Implementing DIVERSITY and DIFFERENTIATED INSTRUCTION in the classroom While the make-up of every classroom is different, teachers can count on each class containing diverse learners. “Some learners are struggling, some advanced, all have different life experiences, different learning preferences, and different personal interests (NCREL, 2005).” Because no two students or classrooms are the same, it becomes necessary to consider students individually, rather than collectively. Rose and Dalton discovered that new technologies have altered how scientists believe people learn, and digital technologies have allowed the creation of differentiated learning environments (2009).
Personalized learning environments pair well with differentiated instruction (DI), which “has the potential to play a vital and sustained role in the classrooms of the future (Smith and Throne, 2007)” in order to help students take multiple paths to reach the same goals. “DI is grounded in an understanding of how people learn, and instruction begins with an assessment of what students already know and builds new concepts on their existing knowledge (NCREL, 2005).” Because this process begins with a collection of information about students, it can be necessary to both formally and informally survey students about not only their content or subject abilities, but also their technology experiences and skill levels. After gathering baseline data, instruction can be based on the premises of DI, which means, “modifying instruction to address diversity and meet curricular objectives (Smith & Throne, 2007).”
Marzano et al have assembled a list of nine essential instructional strategies “most likely to improve student achievement in all grades and content areas (2001),” and Smith & Throne have incorporated ideas for differentiated instruction (2007).
Effective research-based strategies include identifying similarities and differences; summarizing and note taking; reinforcing effort and providing recognition; homework and practice; nonlinguistic representations; cooperative learning; setting objectives and providing feedback; generating and testing hypotheses; and cues, questions, and advance organizers.
Teachers can plan educational units and instructions to include opportunities that are rooted in research as Tomlinson highlights, “Differentiation provides students with varied experiences to engage with content. A differentiated classroom offers multiple ways for students to access content, to process and make sense of the concepts and skills, and to develop products that demonstrate their learning (2001).” NCREL suggests having students help set their own learning goals, building on what students know, emphasizing multiple learning styles, using groups wisely, teaching skills for success, giving students choices, using a variety of assessments, and celebrating successes as meaningful ways to implement DI (2005).
“Our classrooms today are more diverse than ever, with a wide range of interests, levels of readiness, and learning styles. There is also a challenging array of cultural and familial differences that strongly influence our students’ social and learning personalities. As teachers, we’re faced with meeting the unique needs of each and every student. We’re also charged with ensuring high levels of student achievement across the board (Smith & Throne, 2007).” “Differentiated instruction adapts instruction to meet the needs of individual learners, providing all students with the appropriate level of challenge and the appropriate supports to help them reach learning goals (NCREL, 2005)".
Marzano, J., Pickering, D., & Pollock, J. (2001). Classroom Instruction that works: Research-based strategies for increasing student achievement. Alexandria, VA: Association for Supervision and Curriculum Development
Rose, D., & Dalton, B. (2009). Learning to read in the digital age. Mind, Brain & Education.3(2), 74-83. doi:10.1111/j.1751-228X.2009.01057.x.
Smith, G., & Throne, S. (2007). Differentiating instruction with technology in k-5 classrooms. International Society for Technology in Education (ISTE)
Tomlinson, C.A. (2001). How to differentiate instruction in mixed-ability classrooms. Alexandria, VA: Association for Supervision and Curriculum Development
While the make-up of every classroom is different, teachers can count on each class containing diverse learners. “Some learners are struggling, some advanced, all have different life experiences, different learning preferences, and different personal interests (NCREL, 2005).” Because no two students or classrooms are the same, it becomes necessary to consider students individually, rather than collectively. Rose and Dalton discovered that new technologies have altered how scientists believe people learn, and digital technologies have allowed the creation of differentiated learning environments (2009).
Personalized learning environments pair well with differentiated instruction (DI), which “has the potential to play a vital and sustained role in the classrooms of the future (Smith and Throne, 2007)” in order to help students take multiple paths to reach the same goals. “DI is grounded in an understanding of how people learn, and instruction begins with an assessment of what students already know and builds new concepts on their existing knowledge (NCREL, 2005).” Because this process begins with a collection of information about students, it can be necessary to both formally and informally survey students about not only their content or subject abilities, but also their technology experiences and skill levels. After gathering baseline data, instruction can be based on the premises of DI, which means, “modifying instruction to address diversity and meet curricular objectives (Smith & Throne, 2007).”
Marzano et al have assembled a list of nine essential instructional strategies “most likely to improve student achievement in all grades and content areas (2001),” and Smith & Throne have incorporated ideas for differentiated instruction (2007).
Effective research-based strategies include identifying similarities and differences; summarizing and note taking; reinforcing effort and providing recognition; homework and practice; nonlinguistic representations; cooperative learning; setting objectives and providing feedback; generating and testing hypotheses; and cues, questions, and advance organizers.
Teachers can plan educational units and instructions to include opportunities that are rooted in research as Tomlinson highlights, “Differentiation provides students with varied experiences to engage with content. A differentiated classroom offers multiple ways for students to access content, to process and make sense of the concepts and skills, and to develop products that demonstrate their learning (2001).” NCREL suggests having students help set their own learning goals, building on what students know, emphasizing multiple learning styles, using groups wisely, teaching skills for success, giving students choices, using a variety of assessments, and celebrating successes as meaningful ways to implement DI (2005).
“Our classrooms today are more diverse than ever, with a wide range of interests, levels of readiness, and learning styles. There is also a challenging array of cultural and familial differences that strongly influence our students’ social and learning personalities. As teachers, we’re faced with meeting the unique needs of each and every student. We’re also charged with ensuring high levels of student achievement across the board (Smith & Throne, 2007).” “Differentiated instruction adapts instruction to meet the needs of individual learners, providing all students with the appropriate level of challenge and the appropriate supports to help them reach learning goals (NCREL, 2005)".
References:
Focus on Effectiveness: Current Education Challenges. (2005). Northwest Regional Educational Laboratory (NCREL). Retrieved July 14, 2010, from http://www.netc.org/focus/challenges/instruction.php
Marzano, J., Pickering, D., & Pollock, J. (2001). Classroom Instruction that works: Research-based strategies for increasing student achievement. Alexandria, VA: Association for Supervision and Curriculum Development
Rose, D., & Dalton, B. (2009). Learning to read in the digital age. Mind, Brain & Education. 3(2), 74-83. doi:10.1111/j.1751-228X.2009.01057.x.
Smith, G., & Throne, S. (2007). Differentiating instruction with technology in k-5 classrooms. International Society for Technology in Education (ISTE)
Tomlinson, C.A. (2001). How to differentiate instruction in mixed-ability classrooms. Alexandria, VA: Association for Supervision and Curriculum Development
Torres, Nicholas (n.d.). 7th Grade U.S. History - Sternberg's Intelligences on immigration. Retrieved from http://www.diffcentral.com/resources.html