Term Paper on "Differentiated Instruction in the Classroom Each Parent"

Term Paper 20 pages (6401 words) Sources: 1+

[EXCERPT] . . . .

Differentiated Instruction in the Classroom

Each parent understands that the child for whom he or she is responsible is as unique and different as each snowflake that falls from the sky during a winter storm. Like the parent, the teacher recognizes that singular quality of the child and inherently understands both the magnificence and complexity of the miracle represented in the mind of the child. Teaching methodology on the other hand, frequently sees only a composition of materials and busies itself with categorizing and standardizing oblivious to the majesty and beauty of each individual. And 'Although no one in the education field would openly state that all children are the same, this assumption is embedded in the way schools are structured, leaving individual teachers the responsibility of adjusting the curriculum to accommodate individual learning styles and differences." (Nehring 1992)

The differentiation and variety that are but some of the special qualities of humanity too often are lost in the demand for higher scores, better results and more efficient techniques. The gap that exists between the cold, mechanical apparatus of standardized education and the infinitely varying nature of the child results in a theft from society of the educated progeny that it so desperately needs and of the joy and ecstasy of the learning process that children should be enjoying. In many ways "[T]he urgent drives out the important; the future goes largely unexplored; and the capacity to act, rather than the capacity to think and imagine becomes the sole measure for leadership." (Davies 196) This as true for business CEOs as it for those who are charged with the noble and awesome responsibility of educating the nation's young. Worse yet, the gap between true educational success and the call by the unfeeling standardizing machine seem to be growing wider. But a method capable of closing this gap and preventing the losses that society and children so often experience may be nearer than many educators had supposed.

Brilliant minds from today's crop of teaching methodologists have reached back into history rather than reaching forward into the unknown. Borrowing from concepts used in one-room schoolhouses complete with a wood burning stove, the concept of differentiated instruction promises to fulfill society's demands while assuring each young mind an opportunity to grow and develop to its full potential. Differentiated instruction vows to spread a philosophy of improved learning while at the same time creating an environment of inclusion where each student can feel involved and respected and yet, there are many pitfalls and considerable work that is required to make this vision a reality.

What is differentiated instruction?

Differentiated instruction is " . . . A way to get students to wrestle with profound ideas, call on students to use what they learn in important ways, help students organize and make sense of ideas and information, and aid students in connecting the classroom with the wider world." (Tomlinson, Reconcilable 6) Moreover, differentiated instruction means inclusion of all students regardless of limitation and without the frustration caused by dramatically varying needs among students and the terrible difficulties involved with teachers trying to meet the needs of desperately different students. Thus, differentiated instruction occurs in schools that are by their very nature inclusionary. "Inclusionary schools seek to establish communities of learners by educating all students together in age-appropriate, general education classrooms in their neighborhood schools." (Salend and Garrick Duhaney 114)

The concept of differentiated learning looks to teachers as facilitators of educational concepts that understand the process by which learning takes place. In this role, teachers use the exchange of ideas and a pedagogical approach that fosters points-of-view from all those in the class regardless of ability. Differentiated learning is

"Based on research describing how students learn [and] focuses on how students are both alike and different. Differentiated instruction requires that teachers study differences in understanding, learning modalities, and interests and plan accordingly to allow for different learning rates and to structure tasks of varying complexity." (Scherer 5)

In this respect, differentiated learning is a society of learners who are participating toward the common goal of concept mastery while at the same time advancing at a pace that is respectful of the abilities of each learner. This type of instruction provides additional opportunities for participation resulting in "student learning [that] is both social and individualized and is reinforced through interaction ... (Gardner & Hatch, 1989)." (Baglieri and Knopf 525)

Drilling down into the concept of differentiated learning exposes the layers that make up the philosophy. Strategies, ideas, concepts and initiatives that are all designed to help teachers, administrators, parents and students work together to achieve the goals set forth in the curricula. In the years since differentiated instruction has been instituted as more or less a philosophical approach to the classroom, significant strides have been made to more effectively define what the intention is in this style of teaching. These definitions are not just helpful for describing the process but are essential in helping teachers implement it more effectively. One such definition is provided by "Gartin, Murdick, Imbeau, and Perner (2002) [who] described differentiated instruction as 'using strategies that address student strengths, interests, skills, and readiness in flexible learning environments.'" (Hoover and Patton 74) Therefore, the effort takes into account not simply what the curricula thrusts on the teacher and the students but enables teachers to draw from that curricula ideas that get students excited and actively involved in the learning process. It helps them flex their mental muscles and build up the muscles that are weaker.

As students become more involved in the learning taking place in the classroom, a new dynamic comes into play that is enriching for both teacher and student. This comes not only out of the successful achievement of accomplishing required goals but because "Differentiated instruction represents a proactive approach to improving classroom learning for all students." (Pettig 14) In this transformation the philosophy effectively eliminates many of the traditional negatives that exist within the classroom that have been born out of ineffective teaching methodologies. For example, some natural casualties of the differentiated learning process are boredom, exasperation and frustration that all come from studying at a pace that is a hindrance to learning. The pace, in fact, is one of the crucial aspects that differentiated learning helps to manage. "Too fast" or "too slow" are often the slogans that precede an end to a student paying attention and thus to the end to learning.

Differentiated instruction is more than a mere philosophy, it is a living, breathing science of education that has evolving methodologies and emerging techniques. As with any philosophy, there must be a point at which the ideas take form and the form is put into action or the philosophy is simply wishful thinking. The foundation of the resultant form of differentiated instruction is "that teachers must possess a solid understanding of a curriculum and its components to successfully differentiate instruction to meet diverse needs." (Hoover and Patton 74) When teachers have mastered each and every concept in the curriculum they have immense power. Through their understanding comes the ability to mold and shape the lessons into meaningful exchanges with students regardless of level. Teachers who possess this knowledge are not deterred by slower paced groups within the same class as faster paced groups because those teachers understand that within each concept is a wealth of information that is not just important for the student to learn but crucial for the student to advance to the next step. Further, the teacher can take comfort in knowing that the concepts are being learned by students at various levels so they are meeting the obligations required by the standards-based curriculum in which so many teachers find themselves today.

Because of the wealth of educational opportunities that are afforded by differentiated instruction, it is not surprising that its importance has been seen by so many teachers and yet, the idea has still not gained wide acceptance. To be sure, there are many studies of schools and districts using differentiated instruction but the idea is still regarded with some skepticism by many. Interestingly, it is at this point in the educational development of the country that differentiated instruction may be most needed.

Why is it so important in today's classroom?

The concerns that face teachers today are myriad. Funding concerns, behavioral problems, parental involvement and a number of others fill a teacher's schedule and affect the classroom. In the midst of those concerns is the concept of teaching the subject material in a way that enables the students to be engaged citizens, happy adults and productive individuals. It is precisely because of those overarching goals that teachers may find that differentiated instruction helps them to accomplish their objectives in a more consistent and effective way.

One such problem that differentiated instruction helps to address and may help to eliminate if appropriately implemented is the idea of inequality in society. Classrooms over the decades have had segregation of one kind or another. From… READ MORE

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