Around the 1950s, the concept of differentiation theory became popular, although the differences in the abilities of children were recognized through research in 1912. After that, many intellectuals and scholars advocated for the differentiated instructive system due to the enormous number of research emphasizing individual differences in the abilities of students (Weselby).
Therefore, a new differentiated instruction system was introduced to base the class instructions on the individual needs and levels of understanding. This method accounts for the individual uniqueness in class and focuses on the individual’s abilities.
Students learn in different ways and have different learning styles. They may learn from visual, auditory, or kinesthetic methods, or they might need a mixed style to learn effectively. The teacher must understand the multiple intelligences of the students. For instance, whether a student is good at math or language skills or a student understands if the instructions are presented through images or body movements. Other students might learn from task-based approaches, where the student uses their language to understand and perform tasks (Saravia-Shore).
Differentiated methods are essential for all students. As the teacher tries to make the instructions and lessons understandable for everyone in the class, it helps the students to learn without leaving anyone behind. A method individualizes the lessons according to the needs and understanding of students. It also encourages the students to perform certain tasks according to their abilities, enhancing their learning abilities (Saravia-Shore).
It is essential for special-ed students or gifted students, whose needs are usually ignored in traditional instructive education, to be encouraged to learn, perform, and complete the task at their own pace. It reduces stress, and they learn according to the techniques that fit their needs (Saravia-Shore). The differentiation method responds to the individual needs and capacities of a person.
Negatives of Differentiations
Increased Work Pressure for Teacher
Unrealistic as a teacher cannot pay attention to everyone’s needs in a limited time
Exhaustive and stressful for teachers
After understanding the needs of students, I will design lesson plans accordingly. I will make groups of students with similar learning styles and abilities to complete the assignment. I will use Formative assessments to assess students’ learning. Formative assessments are formal and informal ways of testing student understanding. I will also provide a different set of reading comprehension activities to ensure everyone’s needs are met.
Works Cited
Saravia-Shore, Marietta. “Chapter 2: Diverse Teaching Strategies for Diverse Learners.” Educating Everybody’s Children: Diverse Teaching Strategies for Diverse Learners, Revised and Expanded, 2nd Edition, 2008, http://www.ascd.org/publications/books/107003/chapters/Diverse-Teaching-Strategies-for-Diverse-Learners.aspx.
Tomlinson, Carol Ann. “Goals of Differentiation.” Educational Leadership, 2008.
Weselby, Cathy. “What Is Differentiated Instruction? Examples of How to Differentiate Instruction in the Class Room.” Concordia University Portland, 1 Oct. 2014, https://education.cu-portland.edu/blog/classroom-resources/examples-of-differentiated-instruction/.
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