Difference Between Direct Instruction And Differentiated Instruction

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Literature Review
De Jesus (2012), begins by depicting what we should hope to see when we enter a classroom full of students; an instructor teaching and students undoubtedly working hard at learning, but in actuality, what we are more likely to find, is a teacher providing instruction with some of the students learning, while others are not. Why is that?
De Jesus (2012) continues to say that everyone is distinct. Every learner varies in background knowledge, cultural, social, and cognitive development. Some are more visual learners, while others learn better by listening, yet others will remember and record data easier through hands on experience such as creating projects. Therefore, this information should alert instructors that change is inevitable. Necessary modifications in the classroom must be made in order to accommodate everyone’s needs and prevent repetitive scenarios such as the one depicted above.
Is Student learning influenced by differentiated instruction?
Every teacher has used diverse methods to instruct their students at one time or another; they have allowed extra time to complete work, given additional assignments for extra credit, or have simplified assessments for those students that struggle. When teachers do these things to help students they are already implementing some forms of differentiated instruction. Differentiating instruction gives the teacher a diversified and structured method by introducing a set of strategies that will help meet the needs of his/her students according to their diverse levels of learning (Levy, 2008).

What is the difference between direct instruction and differentiated instruction?
According to Lowe and Belcher, (2012) in the article Direct Instruction and Music...

... middle of paper ...

...n, T. (2002, January 1). Differentiated Instruction in the Foreign Language
Classroom: Meeting the Diverse Needs of All Learners. . Retrieved June 24, 2014, from http://www.sedl.org/loteced/communique/n06.html

Tomlinson, C., & ERIC Clearinghouse on Elementary and Early Childhood Education,
C. L. (2000). Differentiation of Instruction in the Elementary Grades. ERIC Digest.

TÜMKAYA, S. (2012). The Investigation of the Epistemological Beliefs of University
Students According to Gender, Grade, Fields of Study, Academic Success and Their
Learning Styles. Educational Sciences: Theory & Practice, 12(1), 88-95.

Watts-Taffe, S., Laster, B., Broach, L., Marinak, B., McDonald Connor, C., & Walker-
Dalhouse, D. (2012). Differentiated Instruction: Making Informed Teacher Decisions.
Reading Teacher, 66(4), 303-314. doi:10.1002/TRTR.01126

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