This research aims to evaluate and present differentiated learning that has been approved as the most suitable way of acquiring new knowledge effectively by all irrespective of intellectual ability or power. In differentiated learning or instructions, students or pupils are placed at center of learning or learning institution. Each learner has the right to obtain knowledge. Furthermore, learner should be entitled to learning processes that adequately or effectively address their learning needs. This is the only way to ensure that quality of education improves and knowledge is effectively acquired by all learners and appropriately implemented. There are different types of students in the learning arena and each have a unique learning need. However, the learning process has to adequately and effectively address needs of all learners. Furthermore, learners have different academic skill development and instruction avocations. This requires a unique and universal approach hence address all the needs of each student irrespective of their nature. This can only be adequately addressed by differentiated learning or instructions. This is because the learning process is flexible and easily incorporates learning processes that are easily adaptable by all learners. Generally, differentiated learning is considered the best method of acquisition of new knowledge or learning because it attempts qualitative learning rather than quantitative learning. This is because the learning process aims at provision of knowledge to learners through the ways or methods that best suits them. This ensures that learners acquire appropriate knowledge and according to their abilities. The process involves use of group work, individual study methods, instructions or experiments. This enables the learners to blend their learning abilities with the best methods that suit their abilities or the methods that they ca effectively use to acquire knowledge. The process also enable teachers to effectively analyze their students and determine the most appropriate learning process that suit their learning needs and hence provide knowledge to them appropriately. The process also allows a teacher to effectively assess the learners and determine their learning abilities (Heacox, 2002, p 68). Differentiated instruction or learning is viewed as an educational philosophy and a proactive approach to learning. The practice also has numerous practitioners due to its nature. Differentiated instruction or learning basically applies principle of quality knowledge provision to the students. Furthermore, it requires
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The paper highlights differentiated instruction as one of the learning methods applied I acquisition of knowledge. This is a learning process whereby the students are provided with different avenues of knowledge acquisition…
The author states that differentiation in the classroom is necessary to fit the needs of each student; but there are also concerns with differentiation. Most are unsure of how to incorporate the differentiate instructions with the larger classrooms of 30 students, specifically with the number of hours required for a school day and year.
Teachers are under more pressure than ever to create within their curriculum the ability to teach differentially. This ability for an educator to improve the learning of children is based on their abilities as a teacher. According to the U. S. Department of Education’s 26th Annual Report to Congress on IDEA (Individuals with Disabilities Education Act, 2004) in 2005, around 96% of all teachers have students in their classrooms that have some form of learning disability.
Upgrading the Educational System Education is a dynamic discipline that keeps evolving in meeting the needs of learners. As school leaders, principals should be vigilant in keeping up with new trends but at the same time, discerning of which ones to adopt in their schools.
The purpose of this study is to define the approaches to differentiation as well as whether this will benefit students that are learning with specific approaches. The research will provide information from Gardner, Vygotsky and Montessori as some of the researchers working with differentiated instruction. The research conducted to support this paper will help teachers with new skills and knowledge to best support their students in the classroom.
In 2011 the school district undertook a deliberate measure which was to incorporate the various stakeholders in education towards the improvement of education standards in the district (Benjamin, 2006). This was in line with the mission of the school district which is the determination to ensure cooperation in the achievement of excellence in education.
It is a technique that aims to be considerate of each student’s needs. The suggestions stem from research and innovative teaching experience. Indeed, learning is best maximized when respective learning styles are taken into consideration. The site mentions brain-based research, learning styles and multiple intelligences as significant methods.
It is imperative that leaders comprehend the crucial nature of differentiation (Bista & Glasman, 1998). This is lest they fall victim to misunderstanding, which stem from the lack of an intuitive nature to curb issues that always arise. By tailoring the different functions to meet the desires present, one gets to understand an individual’s nature.
The aim is to define differentiated instruction, while looking at the Key principles that are responsible for the professional development and understanding and implementation of differentiated instruction in a higher education institution. The objectives, strategies, assessments and implementation methods of this development plan are culminated to improving the grades of students in school especially those that are not English speaking.
The model operates under the assumption that teachers and children of all categories and types can learn. The second principle revolves around providing children quality children. Furthermore, it centers on expecting, recognizing and rewarding progress. Finally, the model acknowledges that learners will have individual and common needs in every classroom.
n.d; Smith, 2002, 2008). According to Gardener, intelligence can be defined as “a biopsychological potential to process information that can be activated in a cultural setting to solve problems or create
3 pages (750 words)Research Paper
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