Teaching Classes Are Not Made Up Of A Homogeneous Group Of Students

2089 WordsSep 23, 20149 Pages
1 Dixon, Felicia A.; Yssel, Ninia; McConnell, John M.; Hardin, Travis. (2014). Differentiated instruction, professional development, and teacher efficacy. Journal for the Education of the Gifted. 37 (2), p. 111-127. Classrooms are not made up of a homogeneous group of students. All students bring varying backgrounds, skills, and learning styles into the classroom. In order to sufficiently meet the needs of all students, teachers must adjust their instruction accordingly. In this article, the author discusses the relationship between differentiated instruction and teacher efficacy and the effectiveness of professional development. The author discusses the need for teachers to modify the content that is presented to students. Not all students have the same skill set when entering a classroom, and teachers must remediate and supply enrichment to provide all students with a challenging curriculum. In addition, teachers must consider student learning styles when planning their methods for delivering information. Finally, the manner in which students must submit their work should be modified to meet individual student needs. The process of differentiating instruction is one that takes time, guidance, and practice. The author first studies the relationship between teacher efficacy and time spent utilizing differentiated instruction. The study found that differentiation had a positive effect on teacher efficacy. Teachers who utilize differentiation are using

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