"offering the same lesson to all makes no sense when every indication is that U.S. classrooms are inherently diverse. Teachers who use DI expect students to bring a variety of experiences, abilities, interests, and styles to their learning; they acknowledge
that these affect students’ performance in the classroom; and they address this natural diversity when planning and delivering rigorous and relevant, yet flexible and responsive, instruction" (Broderick, A., Mehta-Parekh, H., & Reid, D., 2005. p. 196).
The Florida Center For Reading Research states that We encourage all Reading First teachers to reflect carefully on the individual needs of students and to
employ the particular type of lesson structure that will be most effective in meeting their needs for differentiated instruction. Teachers do not need to set the lowest possible goals for their struggling readers. It is important that teachers are reflecting on this statement when they are evaluating their students. "Educators often express the mistaken belief
that a student who has not mastered basic skills cannot engage in higher-order thinking. However, all students should be supported and encouraged to engage in critical thinking and problem solving. Instruction simply needs to meet struggling learners at the point of their current achievement and systematically escalate their learning" (Broderick,
A., Mehta-Parekh, H., & Reid, D., p. 198).
Differentiated instruction is essential in today’s classroom. Inclusion is becoming a norm for all schools; the majority of teachers will have a mixture of general education students and students with disabilities. Diversity in the students in the classroom is constantly changing. Teachers need to be able to shape the curriculum to fit each of the students needs. The one size fits all method that has been used in the past does not reach all students now and therefore, it is not fair as some students will either be left behind or not pushed to reach their full academic potential. As Heacox (2002) noted, “Differentiated instruction means providing high levels of challenge and active engagement in rigorous, relevant, and significant learning (p. 17)”. If a student already knows the material and is forced to sit there while the rest of the class is re-mediating then they are not receiving significant learning. Differentiated instruction allows us to offer this student enrichment material that is not just “fluff” or busy work. This student will be allowed to get a more in depth look at the material that will allow him or her to develop their critical thinking skills. Students with disabilities can also benefit from differentiated instruction. This allows them to reach some subject material that they might not be able to reach if it was not modified to their learning styles and needs. When differentiated instruction is implemented correctly it is not only “fair” for all students but it is the most beneficial to them. Mary Anne Hess points out that, “Teachers tend to aim instruction toward the middle range of students. Then two-thirds of the kids aren’t getting anything.” This drives how the point that differentiated instruction is “fair” to all students. If you are a parent you do not want your child sitting in class and not receiving quality instruction either because they don’t understand the material or because they already know the material and are not being challenged.
Educators can:
- Change the learning environment
- Apply assessment variations
- Modify content
- Help with varying support
Changes in the learning environment can include making the material relateable to the student or by providing a classroom where they can discuss subject matter with their peers, other students would rather learn alone. Applying assessment variations can allow the student to select from several assessment options. Some teachers create customized rubrics for each student at the beginning of a unit. When an educator modifies content, they are offering options to students during lessons and by altering or tailoring the lessons based on the students skill level. Some students may be able to progress independently through a lesson or unit, while others need additional support. Teachers can enhance student learning by offering support based on individual needs.
Key Points To Remeber:
Knowing
your students is key
Knowing
where they come from (cultural up bringing) what extra curricular activities,
past problems they have had with academics
Most
enjoyable thing pertaining to academics.
Knowing
your students creates better outcomes in your classroom
The
ability to adapt a lesson/unit plan to fit the needs of all students is an
essential part of being a teacher in today’s world of inclusion classrooms.
When
differentiating instruction, teachers must realize that there is not only one
way to reach that final goal
There
is always going to be multiple paths to get to the final goal, just find the
best way to present it to your students to fit their needs
References:
Robb, L. (2013). New Angles on Differentiating Reading
Instruction: Five Best Practices That Deserve a New Chapter in the Common Core
Era. New England Reading Association Journal, 49(1),
13-21.
Watts-Taffe, S. (2012). Differentiated Instruction: Making
Informed Teacher Decisions. Reading Teacher, 66(4),
303-314.
Broderick, A., Mehta-Parekh, H., & Reid, D. (2005).
Differentiating Instruction for Disabled Students in Inclusive Classrooms. Theory
Into Practice, 44(3), 194-202. doi:10.1207/s15430421tip4403_3
Heacox, D. (2002). Differentiating instruction in the regular classroom: How to reach and teach all learners, grades 3-12. Minneapolis, MN: Free Spirit
Hess, M. (1999). Although some voice doubts, advocates say differentiated instruction can raise the bar for all learners. Retrieved from http://www.liu.edu/CWIS/CWP/library/workshop/citapa.htm
