Facts
Educators today must develop classrooms that differentiate instruction. Classrooms that are academically diverse represent different genders, multiple cultures/ backgrounds, and multiple exceptions (Differentiated, 2000). Lev Vygotsky’s zone of proximal development is an example of differentiated instruction, educators teach students using scaffolding and a range of challenging learning tasks (Ryan. K., Cooper. J., 2013, p.179). According to Hertberg-Davis, and Brighton, a teacher’s willingness (positive attitude) is a critical factor in incorporating differentiated instruction, standards, and assessments (2006, p.100). Differentiation of Instruction focuses the educator’s response to student needs by providing them with accommodation, practice, and flexible grouping. Teachers should know their student’s strengths and weakness to maximize student’s growth. Goddard, Y. L. and Minjung, K. examined a study that was conducted to focus attention on connections between teachers' perceptions of their collaboration and reported the use of differentiated instruction (2018). …show more content…
Results: Found positive, statistically significant connections between teacher collaboration and teachers' reports that they differentiated instruction (β =.43, p<.001) and between differentiated instruction and teacher efficacy (β =.38, p<.001). Conclusions: The results are potentially significant for researchers and practitioners that used differentiated instruction in their classrooms (Goddard, Y. L., & Minjung, K.
Educators today must develop classrooms that differentiate instruction. Classrooms that are academically diverse represent different genders, multiple cultures/ backgrounds, and multiple exceptions (Differentiated, 2000). Lev Vygotsky’s zone of proximal development is an example of differentiated instruction, educators teach students using scaffolding and a range of challenging learning tasks (Ryan. K., Cooper. J., 2013, p.179). According to Hertberg-Davis, and Brighton, a teacher’s willingness (positive attitude) is a critical factor in incorporating differentiated instruction, standards, and assessments (2006, p.100). Differentiation of Instruction focuses the educator’s response to student needs by providing them with accommodation, practice, and flexible grouping. Teachers should know their student’s strengths and weakness to maximize student’s growth. Goddard, Y. L. and Minjung, K. examined a study that was conducted to focus attention on connections between teachers' perceptions of their collaboration and reported the use of differentiated instruction (2018). …show more content…
Results: Found positive, statistically significant connections between teacher collaboration and teachers' reports that they differentiated instruction (β =.43, p<.001) and between differentiated instruction and teacher efficacy (β =.38, p<.001). Conclusions: The results are potentially significant for researchers and practitioners that used differentiated instruction in their classrooms (Goddard, Y. L., & Minjung, K.