How Does Differentiated Instruction Influence Student Learning?
Opening
What is differentiated instruction? According to the book How to Teach Now: Five Keys to Personalized Learning in the Global Classroom, differentiated instruction is simply the customization, or personalization of instruction practiced by the teacher in order to captivate students that are at different levels in their learning process due to cultural, emotional, academic, gifts, gender, or social differences, but are all found in the same classroom (Powell & Powell, 2011).
There is a lot of information and numerous documents that speak on the great significance of using differentiated instruction in the classroom. The concept of differentiated instruction has not been recently developed, but has become crucial and somewhat a difficult concept in our educational system (Watts-Taffe, Laster, Broach, Marinak, McDonald Connor, Walker-Dalhouse, 2012).
The following questions arise as differentiated instruction is reflected upon here:
How does differentiated instruction influence student learning? Does students’ performance increase in their content area when they are in classes where their instruction is differentiated? And, Is there a significant difference when differentiated instruction is applied according to gender?
As the instructor in my classroom, I am responsible for making sure that my students reach the highest possible level of understanding in the subject area that I teach.
I am obligated to meet students at their different levels of comprehension, so that I may help them succeed in learning. So how does a teacher challenge students that have various levels of preparation, content knowledge, are of different gender, and possess
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This lesson plan did include differentiated instruction. Differentiated instruction focuses more on the students and how to teach them. The school must make sure “that teachers focus on process and procedures that ensure effective learning” (Tomlinson & McTighe, 2006, p iv) for numerous students in the class. Teaching Middle Ages needs the use of the student’s eyes, ears, and hand. Students learn more and have fun when they can use more senses.
I must prepare the students for the next grade they are entering, so I must lay the ground work. Each year, a teacher builds off of what the students learned the year before. If I do not teach the students what they need to be taught, I am not only hurting the students, but I am also making the next teacher’s job much more difficult. They will have to go back and reteach information the students should already know. This becomes very difficult as they do not have a good gage of what they students remember from previous years and what all they need to start fresh with. This is why I must be a team player and help the next teacher. I must do everything I can to have my students ready for the next grade and make sure they are learning everything I am teaching throughout the
This essay will discuss the terms differentiated learnnig and personalised learning as well as highlight how these two forms of learning can be implemented in the classroom. Differentiated learning can be defined as an instruction that is an individualised process of teaching and learning that is based on the learners’ prior knowledge, abilities, development readiness, interests and learning styles (Grierson & Woloshyn, 2012). On the other hand personalised learning involves creating an individual learning plan to meet the needs of a particular student. In addition personalised learning does not mean teaching each child individually but trying to cater in several ways for the variety of children you have in the class (Dean, 2006).
Teacher knowledge has always been the basis to an effective learning experience. Without a knowledgeable teacher, students are not able to receive a quality educational experience. This pillar encompasses the influence teachers have on student learning and achievement, possession of research based knowledge, and effective teaching practices. I thrive to be educated and knowledgeable on the information presented to my students. By having a variety of teaching techniques that work and I use often in my classroom, I am able to mold my instruction around student needs and provide efficient and
Instruction. These two strategies are approaches that address classroom diversity in general education settings, and inclusion classroom settings. The idea of UDL is that instructional lessons, strategies, and assessments are planned with supports, which are more likely to be well-suited for students with special needs. The supports minimize the need for adaptations at a later time. Properly designed classrooms require fewer adaptations for students with special needs, is an ass...
IEP stands for Individualized Education Program. An IEP is a written document required for each child who is eligible to receive special education services. It is provided to a student who has been determined first to have a disability, and second, to need special education services because of that disability. An IEP is very important and should never be overlooked by anyone. The purpose of an IEP is to make sure that only students whose educational performance is affected by a disability receive special services. An individual program plan is designed to make sure that students get the kind of educational experience that they deserve; an experience that results in success. The end goals for students who are on an IEP are to be involved in
Differentiated instruction – is a way to reach students with different learning styles, different abilities to absorb information and different ways of expressing what they have learned. Differentiation means tailoring instruction to meet individual learners needs.
Differentiated Instruction is an effective teaching technique that allows the teacher to assess all of his/her students to their needs. This allows the students to get the instruction they need to avoid death valley. Differentiated Instruction is used in the classroom to make sure no student is left behind. In Sir Ken Robinson's TED talk he opens up with the irony of the act “No Child Left Behind”. He discusses that the act is actually the complete opposite of what it seems to be and millions of childrens are actually being left behind. This is because all students are different and diverse than the other student next to them, which is why as teachers we have to use differentiated instruction in the classroom. Yet, when it comes to the teaching,
They need to be placed “in charge” of their own learning, they need to know what type of learner they are, and how to communicate their academic goals. As an outstanding teacher, I assist students in setting their personal learning goals and thus organize my instruction to meet their goals. I envision great expectations for all students. All students are learners and all students want to learn. It is my job to provide the level of assistance that they need to assist them in becoming lifelong learners and active community members.
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
The textbook states, “differentiated instruction is (a) not a recipe for teaching, (b) not an instructional strategy, and (c) not what a teacher does when he or she has time. Rather, it is a way about teaching and learning…” I completely agree with this statement, differentiated instruction should occur daily and with every lesson. I have to admit that I did not always understand differentiated instruction nor has differentiated instruction always been reflected in my lessons, but it’s not until recently that I began to strategically design lessons with differentiated instruction
Hess, M. (2011). “Although Some Voice Doubts, Advocates Say Differentiated Instruction Can Raise the Bar for all Learners.” Distributed by NEA Communications.
I believe teachers should serve as role models and be the center of a classroom. In order to maintain that students stay on task and are all on the same page, the teacher needs to serve as a guide and direct the students. I do not believe that students learn best in a textbook based setting, but that textbooks are important when referencing material. I believe all students learn differently and look for new ideas or ways to teach lessons and concepts, so that my students can learn as effectively as possible. I also believe that a teacher teaches much more than the subject. It is very important for students in my classroom to something other than the subject that I teach. I want them to learn life skills that will help them in more areas and aspects of their life other than education. I believe my students should strive for hard work, dedication, and integrity, and go beyond learning just the content of a
Education is a very important aspect of our lives. It is our education that makes us who we are and determines what we become. Therefore, education is not something to be taken lightly. As a teacher, my goal will be to provide the best possible education for my students. Every student is unique. I must see students for who they are individually and respect their ideas and opinions. Each student has a different learning style. I must take this into consideration because I want to provide a constructive learning opportunity for every student. I believe that every student has the potential to learn.
Lawerence-Brown, D. (2004). Differentiated instruction: inclusive stragies for standards-based learning that benefit the whole class. American Secondary Education , 34-62.