Differentiated instruction seems to be a philosophy that has captured the attention of many over a long period of time. Yet, when speaking to teachers about differentiated instruction, many don’t know what it entails. According to Carol Ann Tomlinson, differentiated instruction is a teacher’s response to learner’s needs. The differentiated instruction is guided by principals such as respectful tasks, flexible grouping, and ongoing assessment and adjustment. Teachers can differentiate the content
Pros of Differentiated Instruction Differentiated instruction is a way of thinking about teaching and learning. It means using a variety of instructional strategies that address diverse student learning needs. It places students at the center of teaching and learning and student needs drive instructional planning. Differentiated learning is a way to enhance learning for all students by engaging them in activities that respond to particular learning needs, strengths and preferences (Wikipedia
In today’s educational environment, all students expect to receive the same level of instruction from schools and all students must meet the same set of standards. Expectations for students with learning disabilities are the same as students without any learning difficulties. It is now unacceptable for schools or teachers to expect less from one segment of students because they have physical disabilities, learning disabilities, discipline problems, or come from poor backgrounds. Standardize testing
Differentiated instruction is meant to bridge the gap between students’ learning and achievement. Through differentiated instruction, students understand content on a deeper level. When teachers integrate the use of technology for differentiation within their classroom, students learn 21st century skills. When students feel as though they can achieve, they are more motivated and invested within their learning. Differentiation provides that success. Sarah Sparks states in her article Differentiated
result, the common practices of the past are not necessarily relevant today and require a change. This paper will attempt to introduce some of the characteristics and benefits of differentiated instruction. Differentiated Instruction Defined Tomlinson (2005), a leading expert in this field, defines differentiated instruction as a philosophyof teaching that is based on the principle that students
challenges that teachers will face in this century and the next one is meeting the needs of their diverse students. Every classroom varies in socioeconomics, ethnicity, cultural factors and language. In the perfect classroom, the pace and level of instructions are matched to each and every student. However in reality, this is difficult to attain. Some teachers see this as impossible to attain. They argue that no individual can possibly take into account the needs of each and every student. However according
Differentiated instruction is vital to any classroom, regardless of the subject or age group. Using this model ensures that each student in the class will be able to take something away from the lessons or assignments, instead of being left in the dark because their learning style didn’t match the instruction style of the teacher. Through differentiation, the individual needs of each student are addressed and met by modifying and tailoring the content, the process, the product, and the learning environment
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
adjusts an assignment or activity for specific students, they are differentiating their instruction. Re-teaching a lesson also offers a way to differentiate instruction because when you re-teach, a teacher will use a different technique and differing examples to teach the same content that was taught before in an attempt to reach those students more successfully. In order to appropriately differentiate instruction in the classroom, a teacher must pay attention to three student characteristics, which
Differentiated Instruction with Pattern Making Early childhood education provides the building blocks to learning. The children who are enrolled in a preschool or child care setting are being exposed to a variety learning materials as well as new concepts and ideas. The young learners need to be taught in a setting that provides strategies that play to their weakness as well as strengths. This is where differentiated instruction comes into play. Differentiated instruction is a model of instruction
on your own teaching and describe how you differentiate instruction in each of the three areas that our chapter says can be differentiated. BE SPECIFIC! 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
(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
The purpose of the article Differentiated Reading Instruction: What and how is to inform the reader about differentiated reading instruction. The main points include the definition of differentiated reading instruction, the operational process and what influences it will bring for teachers and students. Finally, the authors Ankrum and Bean found their conclusion depends on the students, case studies, problem solving, literacy reviews and summary. The authors start the article with a real case
Differentiated instruction is a teaching theory based on the premise that instructional approaches should vary and be adapted in relation to individual and diverse students in classrooms (Tomlinson, 2001). All though, “every teacher who has entered into a classroom has differentiated their instruction in one way or another.” (Levy, 2008) Teacher can use differentiated instruction in four elements, including content, process, products and the learning environment. Content is what the students needs
Each school year children enter classrooms with different abilities, learning styles, and personalities. Educators are required to see that all students meet the standards of their district using Common Core Standards. Through the use of differentiated instruction strategies, many educators can meet the needs of all students and help them to meet and exceed the established standards. In this case study, this author gives practical examples of how to differentiate content, process, and product for
Differentiated Instruction in the area of Reading Differentiated instruction caters to differences among students, how students learn, different learning styles, and the interest of each learner. Running records support differentiating lessons for each learner during guided reading. Running records are diagnostic tools designed to identify a student’s reading deficiencies and monitor progress. The implementation of running records allows the teacher to differentiate each child’s reading lesson and
importance of improving classroom instruction and the logic associated with basing instruction on desired student outcomes, this one size fits all approach is not without its detractors. Today many elementary teachers feel pressured to move forward with content instruction even when they may personally feel that there are students in their classrooms who have not sufficiently mastered the skill. This practice is especially troublesome as it relates to the instruction of reading and reading fluency.
Introduction Differentiated Instruction is a succeeding teaching style; teachers instruct according to a system that a student will get the best results. Neurologically everyone learns in a different way. A teacher’s objective is to guarantee that maximum potential from every pupil is reached. Teaching adolescent students is a vital time period to assure that they reach understandings and discover the way that they learn best, because this is ordinarily the peak of their neurological development
would meet individual students’ needs (Udvari-Solner et al., 2002); not an easy task considering education is generally taught in a teacher-directed way, to the “average” student. This type of instruction is what stu... ... middle of paper ... ...man, N., & Meyer, A. (2003). Differentiated instruction and implications for UDL implementation. A National Center on Accessing the General Curriculum (NCAC) Effective Classroom Practices Report. Sands, D., Kozleski, E., & French, N. (2000). Inclusive
Differentiated Instruction for English Language Learners: Strategies for the Secondary English Teacher The title of the article which I will be discussing in this review is, Differentiated Instruction for English Language Learners: Strategies for the Secondary English Teacher. This article was written by Laura Beacher and was posted in the Wisconsin English Journal, fall 2011. The purpose of Laura Beacher’s writing is give key strategies in providing guided instruction for educators for