Differentiated Instruction Background and Planning
By first examining the makings of differentiated instruction, one can then decipher what elements of each developmental psychology theories work best in aiding differentiation in the classroom. Tomlinson describes differentiation as a method for educators to address the different learning styles of each individual learner in the classroom and to guarantee positive learning results are met by these learners by creating distinct instruction catered to the particular student (Tomlinson, 2004). Educators must first acknowledge that the students in their classroom have different learning approaches and adapt to new material or new methods differently.
Recognizing the diversity of learning styles found in the classroom can be achieved through pre-assessing the students in the classroom or th...
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Nunley, K. (2008). Facilitator’s guide to differentiating in the high school classroom: solution strategies for 18 common obstacles. California: Corwin Press.
Orzgen, K., & Rustu, Y. (2010). Reliability and validity analysis of the multiple intelligence perception scale. Education, 131(1), 8-32.
Sink, P. E. (2002). Behavioral research on direct music instruction. In R. Colwell & C. P. Richardson (Eds.), The new handbook of research on music teaching and learning (pp. 315-326). New York: Oxford University Press.
Tomlinson, C. (2004). How to differentiate Instruction in mixed ability classrooms. Alexandria: Association for Supervision and Curriculum Development.
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