Differentiated Instruction

Not all students are alike. Based on this knowledge, differentiated instruction applies an approach to teaching and learning so that students have multiple options for taking in information and making sense of ideas. The model of differentiated instruction requires teachers to be flexible in their approach to teaching and adjusting the curriculum and presentation of information to learners rather than expecting students to modify themselves for the curriculum. Classroom teaching is a blend of whole-class, group and individual instruction. Differentiated Instruction is a teaching theory based on the premise that instructional approaches should vary and be adapted in relation to individual and diverse students in classrooms.
Carol Ann Tomlinson is a well-known educator and researcher who focuses much of her time discussing the potential benefits DI has in the classroom and also how to implement it effectively. Tomlinson defines the terms and creates a sense of ease so educators can use DI to help close the achievement gap and reach all learners. She states, “Differentiated instruction is a philosophy of
A safe and challenging environment is the key. Students and teachers should feel safe and comfortable so learning can take please. “Teaching students to care about themselves and each other begins with providing the environment and the language they need to interact, both with students who are labeled and with those who are not” (Baglierei & Knopt, 2004). She suggests teaching should be delivered in various methods such as whole group, small group and one on one. Teachers and students should fully understand and be able to articulate the learning goals for each lesson. Students should receive pre-assessments as well as formative assessments along the way. Flexibility is key and student/teacher relationships share the responsibility of respect and an optimal learning