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Reflexions about differentiated instruction
Differentiated instruction differs from traditional classroom instruction
Differentiated Instruction and Its Impact
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Individual Student Needs
Research suggests that by utilizing differentiated instruction within our school systems, individual student needs can be more appropriately supported because students enter today’s classroom with varying levels of learning styles, cultural backgrounds, personality traits and home environments by which all contribute to a very diverse environment.
This paper will provide a comprehensive overview on the subject of differentiated instruction. It will elaborate on the various types of learning disabilities and the historical events affecting instructional design within the educational system. In addition, it will provide instructional best practices. Furthermore, it will provide the advantages from utilizing differentiated
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It is an instructional method/tool that is used to capture students at various different learning styles. “Teachers that effectively differentiate their instruction: consistently assess student progress in multiple ways, are very knowledgeable about effective pedagogy, aware of how students learn and are highly reflective”. (Parsons, Seth, Dodman, Stephaine & Cohen, Sarah, 2013) It is a way of teaching, an action on the educator’s role. It is not a program that can be purchased rather it takes the instructor having knowledge of their students, knowing and being aware of their strengths and/or weakness. "Researches at the National; Center on accessing the general curriculum define differentiated instruction as a process to approach teaching and learning for students of differing abilities in the same class". (Huebner, T.A, …show more content…
"Educators are coerced into becoming instruments of the statewide testing program in order to convince the public that all is well in the schools. This is allowed to happen because test scores are easy for the public to follow; therefore statewide testing programs, even those involving high stakes, are becoming the norm. All 50 states have statewide student testing, and graduation is contingent on performance on statewide exit exams or end-of-course examinations in 19 states" (Bedwell, Lance E,
Almost state has gained federal funding from accumulating the test data from all of their schools (Ravitch 107). Data collected from multiple choice questions determines the intelligence of every student and their teachers. The test data is tracked throughout their lifetime in relation to their test scores, graduation dates and other statistics companies such as Amazon and Microsoft use to evaluate different groups (by age, ethnicity, etc) as a whole (Ravitch 107). Ravitch claims there are many problems with this, mainly, tests do not measure character, spirit, heart, soul, and potential (112). Not everyone is the same, and just because one may be weak in math or writing doesn’t mean they’re not smart, resourceful individuals with much to share with the world. For schools to be even seen with a slight amount more than just their test scores, they have to be in great standings with their students’ average test results. The government’s intense focus on test results hurts schools’ ability to be a well-rounded school immensely. In contrast to federal’s pinpoint focus on what students learn, educated consumers desire their kids to have a full, balanced, and rich curriculum (Ravitch 108). Schools need to be more than housing for test-takers. The Education Board may claim students’ proficiency in their testing makes them better people, prepares them for college, and ultimately, the workforce. What they are
This is precisely the problem. Standardized tests are old and outdated, and the harm they cause to America’s education system by far outweighs the benefits. These tests were intended to monitor and offer ways to improve how public schools function, but instead they have impaired the natural learning ability of students and imposed upon the judgment of experienced educators. Although a means to evaluate the progress of public schools is necessary, it is also necessary to develop more modern and effective ways of doing so. Standardized testing mandated by the federal and state governments has a negative effect on the education of America’s youth.
Hall, T., Strangman, N., & Meyer, A. (2003). Differentiated instruction and implications for UDL implementation. National Center on Accessing the General Curriculum. Retrieved March 22, 2012, from www.k8accesscenter.org/training_resources/udl/diffinstruction.asp
Differentiated Instruction • Special Needs: Students will receive extra time to complete the task. They will do fewer descriptive details. • ADHD: When the story is read allow this student to sit near the educator. Redirection may be needed in order to keep the student on track with the rest of the students.
One time I heard a teacher at my old high school tell a new teacher that their job is to teach to the test and nothing else. I did not really know what she meant, but I knew something about what she said sounded very wrong. I thought why are they just teaching us how to pass the test instead of just teaching us what we need to know? Later I found out that whether or not I graduate depends on passing the test. The idea of standardized testing to say whether or not students graduate is a bad one. Not just bad for schools, principals, and teachers, but it can mean the end of a student’s future before it begins. That means not only does schools suffer, but everyone in our communities, states, and country suffers. It used to be that students had to take standardized tests every year. The results of these tests said what school districts would get more money or less money for the next school year. And it would also tell schools and teachers if some students needed to be put into higher level programs such as gifted and talented or advanced placement courses or if they were having problems and should be put in special education.
Cloran (n.d.) suggest teachers need to have a broad understanding of giftedness and learning disabilities, a variety of identification measures and the ability to modify the curriculum and implement differentiated teaching strategies to meet the unique needs of all students. A graduate teacher recognises that students learn in their own way and should understand and be able to identify a number of teaching strategies to differentiate and meet the learning needs of all students. They may create groups based on previous assessment results and set clear or modified instructions for each group based on ability or learning styles. To address the specific learning needs of all student abilities, multi-sensory strategies using charts, diagrams, outside lessons and videos, as well as posters around the room or information on the desk could be used. Tomlinson (1999) suggests that differentiated instruction aims to build on student’s strengths and maximize their learning by adjusting instructional tasks to suit their individual needs. Ensuring teaching and instructions are clear, revising and prompting students during lessons and providing templates and assisting student in breaking down tasks into achievable, systematic chunks are some additional examples. Lucas, (2008) suggests highlighting key vocabulary within the text to focus students on the central concepts within the text. Quick finishing students should be provided with the opportunity to extend themselves with extension tasks that have a specific purpose and
In conclusion students learn in different ways and have individual needs therefore students need to be supported in various ways. Differentiated instruction focuses on the strategies, resources, materials and procedures that educators need to craft circumstances that can lead to success of every learner. Whereas personalised learning involves matching learning to the individual child. Both differentiation and personalised learning styles aim to create positive learning outcomes for all students.
High stakes testing has taken over every school curriculum from kindergarten through twelfth grade; teachers are often expected to “teach to the test.” Students are suffering due to a strict curriculum that is based solely on passing “the test.” Many wonder if high stakes testing is really worth the many sacrifices students and teachers must make. The high stakes testing curriculum deprives many students of valuable learning opportunities and much needed academic training.
In the contemporary American education system high-stakes standardized testing has resulted in a focus on extensive test preparation, as well as a large increase in the numbers of teachers cheating by alternating their students' test scores. Both these phenomena are a direct consequence of the incentives and punishments directly linked to standardized test results.
Tomlinson, C.A. (1999) Chapter 2: The Rationale for Differentiated Classroom in Mixed Ability Classrooms. The differentiated classroom: responding to the needs of all learners. US: ASCD.
In today’s educational environment, all students expect to receive the same level of instruction from schools and all students must meet the same set of standards. Expectations for students with learning disabilities are the same as students without any learning difficulties. It is now unacceptable for schools or teachers to expect less from one segment of students because they have physical disabilities, learning disabilities, discipline problems, or come from poor backgrounds. Standardize testing has resulted in making every student count as much as their peers and the most positive impact has been seen with the lowest ability students. Schools have developed new approaches to reach these previously underserved students while maintaining passing scores for the whole student body. To ensure academic success, teachers employ a multi-strategy approach to develop students of differing abilities and backgrounds. Every student is different in what skills and experiences they bring to the classroom; their personality, background, and interests are as varied as the ways in which teachers can choose to instruct them. Differentiated instruction has been an effective method in which teachers can engage students of various backgrounds and achieve whole-class success. When using differentiated instruction, teachers develop lesson strategies for each student or groups of students that provide different avenues of learning but all avenues arrive at the same learning goal.
This article is written by a teacher and describes ways in which differentiated instruction can be implemented.
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
This standard requires a teacher to really understand his/her students especially through the ways they grow and develop. It is important for them to understand that every student is different and therefore, will learn in their own ways. The teacher then learns to meet the needs of all students specifically by creating learning experiences for all to comprehend. Differentiated instruction would be helpful in a classroom in order for the teacher to meet the needs of students who have differences when it comes to interests, readiness and learning needs.
As individuals, do we learn using one method? Does one method fit all? According to Carol Ann Tomlinson, differentiated curriculum is a way of, “shaking up what goes on in the classroom so that students have multiple options for taking in information, making sense of ideas, and expressing what they learn” (Tomlinson, 2001, p. 1).