Differentiated Instruction - Teaching Learners with Varying Abilities - Essay Example

Differentiated Instruction: Teaching Learners with Varying Abilities I. Introduction Differentiated instruction involves responding to divergent interests, preferences and levels of learning readiness. Educators use these differences in order to facilitate connections with existing knowledge. They attempt to gather information on where students stand in terms of interests and preferences. Thereafter, teachers can use these differences in order to vary the learning environment. The approach increases the likelihood of learning as students will be highly engaged. II. Historical Summary Differentiated instruction began as far back as 1889 when an educator known as Preston Search introduced a system in which students could work at their own pace (Staff Development for Educators, 2012). Previously, it was assumed that children of the same age could acquire knowledge at the same rate. In subsequent years, intelligence tests were introduced. By 1912, it became evident that gaps existed in children’s abilities. Teachers, such as Mary Ward and Frederic Burk, responded to this problem by writing books in which students could self instruct and thus move at their own pace (Staff Development for Educators, 2012). The year 1919 was a landmark moment in differentiated instruction because a teacher from Burk’s school created a plan in Winnetka district, which would allow teachers to match children’s maturity and readiness to their education. In the subsequent year, other school districts began moulding their teaching to fit into the Winnetka plan. It also seemed as though differentiated instruction was there to stay. However, an expert known as Kilpatrick felt that this approach ignored social experiences. His opinions influenced educators who abandoned the Winnetka plan (Staff Development for Educators, 2012). The Individuals with Disabilities Act (IDEA) came into effect in 1975. It was designed to accommodate children with disabilities in classrooms by providing them with equal access to education in public schools. This Act was eventually altered in 2004 and 2006. The amendments were done in order to issue guidelines to schools during the provision of an individualised programme to children with special needs. Educators, thus, have a sense of direction when implementing differentiated instruction within general classrooms as well as in special education classes (Scaheffer, 2013). In the 1980s and 1990s, the country underwent a series of differentiation changes that were sparked by the Balanced Literacy movement as well as the whole language approach. These times were characterised by small group instructions as well as the use of levelled text. Parliament passed another landmark Act called the No Child Left Behind Act in 2000. This was meant to develop children’s skills and abilities through differentiation. Other new ideas still exist in education (like 21st Century skills), and this helps educators to alter the curriculum in order to meet the divergent needs of their students. Researches continue to be done in the area of differentiated instruction with a lot of literature showing that it benefits gifted students (Reis & Renzulli, 2010). III. Current Issues described in the present culture of education Some writers have identified the fact that teachers lack the knowledge needed to differentiate instruction. They simply do not know how to alter the typical curriculum in order to meet the needs of a divergent student population. Some of them have not been properly equipped with the classroom management skills needed for this teaching approach (Hume, 2008). In other scenarios, it is the teacher’s belief system that may be a problem. If a teacher does not consider differential learning as a reality, then their instructions would not accommodate this need. Successful instructions often start with the acknowledgement of differences in the manner in which students learn. An educator ought to accept that it is also possible for some students to understand what the teacher does not do. Cultural problems have also been addressed in the literature. Educators are finding it difficult to meet children at their own cultural level, which could be ethnic or otherwise. Therefore, these educators simply lack the motivation and right education orientation needed to carry out differentiated instruction carefully (Beecher & Sweeny, 2009). Challenges in training and support are also present in differentiated education. Educators are finding it difficult to get a series of resources that would facilitate the teaching strategy. This problem is further amplified by the lack of support from school administrators. Encouragement is paramount to teachers from school leadership as the latter group has the capacity to guide and encourage them. Therefore, some teachers feel like they are alone in this journey (Gundlach, 2012). Problems have also been cited in the training of educators. A number of colleges have not taught these educators about how to plan and alter curriculum in order to carry out differentiated instruction. Most knowledge is often theoretical in nature and fails to provide teacher-students with practical information on how to implement their subject within the classroom context. Many of them may only possess general knowledge, but teaching skills relating to their particular subjects do not exist (Hume, 2008). IV. Strategies that are in place to address the issue Effective differentiation starts by first knowing the student. This implies having a deep knowledge of their interests, learning profiles and readiness to learn. Usually, educators may achieve this by simply paying attention to their students and observing them. If they alter instructions, they would realise that some learners tend to be involved or participate more effectively when they utilise certain approaches. Information about how students learn may also be obtained from tests and assignments. It is essential to determine the best learning environment for one’s students as this assists in the process of knowledge acquisition (Subban, 2009). As mentioned earlier, teachers are having a hard time with motivations for differentiation. A number of them need to first understand why they undertake differentiation. Carol Tomlinson identified a number of reasons why teachers may differentiate, but narrowed them down to three primary ones. First, they do it in order to enhance efficiency in learning. Furthermore, the teaching instruction increases students’ motivation to learn and also enhances their access to the learning process (Education Gains, 2009). It is the teacher’s duty to tie these justifications to the learner’s profile, interest and level of readiness. Overall, differentiated instruction acknowledges the fact that all students are different and that they possess different educational needs. Educators ought to meet students where they are. This implies creating products that every student can learn and fostering different routes for acquiring content, thus enabling them to make sense of ideas (Morison, 2009). The literature also revealed that teachers struggle with knowing how to differentiate. Some of them learnt about differentiated instruction only superficially in college, so they lack direction on how to go about it in real-life classrooms. The educator ought to focus on Tomlinson’s product-based aspect of education. This refers to the process by which students demonstrate their understanding of what they have learnt. Some teachers should also work on their content, which involves identifying exactly what the students should learn and the materials they might use during this process. How differentiation takes place may also be altered through process, as an area of differentiation. This implies working on activities that students rely on in order to make sense of the ideas that they are learning (Subban, 2009). Content differentiation works by changing the basic curriculum. For instance, an educator may vary the manner in which texts are presented. They could provide opportunities for both visual and auditory presentations. This way, learners with preferences for visual formats would not be sidelined and neither would those with strong auditory inclinations. Alternatively, they could present texts in digital and traditional book formats. Changing readability levels may also assist those with deficiencies in this area or those that may be gifted as well (Hume, 2008). The main idea behind content differentiation is to utilise various materials and teaching elements to improve instruction. However, this must occur in accordance to the objectives and goals of the class. Usually, an instructor will start with the basic terms and then work to increase the level of complexity until students achieve the respective learning objective. Therefore, concepts and principles routinely drive instruction in this approach (Beecher & Sweeny, 2009). In order to make sense of the content, educators need to carry out process differentiation. They must work on how the students should acquire knowledge. Effective ways of managing the class are critical in this step. An educator can utilise cooperative learning in order to manage their classroom or they could go for direct instruction (Education Gains, 2009). Additionally, it may be necessary to consider the use of instructional resources. Web Quests have also been seen as a plausible option and so are web-quests. These also relate to multiple intelligences as well as inquiry and problem-based instruction. Product differentiation may be done through the use of tests prior to differentiation, during the school session and at the end. Teachers may also rely on active learners, where students are made responsible for their own learning. Responses from students during class hours may also be an indicator of what they are learning. Educators may, therefore, know whether they are heading in the right direction. Signs of product differentiation include personal work, rubrics and portfolios (Morison, 2009). The literature also contains plenty of solutions on how teachers may prepare for differentiation. Those who are successful at differentiation would explain to respective stakeholders about their expectations. They would inform both parents and students what is required of them. Furthermore, they would maintain constant communication with them and get administrators to be on their side. A gradual approach should be selected when doing differentiation so as not to frustrate students. Types of differentiation should be increased slowly over time as the teacher continues to monitor their progress. Using different teaching strategies and instructional activities can go a long way in achieving success (Beecher & Sweeny, 2009). V. Biblical integration The main idea behind differentiated instruction is that individuals have different needs. The Bible also acknowledges these divergent abilities. It states that all persons have a special gift that gives them their own value. Romans 12: 4-7 say that all have different gifts, but possess the same spirit. This allows them to serve the Lord in different ways through various activities. God empowers all individuals to manifest spiritual values through their common good. The latter verse shows that educators need to respect differences. They need to see the value in these differences and accommodate them. It would not make sense to claim that one knows about student’s gifts, but then fails to incorporate them during the teaching process. The book of Romans 15: 1 also adds that “we are responsible for the failings of the weak.” This supports the need to meet the needs of all students even those who struggle. Diversity in learning is a fact that was acknowledged even during biblical times (Bridge Baptist Church, 2012). In the Old Testament, when God gave the Israelites the law, his servants read and explained them in different ways, therefore, acknowledging that even the people of God had different capacities to understand them. This may be found in Nehemiah 8: 1-8. In the New Testament, a number of the Apostles taught the Gospel in a manner that mimicked differentiated instruction. For instance, Paul talks to members of the church of Corinth using different ways so as to accommodate their diversity (1 Corinthians 3:1). Likewise, Paul used the same approach when teaching other Apostles how to teach. In the book of Titus 2:1-10, he tells this individual that instructions ought to be tailored to member’s different roles. Teachers may thus draw inspiration from one of the prominent teachers in the Gospel. These verses prove that successful teaching depends on embracing difference. Conclusion History indicates that differentiated instruction is not new. However, the level of commitment to the practice was not as high as it is currently. While several instructors know about it, a number of them struggle with actual implementation. Issues concerning how to plan for the strategy, ways in which one can know one’s students and ways of measuring results are key challenges in the literature. Ways of dealing with these challenges include differentiating on the basis of product, process or content. Teachers need to define expectations, communicate and garner support from administrators during differentiation. References Beecher, M., & Sweeny, S. (2009). Closing the Achievement Gap with Curriculum Enrichment and Differentiation: One Schools Story. Journal of Advanced Academics, 19(3), 502-530. Bridge Baptist Church (2012). A Christian philosophy of Education. Retrieved from http://www.bridgebaptistchurch.com/resources/articles/a-christian-philosophy-of-education/ Education Gains (2009). Reach every student through differentiated instruction. Retrieved from http://www.edugains.ca/resourcesDI/Brochures/DIBrochureOct08.pdf Gundlach, M. (2012). The roots of differentiated instruction in teaching. Retrieved from http://www.brighthubeducation.com/teaching-methods-tips/106939-history-of-differentiated-instruction/ Hume, K. (2008). Start Where They Are: Differentiating for Success with the Young Adolescent. Toronto, Ontario: Pearson Education Canada Morison, G. (2009). Early childhood education today. NJ: Pearson Merrill. Scaheffer, B. (2013). The history and reauthorisation of IDEA. Retrieved from http://www.greatschools.org/special-education/legal-rights/803-the-history-and-reauthorization-of-idea.gs Staff Development for Educators (2012). Differentiated Instruction: A brief history. Retrieved from http://www.sde.com/di/history.asp Subban, P. (2009). Differentiated Instruction: A research basis. International Education Journal, 7(7), 935-947. Reis, S. M., & Renzulli, J. S. (2010). Is there still a need for gifted education? An examination of current research. Learning and Individual Differences, 20(4), 308–317. Read More