Classrooms are diverse environments, characterized by students from varying backgrounds, and with varying needs and skill levels. It is from this diversity and the recognition of how it contributes to the richness of a learning environment that the concept of differentiated instruction arises. Through differentiated education, students representing diversity have the opportunity to learn in environments that promote inclusion, unity, and understanding. An investigation into the effects of differentiated instructional curriculum for a fifth-grade science class demonstrated that both teachers and students reported a significantly higher degree of satisfaction with methods and materials used in differentiated instruction as opposed to typical instruction (McCrea et al., 2009). Similar results were found in a study that investigated the effectiveness of differentiated instruction in the realm of physical education curriculum (Kriakides & Tsangaridou, 2008).
Developing and putting into practice differentiated instruction curricula involves shifts in planning, execution, and assessments that require flexibility and willingness to change among teachers and administrators. There are several issues regarding challenges involving professional development associated with the implementation of differentiated instruction. The following discussion addresses these various issues and offers suggestions that lend to successful transitions to implementing differentiated instruction in classrooms.
Differentiated instruction could be conceptualized as an approach to learning and teaching that offers a variety of options for students as to how they take in instructional information, as well as formulate and understand ideas (Hall et al., 2011). The basis of differentiated instruction theory is that approaches used for teaching should vary according to the individual and diverse needs of students in the classroom, and this necessitates the utmost creativity, ingenuity, and flexibility among teachers (Hall et al., 2011). This instructional theory implies that learning is best achieved with diverse classrooms by tailoring curriculum and how it is presented to students according to their needs rather than expecting students to adapt and conform to one style of instruction offered in the classroom (Hall et al., 2011). The ultimate aim of differentiated instruction is to effectively enable a process in which students of differing abilities and needs can successfully learn in the same classroom, enhancing maximum individual growth for each student by accommodating to each student's educational needs (Hall et al., 2011).
According to Hall et al. (2011), there are several features that are integral to the successful implementation of differentiated instruction. In regards to the process used for this approach, several suggestions are made, including flexibility with class grouping, effective classroom management, regular assessment of students' learning and growth, maintaining active engagement by students, as well as adjusting expectations and requirements for students. In regards to classroom management, the authors suggest that teachers must practice instructional strategies for differentiated education that benefit both teachers and students so that no one is left in a place where their needs or well-being are compromised (Hall et al., 2011). An important part of the effectiveness of these instructional strategies is the availability of educational products that promote diverse learning needs. An integral part of a differentiated instructional environment is the ability for students to process information in ways that are most suitable to them as individuals, and furthermore express what they learned through various means, that are diverse in levels of difficulty, forms of evaluation, as well as scoring practices (Hall et al., 2011).
Several guidelines are suggested by Hall et al. (2011) regarding how teachers can successfully implement differentiated instruction in the classroom. First of all, the authors stress the importance of clarifying generalizations and main concepts for students with differing learning needs. It is the responsibility of teachers to effectively impart strong learning foundations in students that foster understanding and the promotion of continual learning in the future (Hall et al., 2011). It is the responsibility of teachers to ensure that students of all levels and backgrounds have a core comprehension of key concepts being learned in the classroom.
Second, it is suggest4ed that effective differentiated instruction is promoted by the use of assessment to further extend instruction and learning, rather than just measure it (Hall et al., 2011). Assessments should occur regularly with all students, beginning before instruction even begins, and continuing throughout the duration of the instructional period (Hall et al., 2011). These assessments should be a useful, powerful tool to teachers, which allows them to further recognize the most effective strategies for the delivery of instruction that is individualized to meet the diverse needs of students in the classroom.
Thirdly, critical thinking and creativity should be actively emphasized and promoted through the development of lesson plans (Hall et al., 2011). This takes a high level of innovation, understanding, and creativity on behalf of the teacher in order to recognize...
Rural special education quarterly, Vol. 23, Issue 4, 3-9. Retrieved November 26, 2010, from http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=3&hid=104&sid=5c0f11c9-17f3-4f60-8ce3-d4df66666494%40sessionmgr14 Lake, V.E. (2004, August). Ante up: Reconsidering classroom management philosophies so every child is a winner. Early Chil Development and care, Vol. 174, Issue 6, 565-574. Retrieved November 26, 2010, from http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=3&hid=17&sid=5c0f11c9-17f3-4f60-8ce3-d4df66666494%40sessionmgr14 Los Angeles County Office of Education. (2002). Teacher expectations and student achievement. Coordinator Manual. Marlow, E. (2009, December). Seven criteria for an effective classroom enviironment.
The shift toward standardized testing has failed to result in a meaningful reduction of high school dropout rates, and students with disabilities continue to be marginalized by the culture of testing in public education (Dynarski et al., 2008). With that said, the needs of students with specific educational challenges are diverse and complex, and the solutions to their needs are not revealed in the results of standardized testing (Crawford &
SUMMARY and CONCLUSION The traditional classroom environment is no longer supportive of student learning and it is critically necessary that educators address the current classroom environment as well as their instructional practice in the classroom if students are to be effectively prepared through education to take their rightful place in a global society characterized by information technology and networked business systems. The classroom environment that is characterized by different learning activities,
Young Diverse Children Living in Big Cities This paper will focus on the lives and challenges minority and culturally diverse youths face growing up in major urban city environments, such as Newark, New York, Baltimore or Seattle. The advent of major metropolitan areas has stimulated a rapidly increasing population of disadvantaged and volatile youths. In today's America, it seems that more and more young people growing up in major cities are
Pedagogic Model for Teaching of Technology to Special Education Students Almost thirty years ago, the American federal government passed an act mandating the availability of a free and appropriate public education for all handicapped children. In 1990, this act was updated and reformed as the Individuals with Disabilities Education Act, which itself was reformed in 1997. At each step, the goal was to make education more equitable and more accessible to
A major goal of learning is facilitation of basic literacy and language skills of difference students, the importance of which stems from a persistent school failure in the United States of students with Hispanic, African-American and American Indian background (Gay, 1994). Multicultural education can ease the tensions by teaching skills in a cross-cultural communication style that emphasizes interpersonal relations, perspective taking, contextual analysis and understanding differing points-of-view and frames
Our semester plans gives you unlimited, unrestricted access to our entire library of resources —writing tools, guides, example essays, tutorials, class notes, and more.
Get Started Now