Differentiated Instruction

My understanding of differentiation has grown this semester. At the beginning of the

semester I knew differentiated instruction was important and that it involved the use of a variety
of teaching strategies. However, this semester I have learned a lot about differentiated
instruction and the numerous ways it can manifest itself in classroom instruction. Differentiation
is incredibly important to me. When it is implemented in a classroom, students can feel
successful. It is about focusing on the student and his individual needs, interests, and goals. I
believe that in classrooms where differentiated instruction is implemented, there are fewer
behavior problems and students are more engaged in their learning. Since the instruction is
tailored to their needs, they care more about what they are learning and have a greater desire to
learn. In differentiated classrooms, the students are the priority. Differentiation does not mean
that a teacher plans one lesson that is the same for the entire classroom. It means that the teacher
caters aspects of the lessons to suit the learning needs of each student.
Differentiated instruction can be incorporated into the content, process, product, and
learning environment. In order to differentiate content, a teacher could use reading materials at
varying readability levels. For example, in the classroom I am currently in, the teacher has
reading groups assigned to the students based on their reading ability. Each group reads a
different book that best fits their reading level and allows them to be in their zone of proximal
development. In order to differentiate the process, a teacher could provide manipulatives for
students to use if needed. I learned about the importance of using manipulatives in my math
methods class. Manipulatives provide a hands-on experience for children to help them solve
math problems. In order to differentiate the product, a teacher could give students options of
how to demonstrate required learning. For example, a teacher could give students the option at
the end of a unit a social studies unit to write a paper, create a song, or create a cartoon about a
topic explored during the unit. Allowing students to have choices is a way to differentiate
instruction so that the students are able to demonstrate their understanding, but also do
something that interests them. In order to differentiate the learning environment, a teacher could
allow flexible seating so that students could choose where they would like to work around the
room.
Differentiation is powerful and creates students who are engaged in their learning and
increases student motivation, growth, and efficiency.