The Montessori curriculum, which naturally provides differentiated lessons, is based on the needs of each student. At the California Montessori Project Charter School teachers use differentiated teaching methods that are based on Maria Montessori’s philosophy of following the child. In other schools in Sacramento the teachers that will be interviewed will share their techniques for small group work. There are also academic programs, such as “Handwriting without Tears,” that provide differentiation written into the curriculum. Each of these curricula is creating a new pathway for teaching, specifically because of the positive results which are currently being achieved. To continue with this approach, are also several trying to refine and work forward with the learning approaches that are used.
Purpose of this Study
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. When examining the differentiation in the classroom, there will be the focus on showing the accomplishments, progression and potential problems associated with this approach. Defining this will benefit students, teachers and educators, specifically because there will be more knowledge and background on differentiation. This will be combined with the understanding that education can begin to progress and change for classrooms which are inclusive of alternative styles for teaching. 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. It will also work to identify more of the