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M’Laura Yates

Professor Campbell-Rodriguez

TED 606

October 28, 2017

Differentiated Instruction

Differentiated instruction is an important approach that teachers can use to adjust their

curriculum and instruction in order to maximize the learning of all students in the classroom.

These students can include the average learners, English language learners, students with

learning disabilities, gifted students, and students who are struggling for any reason. In my

opinion, one of the best things about differentiated instruction is that it is not based on one single

teaching strategy, but it is based on a framework that can narrow down a strategy that may work

best for a group of students who may learn differently from another group. By using continual

assessments of students and a variety of instructional approaches, teachers can ensure that all

students are getting an equal opportunity for a quality education. It is important to note that

differentiated instruction does not mean that a teacher is using a different teaching style,

curriculum, behavior management, etc., for each student, but that the differentiated instruction is

tailored for groups of students.

I would change the instruction when I notice that certain students aren’t grasping the

concepts to the same degree that the other students are. This observation can be casual, or

through assessments. Assessments themselves can be changed to meet the student’s needs. This

is crucial to remember because if I am assessing students and they aren’t being assessed

correctly, I may put them with a group that they aren’t going to benefit from, thereby negating

the entire process. Teachers should use more than one type of assessment to get a better
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understanding of how to teach content or a skill to a diverse group of students. In order to

implement assessments, I need to get to know my students in terms of readiness, interest and

their preferred method of learning new information or skills, e.g., visual, kinesthetic, auditory,

etc.

Assessments can be completed before, during, or after a lesson or unit of instruction.

Before a unit I would administer a preassessment such as a journal entry, visual observation,

review of prior standardized tests, academic record, skill inventory, etc., to assess students’ prior

knowledge, skills, and understanding of the upcoming lesson. During a lesson, I could use a

formative assessment such as work samples, small-group or whole class discussions, quizzes,

thumbs up/down/sideways, etc., to determine students’ needs and help me assign students to

groups. After a lesson is over I can give a test, individual or group project, report or ask for a

demonstration to determine what the students have learned and to aid in assigning grades for the

lesson. I love the idea of letting the students choose what type of grouping they prefer when we

are going to do collaborative work. It is interesting to see which students would rather work in

groups, pairs or independently.

There are many ways of differentiating the content in my classroom. I can switch up the

presentation style I use, provide a variety of materials and manipulatives, use a tiered content

approach or scaffolding, etc. Another way to differentiate the process is to vary the length of

time students have to complete a task. This is a wonderful change to make because it allows

struggling students the extra time needed to complete the assignment and it allows the more

advanced students in that subject more time to look into the topic or lesson.

I think it is important to use differentiated instruction in the classroom because all people

learn differently and deserve to have the same opportunity for growth and advancement as the
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next person. In addition, I think it would be beneficial for teachers to collaborate with others

within their district who are implementing differentiated instruction in the classroom in order to

share and create ideas that might not have been shared otherwise. Ongoing professional

development is also a great idea that would benefit the whole school district. Students who have

their education tailored to them are left with a feeling of importance and care from their teacher

and school. It’s also important to include the families in this process so that the student is

continually supported, both at school and home. Some students may need more than just

differentiated instruction to help them grasp the concepts of a lesson and succeed in a general

classroom. All of these accommodations must be made so that each student has a higher chance

of educational success. It is very important to me that teachers understand that there are different

ways out there to introduce variety into their lessons, and it is totally worth the time invested to

modify each lesson for the student’s sakes.

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Reference

The IRIS Center. (2010). Differentiated instruction: Maximizing the learning of all
students. Retrieved from https://iris.peabody.vanderbilt.edu/module/di/