Differentiated Instruction Paper

Differentiated Instruction Differentiated instruction is a process to approach teaching and learning for students with differing abilities in the same class. The intent of differentiating instruction is to maximize each student’s growth and individual success by meeting each student where he or she is assisting in the learning process (Polloway, Patton, and Serna, 2005). It’s an individualized instructional method. It is used to help students with diverse needs learn using a general curriculum. There are several approaches to using differentiated instruction when teaching learners with cultural or special needs.

Every student has different learning styles, behaviors, and interests. It is up to teachers to meet state and district standards when teaching different learners no matter their needs. There are several ways to make sure students meet these standards. Kapusnick and Hauslein (2001) list the most common instructional strategies as acceleration, curriculum compacting, independent study, flexible grouping, independent-learning centers, complex questions, tiered activities, and contracts. Students who show mastery of instructional material through preassessment can learn at their own pace, acceleration.

Curriculum compacting condenses learning and allows students to move ahead of material already learned while staying on grade level. During independent study, students progress at their own pace until they master a task by a due date agreed upon by the teacher. Teachers use flexible grouping based on students’ needs, interests, and abilities to allow students with similar capabilities to work together. Independent-learning centers provide students with remediation opportunities by investigating a topic in depth.

In a differentiated classroom, the teacher asks complex questions that are open-ended, appeal to higher-order thinking skills, allow adequate wait time for answers (more than the traditional 1-3 seconds), and provide opportunities for peer discussions and follow-up questions. Additionally, tiered activities are used to promote success because the student chooses his or her own level of accomplishment (Kapusnick and Hauslein, 2001). And contracts are used as an agreement that allows students to take responsibility for completing tasks. Kapusnick and Hauslein, in an inclusive nvironment, students at all levels of understanding can learn more effectively if teachers adjust instruction for individual learning style and needs (2001). Vygotsky and Gardner’s theories of instructional practices are ways to assist teachers with presenting information to their learners. Howard Gardner’s theory of multiple intelligences asserted that students learn better and more easily when teachers use a variety of delivery methods, providing students with learning experiences that maximizes their strengths (Kapusnick and Hauslein, 2001).

Vygotsky’s zone of proximal development supports the notion that effective education facilitates development by assisting the progression to each stage through student-teacher interactions and opportunities to discuss and share ideas (Kapusnick and Hauslein, 2001). This theory requires teachers to help students with special needs by making accommodations to meet their needs. Teachers assist them until they reach their comfort zone of completing tasks independently or with minimal assistance. Students are taught the using the same curriculum, with different methods.

The variation of activities provided during instruction should reflect the needs of the students. During differentiated instruction, teachers help students make sense of learning. The steps to using differentiated instruction are content, process, and product. Content is what we teach, process includes how we teach and how students learn, and product is the way our students demonstrate what they have learned (Levy, 2008). In order to find out the students’ abilities, teachers must first assess their skills. This lets the teacher know what levels the students are on.

Assessments are used for various reasons. They are used to monitor progress, review abilities, and evaluate students’ strengths and weaknesses. They are an essential part of the decision-making process of determining what a student needs remediation with. Assessment results compare students individually and show differences among other peers. They are used to classify students for ability, or flexible, grouping, which identifies them for placement in special programs and groups. Assessments allow teachers to plan and adjust lessons to accommodate all learners.

Grouping students according to their abilities by noting their ability levels, learning styles, and interests are ways teachers can plan for their students. Ability level groups allow teachers to place all students who may need remediation together to receive additional help, or challenging work. Students interpret instruction by what they hear, see, what they can do, and what they say. Some students pay attention to what the teacher says or reads; auditory learners, while others focus on what the teacher writes on the chalkboard, overhead projector, or smart board.

Other students must do something hands-on or discuss it using more detail in order for them to grasp an understanding of a lesson. Once a teacher knows the students in the classroom and their learning styles, flexible grouping can be implemented. Students are likely to cooperate and work together as they build upon information of new knowledge. Differentiated instruction provides students with an organized instruction system consisting of basic skills and instruction. Teachers may present whole-class conversations of content big ideas followed by small group or pair work.

Thoroughly explaining, demonstrating, and providing student with different interactions are skills teachers use to reach the learners. Student groups may be taught from within or by the teacher to complete assigned tasks. In differentiated instruction, the grouping of students does not have to be permanent, and can vary based on the information or tasks presented, the project, and constant evaluations. Classroom management also plays a role in differentiated instruction. Teachers must be consistent with the expectations of all the students academically and behaviorally.

Along with classroom management, continuous assessment of students’ progress and therapy should also be maintained. Classroom guidance is another source of providing differentiated instruction. Guidance and school counselors assist students by counseling them to find out their needs and interests. They also inform students about educational opportunities by providing them with information on transition strategies and techniques used for dealing with unwarranted behaviors of school peers. Just like classroom instruction, counselors can use group or individual counseling sessions to support students.

Depending on the students’ needs, the counselors can hold sessions in their office or in the students’ classroom. Akos, Cockman, and Strickland (2007), said through the last century, school counseling evolved from a position, to a set of services, to a multifaceted developmental program where skills needed to facilitate classroom guidance encompass a wide range of abilities, and the curricular nature of classroom guidance requires planning and delivery skills similar to those demanded of teachers.

Therefore, whether for academic or social developments, school counselors plan hands-on activities and carry out classroom guidance sessions. English Language Learners (ELLs) and students with special needs may need additional assistance when learning new material. Differentiated instruction with these learners may require certain strategies when addressing curriculum factors and teaching for cultural reasons. It is important for teachers to know the cultural proficiency of their learners when taking into account differentiated instruction.

According to Hoover and Patton (2005), language function, acculturation, conceptual knowledge, thinking abilities, cultural values and norms, and teaching and learning styles are curricular factors for concern with ELLs. Language function can be the conversations and social development skills the student makes. The goal is to get ELLs to use elevated language by talking more with friends, family members, and anyone they have constant communication with. It will help student focus on interpreting meanings for unfamiliar words while developing fluency skills.

Acculturation is the process where one cultural group assumes traits of another cultural group (Hoover and Patton, 2005). In acculturation, students may respond with signs of withdrawal due to lack of communication and understanding. Conceptual knowledge is the new information gained from prior knowledge. It provides students with connections to the content being taught. ELLs need to apply their thinking capabilities to interact and learn the new curriculum. This is using their higher-order thinking skills. One’s cultural values and norms are their experiences and lifestyles they bring to the classroom.

Differentiated instruction provides adaptations so the students can be educated using the appropriate grade level curriculum. This is again where teaching and learning styles play a role in educational developments. It focuses on the conditions the students learn under. Students with special needs or disabilities, in all grade levels, may feel as if they don’t have the same skills as non-disabled students for obvious reasons. Students with disabilities, as do many other students, may require significant practice, application, and generalization of relevant skills and concepts (Mastropieri et al. 2006). As a future educator, I have learned that it is our responsibility to educate all learners. Differentiated instruction involves just this, to teach students in the best way they could learn. Teachers plan instruction based on the readiness levels, interests, and educational needs of their students. They use multiple content, process, and product methods to promote academic and behavioral skills. Once teachers become familiar with the learning styles of the students and comfortable with their teaching methods, learning opportunities for the students expand. References Akos, P. Cockman, C. , Strickland, C. (2007). Differentiating classroom guidance. Professional School Counseling, Vol. 10, No. 5, p. 455-463. Hoover, J. & Patton, J. (2005). Differentiating curriculum and instruction for English-language learners with special needs. Intervention in School and Clinic, Vol. 40, No. 4, p. 231-235. Kapusnick, R & Hauslein, C. (Summer, 2001). The ‘silver cup’ of differentiated instruction. Kappa Delta Pi Record, p. 156-159. Levy, H. (2008). Meeting the needs of all students through differentiated instruction: helping every child reach and exceed standards.

The Clearing House Vol. 81, No. 4, p. 161-164. Mastropieri, M. , Scruggs, T. , Norland, J. , Berkeley, S. , McDuffie, K. , Tornquist, E. , & Connors, N. (2006). Differentiated curriculum enhancement in inclusive middle school science: effects on classroom and high-stakes tests. The Journal of Special Education Vol. 40, NO. 3, p. 130-137. Polloway, E. , Patton, J. , & Serna, L. (2005) Strategies for teaching learners with special needs (8th Ed). New Jersey: Pearson-Merrill Prentice Hall.

Calculate the price
Make an order in advance and get the best price
Pages (550 words)
*Price with a welcome 15% discount applied.
Pro tip: If you want to save more money and pay the lowest price, you need to set a more extended deadline.
We know how difficult it is to be a student these days. That's why our prices are one of the most affordable on the market, and there are no hidden fees.

Instead, we offer bonuses, discounts, and free services to make your experience outstanding.
How it works
Receive a 100% original paper that will pass Turnitin from a top essay writing service
step 1
Upload your instructions
Fill out the order form and provide paper details. You can even attach screenshots or add additional instructions later. If something is not clear or missing, the writer will contact you for clarification.
Pro service tips
How to get the most out of your experience with MyHomeworkGeeks
One writer throughout the entire course
If you like the writer, you can hire them again. Just copy & paste their ID on the order form ("Preferred Writer's ID" field). This way, your vocabulary will be uniform, and the writer will be aware of your needs.
The same paper from different writers
You can order essay or any other work from two different writers to choose the best one or give another version to a friend. This can be done through the add-on "Same paper from another writer."
Copy of sources used by the writer
Our college essay writers work with ScienceDirect and other databases. They can send you articles or materials used in PDF or through screenshots. Just tick the "Copy of sources" field on the order form.
See why 20k+ students have chosen us as their sole writing assistance provider
Check out the latest reviews and opinions submitted by real customers worldwide and make an informed decision.
Business and administrative studies
Thank you for your hard work and help
Customer 452773, February 21st, 2023
Social Work and Human Services
Although it took 2 revisions I am satisfied but I did receive it late because of that.
Customer 452603, March 25th, 2021
Business and administrative studies
Excellent job
Customer 452773, March 17th, 2023
Business and administrative studies
always perfect work and always completed early
Customer 452773, February 21st, 2023
Looks great and appreciate the help.
Customer 452675, April 26th, 2021
Criminal Justice
The paper was not accused of plagiarism and was written very well. I will let you know the grade once it is graded. Thank you
Customer 452671, April 26th, 2021
Business and administrative studies
Excellent work ,always done early
Customer 452773, February 21st, 2023
Great job
Customer 452773, February 13th, 2023
I just need some minor alterations. Thanks.
Customer 452547, February 10th, 2021
Business and administrative studies
excellent paper
Customer 452773, March 3rd, 2023
Thank you for your hard work and help.
Customer 452773, February 13th, 2023
Love this writer!!! Great work
Customer 452597, April 5th, 2021
Customer reviews in total
Current satisfaction rate
3 pages
Average paper length
Customers referred by a friend
15% OFF your first order
Use a coupon FIRST15 and enjoy expert help with any task at the most affordable price.
Claim my 15% OFF Order in Chat

Sometimes it is hard to do all the work on your own

Let us help you get a good grade on your paper. Get professional help and free up your time for more important courses. Let us handle your;

  • Dissertations and Thesis
  • Essays
  • All Assignments

  • Research papers
  • Terms Papers
  • Online Classes