What Is Differentiated Instruction?

Introduction
Differentiated Instruction expands learning for all students with diversities. Successful approaches will not be in today’s classrooms, if teachers’ incorporate one size fit all into instructional learning time. There are many different backgrounds that are consolidated into our classroom schools; with various different learning styles and needs, that of family backgrounds, and social and socioeconomic differences. As differentiated instruction can be an individual approach to flexibility, it will help teachers’ with formative evaluations; as well as good adaptable student grouping, and having students’ choices become more instructional engaged and driven, according to Gardner, H. (2003).
The productivity and skill of education
Without a doubt, there are different ages, different backgrounds and cultures, as well as, different abilities of each student need; but this is where all comparisons should stop. At this point, all students should be observed and look at as individuals and taught with differentiated instruction, combing different multiple intelligences with the differentiated instructions.

Reference
Gardner, H. (2003). Ml after 20 years. Retrieved from http://www.howardgardner.comlPapers/papers.html Hodge, P.H. (1997). An analysis of the impact of a prescribed staff development program in differentiated instruction on students’ achievement and attitudes of teachers and parents towards that instruction. Unpublished PhD. Thesis. University of Alabama.
Lawrence-Brown, D. (2004). differentiated instruction: Inclusive strategies for standards based learning that benefit the whole class. American Secondary Education, 32(3), 34-36.
Tomlinson, C. A. (2001). How to Differentiate Instruction in Mixed Ability classrooms (2nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development. Retrievedfrom http://