Introduction on "Differentiated Instruction in General Terms"

Introduction 6 pages (1681 words) Sources: 8

[EXCERPT] . . . .

Differentiated Instruction

In general terms, differentiated instruction is learning with student variability in mind. This approach gives a starting point where the students are taught with regard to their individual differences rather than adopting a standardized approach to teaching that assumes that all learners of a given age or grade are fundamentally similar. Differentiated instruction is considered much tractable teaching rather than where there is one way for all learners. A teacher in differentiated instruction plans various approaches to what students need to learn. A teacher also plans how the students will learn it and how they can give feedback on what they have learned in order to increase the likelihood that each student will learn as much as he or she can as efficiently as possible (Tomlinson, 2003).

History of Differentiated Instruction

The principle for differentiated instruction originates from theory, research, and educational common sense. Modern learning places are becoming more academically diverse in most regions of the world. Most classrooms have students of both genders and multiple cultures. Some frequently include students don't not speak English as their first language. Some generally contain students with various exceptions and markedly different experiential backgrounds depending on their origin. These students are generally expected to work at differing readiness levels, have different interests and learn in a variety of ways (Tomlinson, 2003).

According to professional Psychologists, a student learns only when a task offers some degree of challenge. When a student is working with less effort and is virtually independent, then that student is not learning. When a student finds a task beyond his or her capability, frustration and lack of learning may result. They asserts that it is only when a task is a bit ahead of the student's comfort level, and the student gets support system to bridge the gap, does learning occur. The optimal stage of difficulty for learning is referred to as a student's zone of proximal development. If current diverse classrooms are considered, it is most unlikely that a teacher will be systematically able to develop common learning experiences that are in the zones of proximal development of all students in a particular class (Sheelah and Beecher, 2008)

A research on human brain suggests that when a task is too complicated for a learner, the brain shifts to the limbic area of the brain that does not think. This they say is designed to protect an individual from scathe. In the same breath, when tasks are too easy for a learner, the learner does not show thoughtful brain activity. The learner display a patterns that looks more like the early signs of sleep. It is only when a task is moderately challenging for a person does the brain reacts in a way that actuates learning. For this reason, a teacher will find it hard to consistently find single tasks that are moderately challenging for all learners in a class that includes different levels (Tomlinson, 2003).

Tomlinson (2003) suggests that it is likely that learning patterns and preferences of different gender vary. The variance perhaps has biological, cultural, and environmental origins. Culture has a vital bearing on how an individual learns. It is evident that all members of a given culture learn in different ways. It is also evident that learning environments and procedures that are comfortable for members of one cultural group may not be comfortable to members of other cultural groups. If classrooms are a cultural misfit, the students who use them often do poorly in school. In classrooms where different cultural groups are represented, one approach to teaching and learning is not likely to help all the students. As a matter of fact, students in any cultural group also vary. This means that even classrooms that are more culturally homogeneous will most probably benefit from multiple approaches to teaching and learning.

Students are highly motivated and task persistent when working with topics that are of their personal interest. If instructions are modified to engage a student interests, it is likely to result in greater student engagement, high intrinsic motivation, and higher productivity, greater autonomy of student, more achievement and an improved competence. Boosting students to link required learning to their personal interests is an important modification for teachers in classrooms. The chance to learn in more efficient ways is likely to make learning more effective. Attention to a learner's culture, language, ethnicity, and economical capability can encourage the learner (Bravmann, 2004).

Focus of Research

The current state of education emphasizes just how important it is to have a clear understanding of the premises of differentiation. Legislation meant to leave no child behind has put increasing emphasize on school systems, teachers and on students. The focus on all learners instead of each learner is particularly problematic. This focus encourages teachers to put all their efforts on the group of students. The result is that the content taught address some groups rather than the needs of individual learners. The principle of equity requires that every learner be central to the learning process and educated in ways that address the needs of the student appropriately (Sheelah and Beecher, 2008).

This research focuses on a unique approach to reducing the achievement gap for learners. These gaps occur due to cultural, linguistic, ethnical, and economical reasons of diverse groups. The differentiated instruction approach is expected to improve student achievement. The reduction of the achievement gap between rich and poor and among different ethnic groups will also be achieved. The current system improvement process will begin with a thorough analysis of the strengths and weaknesses of all dimensions of the system. The school's strategic plan with broad instructional goals, learning objectives, and detailed action plans will be devised (Sheelah and Beecher, 2008).

Differentiation is chosen as the method of improving the learning environment .This is based on the evidence that engagement in learning is enhanced when students' interests and choices are considered. The need to provide learning experiences that are responsive to the learning characteristics of a diverse student population will be important.

Purpose of the study

To discover strategies that will enhance the academic achievement of students of culturally, linguistically, ethnically, and economically diverse groups

To accommodate the learning needs of culturally, linguistically, ethnically, and economically diverse groups

Review of the Literature

Several guidelines need to be considered in order to create an effective classroom of diverse learning .These guidelines affect all the stakeholders involved in the learning process. The teacher and the educational team made up of support staff and administrators have to view diversified learning as a positive experience for students. The teachers, tutors and the educational staff must believe that students from a variety of ethnicity, cultural, and socioeconomic backgrounds heighten the learning climate for all students in the class (Aronson and Good, 2002).

Other important guidelines for effective instruction approach include an atmosphere of cooperation and lack of competition. This must be established for both students and staff and the entire stakeholder involved. Teachers must use all available resources effectively to support learning activities. This calls for individualizing learning for each student by arranging the classroom and the entire school for small group and independent learning. A fluid building is made such that students are able to utilize the entire school as their classroom. Teachers must promote student movement in the school as determined by learning needs and curriculum considerations for the students (Norlund, 2003)

Selection of Target Group

The target group chosen includes the teachers, tutors, remedial instructors, heads of schools and student from different schools.

Formulation of survey, structured/unstructured interview, questionnaires

Classroom teacher

How do you determine the core concepts and key skills to be learned by the students?

How do you ensure that the most important aspects of a unit that should be included for each child?

Do you use differentiated instructions… READ MORE

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