbers can help the intellectual challenge by asking to build a building by using on certain colors or amounts. By doing this activity the students can have fun and learn at the same time with using very little words. Also in a group activity the emoti...
assumption: “Teachers need to find their own style of discipline.”(Boyd 2012) This conception is the
Classrooms of today are full of students with varying learning abilities and styles, therefore teachers are put in a position to involve each of their students equally so that everyone has the greatest chance of success in their learning. There are many different ways teachers are able to set up the learning environment in order to maximise teaching and learning and cater for the diverse needs of their students. I will attempt to discuss in detail some of these strategies and unpack the potential advantages and difficulties that follow.
When teachers differentiate their lesson, the students are more engaged to learn. Students have some choice in their learning activities, which motivates students to want to learn and also puts more learning responsibility on the students. Some students may prefer to work alone or in groups and some students like to be hands-on. By differentiating the lesson, all students’ needs are being met. “Differentiated Instruction gives students a range of ways to access curriculum, instruction and assessment. DI engages students to interact and participate in the classroom in a richer way. It is based on the assumption that all students differ in their learning styles, strengths, needs and abilities and that classroom activities should be adapted to meet these differences
Shore, Marietta Saravia. (2011). “Diverse Teaching Strategies for Diverse Learners” Chapter 2. Educating Everybody's Children: Diverse Teaching Strategies for Diverse Learners. http://www.ascd.org/publications/books/107003/chapters/Diverse-Teaching-Strategies-for-Diverse-Learners.aspx
From my observations week by week I have noticed the teacher differentiates learning to help her students engage using their personal interest and attitudes towards school. For example one of the students Darian is not asked to sit on the rug like the rest of the students as he is more focused when he is sitting in a desk rather than on the rug. Because Ms. Diaz has had this specific student for the second year she understands that he functions better in his seat than he does on the rug. I also realized the teacher sets goals for her students giving them the sense of feelings that they have control over their learning and what is being taught in their classrooms. Because Ms. Diaz is a big supporter on peers helping one another, the students
Lawerence-Brown, D. (2004). Differentiated instruction: inclusive stragies for standards-based learning that benefit the whole class. American Secondary Education , 34-62.
Some ways I plan to accommodate student diversity in my teaching is to maintain a diverse learning environment for my students. I understand that not all students learn the same so I plan to use differentiated instruction. Differentiated instruction would include using strategies such as a Jigsaw classroom or Cooperative Learning and would allow students to have different opportunities to learn the
The one belief I had about teaching that has changed since I began this unit, is that all teachers, more or less, taught in the same way. Perhaps this is a belief that I had formed from my own time at school, where all my teachers taught in the same way; some were more or less effective, but I wasn’t aware of them using theories or methods as such, more that they were or weren’t kind people. This belief has changed and it has really opened my ideas to the many creative models, and instructional methods a teacher can use.