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; grouping students for instruction; and teaching to the students’ zone of proximal development, as presented in Robb’s (2016) article (the distance between what a learner can demonstrate without assistance and what the learner can do with assistance). This section of the paper will present, borrowing from the two main articles “Examining Differentiated Instruction: Teachers Respond” by Brenda Logan (2011) and “Differentiated Reading Instruction” by Laura Robb (2016), the applicability and usefulness of differentiated instruction in education. The articles are evaluated and their credibility in the research regarding differentiated instruction is determined.
The 2011 article, “Examining Differentiated Instruction: Teachers Respond,” by Brenda Logan explores the necessity, principles, and practical application of differentiation. In his article, Logan provided an inclusive description of the facets of differentiation, including the requirements and proce...
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...an eighth-grade teacher, but the practical ideas she provided could be applied to any grade level. There is ample information about reading comprehension because that particular subject is a very vital skill to master and, at the same time, it is one of the most difficult for many to master. Therefore, the information in the article is useful in promoting reading, understanding, and extractive reasoning, which are crucial in education.
Logan, B. (2011). Examining differentiated instruction: Teachers respond. Research in Higher
Education Journal, 13, 14. Retrieved from http://ezproxy.liberty.edu:2048/login?
Robb, L. (2016). What is differentiated instruction? Scholastic Teacher Resources,.
Retrieved from http://www.scholastic.com/teachers/article/what-differ
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