Is differentiated instruction necessary to meet the needs of all levels of learners within the environment based on learning styles, interests, and readiness levels? Differentiated instruction involves daily assessment, either formal or informal, lots of planning, and a classroom of learners working together as a community (Tilton, 2001). Differentiated instruction is a learner-centered instructional design model that acknowledges that students have individual learning styles, motivations, abilities, and, therefore, readiness to learn. Differentiated instruction adapts learning to the students’ unique differences. It is a must for teachers to learn as much about each student as possible. Understanding students helps guide teachers’ decisions to match appropriate materials and strategies to each learner’s needs. The strategies and activities are student-centered, based on readiness, planned with flexible grouping designs, and changed as needed to meet the needs of all learners. These personalized experiences give students access to all of the information and skills they can assimilate in their learning journeys (Chapman & King, 2005). This approach meets the academic and related needs of a wide array of diverse learners in schools (Edwards, Carr, & Siegel 2006). Effective teachers in a differentiated classroom have always considered their students’ uniqueness (i.e, academic needs, talents, interests, learning styles) in planning, teaching, and evaluating lessons. Tomlinson (1999) describes other features of this approach, among them the engagement of students through different learning modalities; each student’s competition with self; flexibility in various aspects of the school day; teacher as diagnostician; multiple ... ... middle of paper ... ... substantial support (ERIC Document Reproduction Service No. ED 404-613). Sparks, D. (2005 Fall). Differentiation within team-based teacher learning. Journal of staff development, 26(4), 4. Stone, J. G. (2001). Building classroom community: the early childhood teacher's role. Scholastic Early Childhood Today, 16(3), 17-18. Tilton, L (2001). Inclusion: a fresh look; practical strategies to help all students succeed. Shorewood, MI Covington Cove Publications. Tomlinson, C.A. (1999). The differentiated classroom: responding to the needs of all learners. Alexandria, VA: ASCD. Wong, H. K., & Wong, R.T. (1991). The first days of school. Sunnyvale, CA: Harry Wong Productions. Wong, H. K., and Wong R. T. (1998). The first days of school: how to be on effective teacher. Mountain View, CA: Harry K. Wong Publications.
Cloran (n.d.) suggest teachers need to have a broad understanding of giftedness and learning disabilities, a variety of identification measures and the ability to modify the curriculum and implement differentiated teaching strategies to meet the unique needs of all students. A graduate teacher recognises that students learn in their own way and should understand and be able to identify a number of teaching strategies to differentiate and meet the learning needs of all students. They may create groups based on previous assessment results and set clear or modified instructions for each group based on ability or learning styles. To address the specific learning needs of all student abilities, multi-sensory strategies using charts, diagrams, outside lessons and videos, as well as posters around the room or information on the desk could be used. Tomlinson (1999) suggests that differentiated instruction aims to build on student’s strengths and maximize their learning by adjusting instructional tasks to suit their individual needs. Ensuring teaching and instructions are clear, revising and prompting students during lessons and providing templates and assisting student in breaking down tasks into achievable, systematic chunks are some additional examples. Lucas, (2008) suggests highlighting key vocabulary within the text to focus students on the central concepts within the text. Quick finishing students should be provided with the opportunity to extend themselves with extension tasks that have a specific purpose and
Wallis, Claudia. “How to Make Great Teachers.” Time Online. 13 Feb. 2008. Web. 16 March 2011.
For this lesson I still need to learn how to analyze instructional goals and differentiated instructional strategies. When I transfer to a university to further my education; in my educational classes I will learn about this. In addition to student teaching, I will be learning how to handle future situations with the appropriate grade level. Lastly, I will ask for advice from art teachers and teachers in general to find out more information on differentiated instructional strategies.
...ualized plan due to time constraints, it is reasonable to treat each student as they do have an individualized education. Teachers should know their students well enough to individualize the classroom activities so all students have strengths in each lesson. Through collaborative efforts, teachers can gain knowledge about the students and new ways to teach according to different learning styles. Working together, each student can receive an individualized education where their full potential is used.
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,
Kyriacou, C. (2001) Effective Teaching in Schools: Theory and Practice, 2nd ed. Nelson Thornes Ltd.
An organization’s educational opportunities often fail due to a lack of attention to the designing of their instructional programs. The following will address what educational design is intended to look like at a heavy equipment operation. Three common types of instructional design will be compared and contrasted to gain a greater understanding of the options available to instructions when designing instructing programs. Additionally, a proposal will appear for a particular instructional design program at the said heavy equipment organization.
Classrooms of today are full of students with varying learning abilities and styles, therefore teachers are put in a position to involve each of their students equally so that everyone has the greatest chance of success in their learning. There are many different ways teachers are able to set up the learning environment in order to maximise teaching and learning and cater for the diverse needs of their students. I will attempt to discuss in detail some of these strategies and unpack the potential advantages and difficulties that follow.
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
As outlined by David, Meyer, & Hitchcock (2005), differentiated instruction is a process of finding out about each learner and differentiating accordingly. As an educator you must continually develop an awareness of your students by observing their interactions, interests and learning performance in order to provide an inclusive environment. Once a sound knowledge of students is attained the Universal Design for Learning is an excellent way to ensure each and every student is provided equal opportunities to learn and enjoy their education. Through using the three principles of representation, action and expression and engagement in conjunction with critical reflection, educators can reduce barriers within their classroom and provide an inclusive environment that challenges engages and celebrates each and every student.
The history of differentiation in instruction can be connected to two compelling analysts. Firstly, Vygotsky proposed that learning can be intervened through the mediation of others. This recognizes that by having an information of what a child as of now knows ought to educate the next arrange of learning and what intercessions are essential to empower fruitful learning Besides, Gardner (1993) proposed a ‘theory of numerous intelligences' in which individuals have diverse insightful and learn in numerous distinctive ways. Gardner sets that schools ought to, in this manner, offer ‘individual-centered education' (Florian et al, 2006; Humphreys and Lewis 2008b) in which learning is custom-made to the child's person needs. In rundown, an assorted run of mental approaches to learning has been advanced (and criticized) by creators over numerous a long time. A few clinicians have addressed the logical premise for an extend of hypotheses and models that have been
Evans, D. N. (2006). Models, strategies, and methods for effective teaching. Upper Saddle River, NJ: Pearson.
Differentiated instruction is used to meet the needs of every student in the classroom (Richardson, Morgan, & Fleener, 2012, p. 323). In the video, the teacher did this several different ways. First, she used graphic organizers for those students who needed visual aids and those that needed help organizing their thoughts. She also worked one-on-one with students that need that extra support. Lastly, she allowed students who have a hard time forming and thinking of ideas at the same time use a keyboard to save them
The aims of the Australian Curriculum are ultimately the same for all students. All the students have their own individual style of learning. Teachers need to demonstrate and instruct them according to their learning style. According to Tomlinson (2001), “Differentiate instruction by using flexible grouping, providing activities that appeal to various learning-style preferences, giving students choices, and creating alternative activities and assessments” (Land, 2016). The main areas of differentiation are process, content, product and environment. The importance of differentiated instruction is that it gives students a range of ways to access curriculum and instruction. It is based on different students learning styles, strengths, needs and abilities and the classroom activities should be adapted to meet these differences (“Differentiated Instruction”,
There are many factors that play a role in the learning process for every human being. Race, religion, language, socioeconomics, gender, family structure, and disabilities can all affect the ways in which we learn. Educators must take special measures in the delivery of classroom instruction to celebrate the learning and cultural differences of each of their students. As communities and schools continue to grow in diversity, teachers are searching for effective educational programs to accommodate the various learning styles of each student while promoting acceptance of cultural differences throughout the classroom. It no longer suffices to plan educational experiences only for middle-or upper class white learners and then expect students of other social classes and cultures to change perspectives on motivation and competition, learning styles, and attitudes and values that their homes and families have instilled in them (Manning & Baruth, 2009).