Running head: LITERATURE REVIEW 1

Literature Review

Bailey Austerman

TED 690- Professor Weintraub

National University
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Literature Review

Twenty-first century teaching is designed to include a variety of different types of

instruction and classroom management. The teacher performance expectations delineates

this objective in Domain C. Domain C encourages all instructors to engage and support

students in the learning process. The IRIS Module by Vanderbilt University provides

teachers ways to differentiate instruction to a classroom of students with diverse learning

styles and cultures. The module begins with a brief scenario of an instructor whose way

and style of teaching is challenged by a new demographic of students. This challenges the

audience to reflect on their style of teaching and how it may be detrimental to students in

the learning environment.

Differentiated instruction is designed “to maximize the learning of all students:

average learners, English language learners, struggling students, students with learning

disabilities, and gifted and talented students. Differentiated instruction is not a single

strategy but rather a framework that teachers can use to implement a variety of strategies”

(IRIS, Perspectives and Resources, page 1). These strategies can include assessing

student’s reading comprehension, teaching in a small group setting, using classroom

management techniques, and teaching to students individual needs. Additionally,

differentiated instruction allows students to demonstrate their learning in a variety of

ways and should be flexible in arrangement.

“For some students, these adaptations are the difference between mere inclusion

in a learning experience and true and meaningful participation in a learning experience.

In addition, the adaptations created for some often cause deeper and more meaningful
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learning for many” (Kluth). This philosophy is something that has been in the back of my

mind since being able to observe a fellow seventh grade teacher. Medieval World history

is a subject that rarely excites pre-teen students. My goal is to establish a classroom that

is engaging for students and causes them to be excited about learning history.

In planning curriculum, an instructor needs to consider how to design curriculum

and instruction for all types of students. As expressed in an IRIS related article, “the aim

is to create curricula that are flexible enough to challenge the most gifted students,

students struggling below grade level, and everyone in between. It does this by providing

students with alternative ways to explore content, using multiple approaches at various

levels of complexity” (Casper and Leuchovius, page 3). This is a challenging task but is

incredibly beneficial to all when done so correctly.

Diversifying instruction is something that should be done frequently. Students

need variety of instruction, especially in a subject in which they are not particularly

interested it. However, differentiations do not need to be grand scale measures everyday.

In many cases, it can be a group discussion, a quick activity, or a brief small group

instruction session. Rather than direct instruction, day after day, mixing up the instruction

that students receive can help encourage their learning especially during the difficult

phase of middle school.

The IRIS Module scenario about a teacher struggling to diversify instruction for

his newly acquired math class is a scene that is common throughout the educational

world. The IRIS modules, as well as new philosophies, are challenging teachers to

redefine their instruction to fit the needs of the students. While the idea may seem
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elementary, it is an academic conversation that is redefining what it means to be a

teacher.
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References

Banks, James A. & Banks, Cherry A. McGee. (2016) Multicultural Education: Issues and

Perspectives. Ninth Edition. John Wiley & Sons, Inc.

Casper, Beth and Leuchovious, Deborah. (April 2005) Universal Design for Learning

and the Transition to a More Challenging Academic Curriculum: Making it in

Middle School and Beyond. Retrieved from

http://www.ncset.org/publications/parent/NCSETParent_Apr05.pdf

Kluth, Paula. (2018) Rewriting History, and Nine Other Ways to Adapt Textbooks.

Retrieved from http://www.paulakluth.com/readings/differentiating-

instruction/rewriting-history-and-nine-other-ways-to-adapt-textbooks/

Vanderbilt University. (2018) Differentiated Instruction: Maximizing the Learning of All

Students. Retrieved from

https://iris.peabody.vanderbilt.edu/module/di/challenge/#content