Differentiated instruction is different from traditional classroom instruction in several ways. In differentiated instruction, teachers use on-going assessments instead of on assessment at the end of the unit. Differentiated instruction also uses flexible grouping, such as small groups or peer pairs, rather than simply whole-group instructions. Additionally, differentiated instruction uses an array of teaching methods based on the students learning style. Finally, differentiated instruction uses a variety of learning materials.
In response to the varied student learning needs, differentiation will be a key component of this classroom. It is “designed to improve access to the general education curriculum by adapting instruction to each student’s diverse learning needs” (Smith, 2007). “Differentiation instruction means changing the pace, level, or kind of instruction you provide in response to individual learners’ needs, styles, or interest” (Heacox, 2012). Because each student comes to this 6th grade classroom with unique needs, differentiation will implemented frequently to ensure that each student receives the rigor needed to master the 6th grade curriculum. It will be relevant to your student and his/her needs. It will provide an appropriate level of challenge. It will be engaging and at times, it will offer choices. Delivery of differentiated instruction will frequently involve centered based learning activities and small group instruction. A list and description of some of the centers will be distributed to parents and is attached as Appendix
All in all, differentiated instruction is a method used by teachers to accommodate all the different learning modalities, levels of learning, cultural and language barriers and special needs often integrated in one classroom with one lesson plan.
The six-column framework for differentiated instruction proposes that if we are trying to comprehend and construct classrooms in which differentiated instruction can grow, there are several components that we need to search and be mindful of in our preparation and teaching. Educators must explore the framework and recognize what they are already utilizing in the classroom and why these components are needed for supporting differentiation. These components are necessary and we must work constantly on all of them so that all students obtain what is necessary in learning and communicating (Gregory, 2008).
If educators have learned anything in the last decade of school reform initiatives it is that one size does not fit all. Differentiated Instruction (DI) is an approach where teachers proactively plan varied approaches to what students need to learn, how they will learn it and how they express what they 've learned (Differentiated Instruction, 2015). However, does this all end when we become educators and then magically educators learn in the same manner? The ultimate goal of professional development is to strengthen the practice of teachers in order to raise the achievement of students (Darling-Hammond, 1997a, 1997b) (Sever, 2010). Effective school leaders not only adopt differentiated instruction in the classroom, but also for all professional development for their staff, ensuring the success of all professional developments offered.
Differentiated instruction is a process to approach teaching and learning for students with differing abilities in the same class. The intent of differentiating instruction is to maximize each student’s growth and individual success by meeting each student where he or she is assisting in the learning process (Polloway, Patton, and Serna, 2005). It’s an individualized instructional method. It is used to help students with diverse needs learn using a general curriculum.
This literature review serves to provide readers with information regarding the influence differentiated instructional strategies have on ELLs. This close examination of the research will help to inform educators ragarding their pedagogical practices by providing teachers
Differentiated instruction is matching instruction to meet the different needs of the diverse learners in their learning environment. Most learning environments are structured to operate under the principles that learners must demonstrate and perform to a certain level, which is specified, by whatever mandating entity the learners are either employed by or learning within. This entity sets the standard that will signify achieved learning or academic growth. Therefore it is important as an instructional designer we engage our adult learners, whether it be in the classroom or in the workforce. One way to do this is to encourage them to become actively involved in their learning experience. Adult learners need to feel that they have a
They are so many different teaching strategies that are useful and effective but I agree that differentiated instruction is number one! It is very important for educators to have differentiated instructions in the classroom because not every students learns the same way and this will get the students involved. This teaching technique will give the students multiple options to express their learning. While they are expressing their learning, they will be able to uncover deep layers of the concept they are learning. I think when teachers give instruction and certain duties to the classroom, the student feels wanted and gets excited when they have something important to do.
In my classroom, I will differentiate learning by offering a variety of methods of instruction such as hands on models, cooperative learning, technology, lectures, group activities, independent learning assignments. I will also adjust delivery based on understanding of concepts. I
Differentiated instruction is the system of learning that realizes that each student is different and that learning is most effective when catered to their individual needs. Individual differences include motivation, learning proficiency, background knowledge, interest in learning, experience with learning, and so forth. The challenge is that the teacher has a diversity of students in her classroom and catering her learning to each individual student can be frustrating at the very least if not seemingly impossible. This is where differentiated instruction steps in.
Classrooms today are diverse, have issues that were not previously present, and more is demanded of teachers than ever before. The readings in chapter six of Differentiated Instructional Management (Chapman and King, 2008), stuck me that many of the presented plans are intertwined with each other. I will explain three areas of planning in a differentiated classroom. I will not only discuss the areas of planning, but also speak about how I will incorporate and use the information in my teaching.
The day I decided that I wanted to be a teacher I pictured myself choosing my favorite books and having thoughtful discussions. I imagined my students would enjoy the many activities we completed and at the end of the unit they would take a test and we would move on to the next topic. I was unaware of what the field of education would actually entail. I soon learned that teaching was nothing like what I imagined. I didn’t realize that my teachers made teaching a classroom full of student look easy because they used several techniques. They realized that they “must take into account not only what they are teaching (content), but also whom they are teaching (individual students)” (Corley, 2007). As I’ve learned more about my field I have realized that teaching involves providing the best education to students based on their ability to learn. When you understand that this is what teaching is about, you try practices that will make your instruction stronger. Differentiation is one way to make sure that all learners gain the education they deserve.
When we started this eight week course about differentiation I already had a lot of background information on this subject. I did learn a few things about how to help my colleagues jump on the bandwagon of differentiation. By helping my fellow teachers change their mindset towards planning with differentiation in mind I am making a positive difference in my students’ educational experience. When differentiation is used properly students are taught lessons in ways that are both meaningful and specific to the students’ educational needs. Differentiation is a great tool that teachers can use to help decrease the educational gap between students skills and the grade-level standards that they should be meeting.