Journal BLOG Reflection # 5

The strategies of differentiated instruction listed in the text: discuss the benefits it holds for students in our schools today.

First and foremost we have to pause and reflect on what is differentiated instruction and its purpose. Differentiated instruction is an instructional theory that allows teachers to face this challenge by taking diverse student factors into account when planning and delivering instruction. Based on this theory, teachers can structure learning environments that address the variety of learning styles, interests, and abilities found within a classroom.

The benefits it holds for students in our schools today are numerous. In support thereof, please see the following:

·         According to Carol Tomlinson, a national expert on differentiated instruction, teachers can differentiate three aspects of the curriculum: content, process, and products. Importantly, differentiating content, process, and product for students requires teachers to know their students, their subject, and their materials. Rather than simply "teaching to the middle" by providing a single avenue for learning for all students in a class, teachers using differentiated instruction match tasks, activities, and assessments with their students' interests, abilities, and learning preferences.

·         Teachers have to provide several learning options, or different paths to learning, which help students, take in information and make sense of concepts and skills. They do not have to develop a separate lesson plan for each student in a classroom.

·         Teachers have to provide appropriate levels of challenge for all students, including those who lag behind, those who are advanced, and those who right in the middle. They do not have to "water down" the curriculum for some students.

·         Learning is maximized for ALL students through proactive planning. You'll see students working in small groups, with partners, and alone, depending on their learning needs. In partner and small-group work, students learn together—but are assessed individually.

·         Students generously share skills and knowledge through peer tutoring.

·         Anchor activities keep children working and learning on their own, giving the teacher time to work with individuals or small groups.

  And, finally technology captures and holds the attention of students at all learning levels. 

The point is to teach students what they need to learn and not what they already know—to discern when particular children or activities warrant more or less attention.