Differentiated Instruction In The Classroom

Every classroom is diverse. The students, teachers, and dynamics between each person set the the tone of how the class will function for the year. However, those relationships do not paint the whole picture when it comes to how a student will learn and thrive. The way in which individual children learn is unique. Within each classroom there is a wide array of learning needs. There may be academically gifted students or students with learning disabilities. Since there can be a huge spectrum, it is important to understand how changing a lesson for each type of learning style can impact a student and their ability to retain new information. This type of alteration is known as Differentiated Instruction. Case studies, research, and classroom accounts …show more content…
According to Tomlinson, altering instruction to facilitate the ultimate success for a student is not always related to learning challenges (1999). The study points out how differentiated instruction can also be used if there is a cultural disconnect (Tomlinson, 1999). It is important though that the key take away from what is being taught even after the shift is made so that the students are all on the same learning level (Tomlinson, 1999). Differentiated instruction and learning is designed to help students reach their highest potential by learning in a way easiest for them. The way this is accomplished is by modifying the content, process, and product of learning for each student (Rotatori, Obiakor, & Bakken,2013). Each of these components is an essential part to differentiated instruction. The content relates to the actual material/subject being taught; process is the the way the material is presented to the class (Rotatori, Obiakor, & Bakken,2013). During the process stage is when differentiation strategies are crucial. Lastly, the product is the student’s growth and what they have learned from the lesson (Rotatori, Obiakor, & Bakken,2013). However, educators need to be cognizant of where each student is so they remain consistent. If there appears to be a gap, the educator must revaluate how they are differentiating. Educators do not have all the answers, all the time. …show more content…
The case study focuses on a young, ten-year old boy, Gayle (Demos &Foshay 2009). Gayle struggles with reading and because of this the school put a lot of stress and focus on reading to try and help him (Demos &Foshay 2009). When a lot of pressure is put on a student to well in a certain subject however, it can push the student’s achievement can go one of two ways. According the case study, the young boy started to exemplify a surge of irritation towards reading (2009). The school and his family, and Gayle himself agreed for him to go through testing and interviews to see if they could identify a learning disability, which turned out to be a diagnosis of dyslexia and comprehension (Demos & Foshay 2009). Interviews are important during testing because they can tell more about a child then some tests. In Gayle’s interview he talked a lot about his likes for certain sports and activities outside of school. Differentiated instruction was the instructional strategy his teachers turned to in order to help boost his skills by using all his interests to draw him into the lessons (Demos & Foshay 2009). Overtime his support team feels that differentiated instruction is only going to continue to help his progression of becoming a better reader (Demos & Foshay 2009). This is a great way for children