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Differentiating instruction is a valuable instructional management and delivery tool, which can be used to assist teachers in meeting the needs of the diverse populations of students which they now find in their classrooms. In using these strategies, a teacher may use pre-assessments to determine the learning styles, interests and readiness of the students, prior to the introduction of a lesson or unit. After developing a learner profile, the teacher may then differentiate according to the readiness of the student, by process of delivery, and by the product which the student may produce to

Both participation of students and professors are required to enhance the learning experience, because students applying themselves and showing mutual interest in the subject, simultaneously result in faculty members teaching the material more effectively so education can improve.

According to UNESCO (2004), teachers around the world are exerting efforts in trying out innovative teaching strategies. There were dedicated and committed teachers who make a difference to the students’ lives and even providing important learning opportunities in their communities. To meet the students’ diverse learning needs, teachers cater variety of learning opportunities and experiences. In an interview of Carol Ann Tomlinson, an American author and educator known for her works with techniques of differentiation in education, she described differentiation as shaking up the classroom to be more appropriate for the learners. Regarding the methods of instruction, there should be a variety of techniques for collecting and presenting the lesson considering the students’ needs, abilities, interests, and backgrounds of experience.

“ Students do become behaviorally, emotionally, and cognitively involved in the learning activities their teachers provide (e.g., write an essay, solve a math problem), and their extent of effort, enjoyment, and strategic thinking does predict important outcomes, such as achievement. But students also do more than this. Students also, more or less, proactively contribute into the flow of instruction they receive as they attempt not only to learn but also to create a more motivationally supportive learning environment for themselves ( Bandura,

Class participation includes attendance, evidence of preparation for class, participation in class discussions, and timely submission of assignments. Being prepared for class and actively participating in the class will assure that all students will get more out of the class, and assist students to be their best.

“Don’t Lecture Me” noted that students who gain a mastery of subjects in traditional lecture format classes were typically those who were engaging with the material through outside research and reading. These people are self-directed learners. They are motivated and have the 21st century skills necessary to gain a deeper understanding. Educators need to seek a way to make these types of students the norm, rather than outliers. It is not surprising that lectured-based educational formats do not succeed – these class styles do not foster an opportunity for students to exercise and gain mastery the 21st century skillset. By devoting class time to activities like group discussion, brainstorming, collaboration professors will provide students with skills that can be used independently and in

Students desire to be active participants in their learning. This drive can be promoted when students are allowed to explore

Over ensuing months, I have gained beneficial information because participation is a strategy that helps me believe in reaching my potential with confidence. I am aware that participation has made me a better student. For example, the professor acknowledges my first name in class and at his office hours. Through participation, I enter a place where I was able to express myself freely. In addition, I was open to criticism between my peer and the teacher dealing with my take of the novel reading. It is a memorable experience to be in the presence of others, who share the learning objective for

Accordingly, Kuh (2003), provides credibility to Wilson's (2004) findings, and states “student-faculty interaction matters most to learning when it encourages students to devote greater effort to other educational [and] purposeful activities during college” (p. 29). It is this writer’s assertion that all educators should give careful scrutiny

When I think of differentiated instruction I think of student’s readiness levels in all the subjects in the curriculum. I have also used many strategies to help students to be successful during lesson objectives. I’m going to incorporate six differentiated strategies into my classroom next year.

Having reviewed Learning-Style Characteristics of Adult Learners, I've decided to discuss the emotional and sociological stimulus strands of the Dunn & Dunn Learning-Style Model. I intend to delve into the different qualifiers for each aforementioned strand, outlining what elements constitute emotional or sociological stimuli, and provide correlating personal insights. Also, I'd like to convey this information, not only as a tool for adults attending college, as something relative in various facets of life.

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

When teachers develop differentiated instruction strategies for students they provide several different avenues for the student to achieve the same learning goal regardless of which path they choose. Student choice in which avenue they ultimately select creates a sense of ownership with the students and actively engages them in the lesson. The different avenues all lead to the same learning goal just as many roads might lead to one destination. Differentiated thinking empowers teachers to be responsive rather than reactive to the unique and individual personalities,

Everyone who has gone to school knows that there are students who are livelier and more proactive than the others. We have all sat through classes where there were classmates who eagerly raised their hands to ask questions, participated in every outdoor activity, and often stayed after class to discuss with their teachers about the lesson. We also have been part of classes where there were some learners who quietly sat at their desks and simply left when classes ended. Although students often seem outwardly alike in general, the differences between active students and passive students are enormous. Each type of student has their own way to pursue their education. In addition, natural abilities and environmental factors are playing important roles in how students can become active or passive learners in schools.

Students’ class participation is an important tool of learning. However, large class size leads to less active student involvement in the learning process. This will result to lack of student-teacher interaction and opportunities to ask and entertain questions.