Differentiated Instruction Research Paper

Differentiated Instruction Research Paper-20
Indeed, the words ‘full range of abilities’ seem to imply that differentiation is needed for every student.The good news is that it is not necessary or desirable to attempt to apply differentiation in each and every lesson, or for every difference among learners.Students are actually much more alike than they are different, so adaptations and modifications to curriculum and resources should not be made unless absolutely necessary.

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Can you explain what differentiated instruction is?

Differentiated instruction is not really a new concept; it has been with us for a very long time in the guise of ‘mixed-ability teaching’.

Differentiation is an approach that encourages teachers to respond to relevant differences among individuals while maintaining high expectations for all.

It needs to be used together with effective evidence-based teaching methods to minimise learning failure.

The real challenge lies in how to differentiate curriculum and learning activities without increasing and perpetuating an achievement gap between able and less-able students.

If differentiation is wrongly interpreted to mean that teachers should hold lower expectations for weaker students and always set them easier learning tasks, then the students will simply fall more and more behind.There are many other differences among students but they do not have any direct impact on academic learning.They simply represent aspects of students’ personalities, lifestyles and backgrounds.It is really about taking account of significant differences among students in terms of their ability (or disability), rate of learning, language proficiency, literacy and numeracy skills ― and then using this knowledge to adapt the way the curriculum and learning activities are presented.These differences also determine the amount of additional support individual students may need.The notion that teachers in mainstream classes can adapt to differences in students’ learning style is a myth.Unfortunately this idea is still being circulated, even in official guidelines.These methods, when skillfully implemented, actually reduce the need for extensive differentiation as they ensure that, from the start, almost all students understand the concepts, information and skills being taught.When you say ‘significant differences’ among learners, what are these differences? I have already mentioned the importance of ability, rate of learning, language skills (including English as a second language), literacy and numeracy.Differentiation in inclusive settings should be about providing additional support to pursue the common curriculum―not about creating a multiplicity of individual programs for students.What are the main challenges to differentiated instruction?


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