Differentiated Instruction
Differentiated Instruction xxxxxxxx AET 525
March 21, 2011 xxxxxxxx Post-secondary classes are becoming more academically diverse today regionally and globally. Instructors are becoming more aware of diversity and must proactively differentiate approaches that would allow students to study what they are interested in at their own pace and in an independent manner. The difference between differentiated and traditional instruction is students would be in control of their learning and more “responsive” to instruction rather than “one-size-fits-all” teaching. Instructors plan effective lessons for students to “express what they have learned in order to increase the likelihood” (Tomlinson, 2003, p. 151) based on their gender, learning styles, physical capabilities, learning acquisition abilities, and linguistics/cultural backgrounds. Four approaches to differentiate instructions can occur by varying contents, processes, products, and manipulating environments. These steps would include students’ preferred modes and therefore, create effective learning environment and help students promote improved achievements. Instructors have to adopt strategies to see what contents their students need to know or already know such as providing pretests or observing their knowledge skills of the topic. If the students demonstrate understanding of the subject can proceed with tasks independently without listening or reading about the topic. The students who do not know the topic would work with students with better knowledge and pick up faster. Instructors need to know what type of students to be taught and modify contents in order to maximize their learning experiences. Students would need to participate in activities preferable to their learning styles to explore and process concepts effectively. Providing alternative methods to modify “ideas embedded within the concept” (Theroux, 2004, para. 11) such as graphic organizers, maps, or charts.
March 21, 2011 xxxxxxxx Post-secondary classes are becoming more academically diverse today regionally and globally. Instructors are becoming more aware of diversity and must proactively differentiate approaches that would allow students to study what they are interested in at their own pace and in an independent manner. The difference between differentiated and traditional instruction is students would be in control of their learning and more “responsive” to instruction rather than “one-size-fits-all” teaching. Instructors plan effective lessons for students to “express what they have learned in order to increase the likelihood” (Tomlinson, 2003, p. 151) based on their gender, learning styles, physical capabilities, learning acquisition abilities, and linguistics/cultural backgrounds. Four approaches to differentiate instructions can occur by varying contents, processes, products, and manipulating environments. These steps would include students’ preferred modes and therefore, create effective learning environment and help students promote improved achievements. Instructors have to adopt strategies to see what contents their students need to know or already know such as providing pretests or observing their knowledge skills of the topic. If the students demonstrate understanding of the subject can proceed with tasks independently without listening or reading about the topic. The students who do not know the topic would work with students with better knowledge and pick up faster. Instructors need to know what type of students to be taught and modify contents in order to maximize their learning experiences. Students would need to participate in activities preferable to their learning styles to explore and process concepts effectively. Providing alternative methods to modify “ideas embedded within the concept” (Theroux, 2004, para. 11) such as graphic organizers, maps, or charts.
References: Norlund, M. (2003). Differentiated instruction: meeting the educational needs of all students in your classroom. Lanham, MD: Scarecrow Education. Rease, T. (2001). NTeQ lesson plan Builder. NTeQ. Retrieved from http://www.nteq.com/LessonPlanner/view.php?id=13258 Theroux, P. (2004). Enhance learning with technology. Enhance Learning. Retrieved from http://members.shaw.ca/priscillatheroux/differentiating.html Tomlinson, C.A. (2003). Classroom teaching skills (7th ed.). Boston, MA: Houghton Mifflin.