Differentiated Instruction Strategies
Introduction
It is important to approach each student's needs accordingly. Differentiated Instruction is important to me because in my self-contained class Ive been using different strategies quite often since it is what works for them. Special ed students need attentive teachers and I believe using differentiated instruction is a good indicator of that. The research Ive chosen to conduct my class will focus on finding the answers to what are the best differentiated instruction strategies to implement learning. In my group of self-contained Algebra class of students with learning disabilities. When it comes to learning how to deliver instruction to all students, it is necessary to learn about the meaning of differentiation. As it is defined as, a teachers proactive response to learner needs shaped by mindset and guided by general principles of differentiation (Tomlinson, 2014). In other words, differentiation is the vehicle a student takes to develop the skills of learning a topic when delivered in a meaningful way. it becomes interesting and appropriate and it ends in a journey that reflects personal growth and students' success in all entries. Differentiated Instruction is a strategy I have found essential to implement with my special ed students in Algebra.
Research Question
Differentiated Instruction (DI) is a teaching approach that recognizes the diverse learning needs of students and seeks to provide multiple pathways to learning for all learners (Tomlinson, 2014). DI is particularly important for students with learning disabilities, who require individualized and tailored instruction to support their unique learning needs.
Several strategies have been identified as effective in engaging learning for students with learning disabilities in high school Algebra classes. One such strategy is Universal Design for Learning (UDL). UDL is a framework that provides a blueprint for creating flexible and accessible learning environments that support the needs of all learners (Boon & Spencer, 2021). UDL encourages teachers to provide multiple means of representation, expression, and engagement, thereby enhancing student learning and participation (Grigorenko et al., ,2020).
Another effective strategy is the use of technology. Technology tools such as graphic organizers, interactive whiteboards, and multimedia resources can be used to support students with learning disabilities in understanding complex mathematical concepts (Boon & Spencer, 2021). For example, online simulations and interactive videos can be used to provide students with visual and interactive representations of Algebraic concepts.
Active learning strategies, such as problem-based learning and inquiry-based learning, are also effective in engaging students with learning disabilities in Algebra classes. These strategies encourage students to take ownership of their learning, ask questions, and work collaboratively to solve problems (Van Geel et al., 2019). Problem-based learning and inquiry-based learning also promote critical thinking and problem-solving skills, which are essential for success in Algebra and other STEM subjects (Taylor & Hwang, 2021).
Other literature has provided insights as well: Researchers have conducted various studies to identify best practices for implementing differentiated instruction effectively in inclusive classrooms (Grigorenko et al., 2020). Boon and Spencer (2021) compiled scientifically based strategies for inclusive classrooms. Their work highlights the importance of implementing strategies such as Universal Design for Learning, differentiated instruction, and student-centered teaching. They suggest that these strategies can lead to improved academic outcomes for all students, including those with disabilities. Likewise, blended learning, which combines online and face-to-face instruction, is a growing trend in education (Grigorenko et al., 2020). Fazal and Bryant (2019) explored the effectiveness of blended learning...
…learning styles.Technology, too, could be a valuable tool for differentiated instruction in Algebra. For example, teachers could use online resources like Khan Academy or interactive whiteboards to provide students with additional practice or explanations of concepts. They could also use tools like calculators or graphing software to help students visualize and solve Algebra problems.
Additionally, active learning strategies encourage students to engage with the material and develop their problem-solving skills. In a problem-based learning approach, students work on complex, real-world problems that require them to apply Algebra concepts. In inquiry-based learning, students explore a concept or question on their own, with guidance from the teacher. Domain model usage is an approach that uses visual models to help students understand abstract concepts in Algebra. Finally, assessment can be used to differentiate instruction by allowing teachers to tailor their teaching to individual students' strengths and weaknesses. For example, teachers could use formative assessments to check for understanding throughout a lesson and adjust their instruction accordingly.
To determine the effectiveness of these strategies, a mixed-methods study will be conducted. The study will involve a sample of my self-contained Algebra students with learning disabilities. The study will employ a pretest-posttest design, with the pretest assessing students' Algebra knowledge and the posttest assessing their learning outcomes after the implementation of the differentiated instruction strategies.
Additionally, qualitative data will be collected through direct observation and phenomenological experience to gain insight into student experiences as well as my own experiences with the differentiated instruction strategies.
Study Results
The study's results will be used to determine the effectiveness of the differentiated instruction strategies in engaging learning for self-contained Algebra students with learning disabilities. The results can be used to inform instructional practices and…
References
Boon, R. T., & Spencer, V. G. (2021). Best practices for the inclusive classroom: Scientificallybased strategies for success. Routledge.
Fazal, M., & Bryant, M. (2019). Blended learning in middle school math: The question ofeffectiveness. Journal of Online Learning Research, 5(1), 49-64.
Freedberg, S., Bondie, R., Zusho, A., & Allison, C. (2019). Challenging students with highabilities in inclusive math and science classrooms. High Ability Studies, 30(1-2), 237-254.
Grigorenko, E. L., Compton, D. L., Fuchs, L. S., Wagner, R. K., Willcutt, E. G., & Fletcher, J.
M. (2020). Understanding, educating, and supporting children with specific learning disabilities: 50 years of science and practice. American Psychologist, 75(1), 37.
Huang, Y. (2022). Effectiveness of inquiry?based science laboratories for improving teamworkand problem?solving skills and attitudes. Journal of Research in Science Teaching, 59(3), 329-357.
Smale-Jacobse, A. E., Meijer, A., Helms-Lorenz, M., & Maulana, R. (2019). Differentiatedinstruction in secondary education: A systematic review of research evidence. Frontiers in psychology, 10, 2366.
Taylor, J. C., & Hwang, J. (2021). Science, Technology, Engineering, Arts, and MathematicsRemote Instruction for Students With Disabilities. Intervention in School and Clinic, 57(2), 111-118.
Thapliyal, M., Ahuja, N. J., Shankar, A., Cheng, X., & Kumar, M. (2022). A differentiatedlearning environment in domain model for learning disabled learners. Journal of Computing in Higher Education, 34(1), 60-82.
Tomlinson, C. A. (2014). The differentiated classroom: Responding to the needs of all learners.
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van Geel, M., Keuning, T., Frèrejean, J., Dolmans, D., van Merriënboer, J., & Visscher, A. J.
(2019). Capturing the complexity of differentiated instruction. School effectiveness and school improvement, 30(1), 51-67.
Westbroek, H. B., van Rens, L., van den Berg, E., & Janssen, F. (2020). A practical approach toassessment for learning and differentiated instruction. International Journal of Science Education, 42(6), 955-976.
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