Brenda Logan's Article: Examining Differentiated Instruction: Teachers Respond?

Abstract

Today’s classrooms are filled with diverse learners who differ not only culturally and linguistically but also in their cognitive abilities, background knowledge, and learning preferences. Faced with such diversity, many schools are implementing differentiated instruction in an effort to effectively address all students’ learning needs. Although experts and practitioners acknowledge that the research on differentiated instruction as a specific practice is limited, solid research validates a number of practices that provide the foundation of differentiation. These practices include using effective classroom management procedures; promoting student engagement and motivation; assessing student readiness; responding to learning styles;

In his article, Logan provided an inclusive description of the facets of differentiation, including the requirements and procedures for implementation. Incorporating an array of studies and material pertaining to educational theories, the article covers the implication, impediments, and illusions of differentiated instruction (Logan, 2011). The purpose of this study was to examine what teachers specify as key components of differentiated instruction. It also served to expose what differentiated instruction is or is not. The study was guided by the belief that educators may not possess a clear understanding of what differentiation is, that the key components for implementation, and the myths that surround the practice of differentiated instruction. In the article, Logan emphasized the contact between the teacher and learner and pointed out that, in the event of training, both the learner and trainer learn. He advocated for differentiated instruction in today’s learning environments, as students are found to be so diverse. In the process of implementing the differentiated instruction, the teacher must create learning profiles by analyzing the profile of every student. However, Logan pointed out that there are various clichés and barriers regarding differentiated instruction. Teachers lack the time for it,

Robb (2016) vividly described what differentiated instruction is with reference to other researchers. Her purpose for the article can be properly deduced, as it is presented in an even flow throughout the article’s content. A major strength of the article is that Robb’s arguments are supported with data and real life situations in her own classroom; thus, the article is strong enough to be a resource in the development of leaning. I would apply her brave techniques in the teaching and learning processes in order to invoke creativity and critical reasoning among the students. Discussions, as advocated by Robb, promote interaction and dismiss any differences among students, thus making learning coherent; also, as a teacher, I would incorporate it into my teaching for better