Differentiated Instruction Principles

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1. Identify the principles of differentiated instruction.
Differentiated instruction involves using different types of instruction and learning strategies to meet the needs of students with different learning needs. Every student is unique and not all students learn the same way, that is why it is important for teachers to use differentiated instruction in both the general education and inclusive classroom. There are different principles that guide planning and implementing differentiated instruction. One principle is to tailor curricular goals and teaching strategies to meet students needs. This is when teachers consider the different needs of the students such as their cultural background, language proficiency, learning strengths and weaknesses.
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Teachers should use multicultural curriculum, this means including materials and instruction that take into consideration multiple cultures. Teachers should be making connections to all students including those from culturally and linguistically diverse background. (Salend, 2016, pg 309) Teachers can get to know students and their culture and add their culture or background into the curriculum. For example, when studying a historic event, the teacher can bring in materials of how different cultures were affected. Teachers can also highlight important figures or events from the cultures the students are from. It is so important for teachers to offer multiple perspectives in their lessons and instructions. Another strategy teachers can implement is cooperative group learning. This allows students to work together to analyze material, answer questions, or problem solve. Cooperative learning groups should include heterogenous grouping, this allows for students with different abilities to work together and to help each other. For example, when I visited a English Language Learners class, I saw a lot of cooperative learning. One student was in the beginning stage of learning English and had a hard time reading materials. Another student in the class was more proficient. The teacher paired up the students to read an assignment and answer questions. The more proficient student helped translate some parts of the document, the other student communicated what he thought of the document and they answered the questions together. Teachers can also use activities such as think alouds, brainstorming, and debates to get all students involved in the material and to lead to discussions. The textbook suggest using verbal and written dialogues to foster learning. (Salend, 2016, 311) Scaffolding is another strategy that can be used to help all

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