Abstract Making it Happen Using Differentiated

Differentiated instruction is defined as the teaching learning of philosophy whose emphasis is students. Since students are different, differentiated instruction emphasizes that one teaching style can not accommodate all the students particularly when the teachers' style does not match the students' style. The article points out that this style allows teachers the option of varying learning activities, assessment modes, content demands and the environment in the classroom so that they can meet the needs of all students. Differentiated instruction has been in use for years with students who are gifted but is now being used in regular classrooms.

statement

The no child left behind act and individuals with disabilities education improvement act teachers are now faced with a diversity of students within their classrooms. There is no longer mainstreaming and inclusion was the order of the day. When children who have diverse disabilities and those with ELL ruling are included in traditional classrooms, teachers are faced with the dilemma of how to teach this diverse group of students. It is a fundamental challenge deciding how the teachers are to teach these students who have different linguistic backgrounds, capabilities, challenges, culture, talents and heritages. The answer to the challenges that the teachers often face in the mixed student traits is depicted as the differential instruction approach in classrooms which targets all children.

Analysis

The article brings out various arguments that support the fact that differential instruction is meant for all children in the class. Universal Design for Learning framework (UDL) carries the idea that the instructions that teachers plan are for the success of every student. Instead of teachers waiting for students to fail or lag behind in progress or struggle, instructions are planned in advance and in such a way that their needs are met at the commencement of the process of learning. UDL is not a new concept to education as it has been used in special education for a long period of time. Teachers have realized that diversity in instruction gives the opportunity to plan for the success of everyone participating. Retrofit framework is different from UDL as it involves the response or the reactionary solution to the lack of progress of students using a curriculum that exists and strategies that consider a slight differentiation of instructions. Traditionally retrofit was widely used and not UDL. This is seen as the first step when it comes to meeting students' needs. The articles compare the two above mentioned approaches and highlights UDL to be embracing all learners through gathering information and coming up with instructions that are based on the interests and requirements of the students.

On the other hand, retrofitting basically involves making plans based on the content that has to be covered, measuring outcomes or products showing mastery by the teacher and not having the needs and state of mind of the students. In this form of differentiated instructions, changes are made only when the success of a learner is not forthcoming yet this is the essential target of education that it should work towards not strive to achieve after the students have failed. This comparison is necessary as it shows the exact type of differential instruction that has to be used in specific situations as each situation is peculiar it the learning arena.

The article further emphasizes the two learning methods by giving an illustration of each as would be used in the fifth grade. The illustration shows the significance of using a Retrofit approach and the effectiveness of employing the UDL approach in the class. In the case study used, the article brings out Emily's strengths and weaknesses, what is expected from her when it comes to assessment. There are some discrepancies between Emily's performance in subjects and the various demands of the classroom. Emily begins to fail and her teachers decide to help. From a retrofit approach, the content, process and products for, teachers determine her strengths and weaknesses and several steps taken so as to help her. These steps mainly entail changing the strategy the teachers used before with her in the classroom. The teachers used differentiated instruction through retrofitting when they allowed her to directly write texts. Therefore teachers can use a UDL approach when it comes to designing of how they will teach in Emily's classroom so that all the students in that class can benefit.