Differentiated Instruction - Research Paper Example

? In this research, the aim is to ensure that Differentiated instruction, is objectively set up and understood, in a learning institution that has diverse students, those that are English speaking and those that are taking English as a second language. The aim is to define differentiated instruction, while looking at the Key principles that are responsible for the professional development and understanding and implementation of differentiated instruction in a higher education institution. The objectives, strategies, assessments and implementation methods of this development plan are culminated to improving the grades of students in school especially those that are not English speaking. Key words: Differentiated instruction, professional development. Differentiated Instruction According to Carol Ann Tomlinson (as cited by Ellis, Gable, Greg, & Rock, 2008, p. 32), Differentiated Instruction is the process of “ensuring that what a student learns, how he or she learns it, and how the student demonstrates what he or she has learned is a match for that student’s readiness level, interests, and preferred mode of learning.” In a classroom scenario, there are all sorts of differences among the students. These may be in the form of social economic status, culture, race, religion, gender, ability/ disability, motivation, personal interests and many more. Differentiation arises from the assumption that different students have a difference in how they learn, their preferences and learning capabilities and interests.(Anderson, 2007) Teachers have a variety of ways to differentiate; this can be through process, content, learning environment and product based on the individual learner. Due to the difference in learning needs, teachers develop differentiated learning instructions so that all students are able to learn effectively. Differentiation can therefore be defined as, an organized and flexible manner of varying and adjusting teaching methods so that the needs of every child as a learner are catered for to maximize their potential growth as learners. In the past, the teaching practice has been that of “One size fits all” but in order for maximum learning potential to be reached, a “One size does not fit all” needs to be used. Gregory, G. and Chapman, C, (2007) Living Our Beliefs The challenge in differentiating instruction lies in translating the Teacher’s beliefs that, differentiating instruction provides for a better learning process, into action. Teachers can be able to differentiate a number of aspects on the curriculum (Tomlinson, C.A, 2005). These aspects are: Content- This refers to the principles, concepts and skills that students are required to learn. Every student should be able to access the same learning materials. Tomlinson believes that struggling students should be accorded with the same big ideas as their classmates and should not be given watered-down content. Tomlinson emphasizes by saying, "Teachers should address the same concepts with all students but adjust the degree of Complexity, in that the same concept can be explained in a way that is comprehensible to a very young child or in a way that challenges a Ph.D candidate." Content can also mean the means in which a teacher gives students access to information. A teacher can make give the advanced learners complex text from which they should derive information and on the other hand direct reading buddies, demonstrations and videos to the those students who are of modest capacities. Process- This refers to the activities that help students understand and fathom what they have learnt during the teaching process. Teachers can modify this activities by providing the complex methods for sharp students and scaffolding methods for the modest learner depending on their readiness levels, student interest, and learning preferences. Scaffolding methods include, additional teaching models, step-by-step instructions, re-teaching etc. Products- This refers to the projects that enable students to demonstrate what they have learnt in class by placing context into action. Depending on levels of interests and learning preferences, some students can do individual demonstrations while others need to work in groups. This concept of differentiating requires the instructor to be crystal-clear about what they are teaching because otherwise, the approach will fail. Environment- “The environment will support or deter the student’s quest for affirmation, contribution, power, purpose, and challenge in the classroom” (Tomlinson, p.37). Tomlinson describes the environment as the way the room is set up, the lighting, the teacher’s use of space, and the general atmosphere of the classroom. The objective of every instructor should be creating an environment that is positive, structured and supportive to every student. The learning institution should provide areas for group discussions, areas for research, classroom computer labs, and also areas for quiet individual work. In this case, the learning environment should be calm and safe. Choice of Differentiated Instruction for Improvement In most higher learning institutions, there are students from all races and cultures. Some are fluent in English while others are not so lucky. The administration of a school should therefore play a key role in ensuring that the English Language Learners’ grades improve in class. This is especially vital as almost 50% of English Learning students perform below average because it becomes hard for them to grasp things at a faster rate since English is their second language. Differentiated instruction therefore needs to be implemented in this classroom scenario. The Leadership Principles The key principles in ensuring that professional development strategies and objectives are attained in achieving differentiated instructions include; the administration of the school, parents, the students, teacher leaders and school staff. The principal- the principal stands for a head-teacher whose main roles are visionary, instructional, and systematic thus effective and successful leadership. The principal’s behavior must mirror and show support and understanding of differentiation. The principal must have the different needs of the teachers in mind when implementing rules. In all dimensions of leadership, it’s the work of the principle to understand that professional development is a glue that bonds the school together. The teachers- Tomlinson says that differentiation can guide teachers on how to teach the same thing to a range of students by employing a variety of learning and teaching modes. The teacher has the role of supporting diverse learners in this case English learning students by involving these students actively in the lesson and encouraging them to be physically interactive with their environment. The teacher should be able to guide these students in constructing their own understanding of the subject, and giving them choice as a motivator and to optimize their learning process. The teacher should also give her students the time they require in reflecting and communicating what they learnt and what they have understood. The teacher needs to understand that the students require time and experience in constructing mathematical and scientific knowledge. Certain strategies can be used to aide in the understanding of topics by students. This is done by using a variety of groupings that meet student needs, providing alternative assessments activities. Challenging students based on their readiness, interests and learning preferences. Flexible grouping is also a key strategy in differentiated instruction. Movement among groups should be a common routine based on readiness of the student in a given skill or content area. Groups should vary in size, duration and their method of selection. Students should have various materials including an available use of technology. The teacher should ensure effective instructional model, strategies and questioning techniques. Student assessment is also vital during and after the lesson. Parents/ Guardians- they are caregivers of their children and they therefore play a vital role in ensuring that their progeny are successful in class. Parents can encourage appropriate differentiation by understanding the nature of differentiation that the school is taking up, understanding that the teachers cannot differentiate all assignments and materials on their own, everyday. The parents should provide meaningful and advanced experiences on how to learn outside the classroom while also volunteering to secure enrichment materials for their students. Parents whose children are English learners should motivate their children by ensuring that they too speak English while at home so to aid in faster understanding of the English language. The guardians can also help the school by providing the school staff with information regarding their children’s areas of strength and interest. The caregivers should also work with teachers in ensuring student attendance and therefore a resource centre that caters for this sort of communication. Through the resource center, information can be disseminated to parents regarding their children’s progress in class, achievement expectations, school policies and community service programs that provide a platform for further learning and interaction. Students are allies to their own growth in terms of class performance and therefore must assume responsibility of the learning process. They should strive to set high standards for themselves, for others while making the choices that will improve their learning process. The students should work with the other principles of this learning circle including teachers and parents in monitoring progress, setting attainable goals and analyzing success and setbacks. Students should develop awareness of their interest, learning styles, strengths and weaknesses. According to Birmingham grid for learning, students have a complex and different way of understanding things. Some students are good in one thing and poor in others while others are the complete opposite. Humans do not have one level of intelligence, it is claimed that they have several. Kinaesthetic Intelligence means that a student may be body smart and therefore tends to enjoy sport more than anything else. Linguistic intelligence means word smart and therefore a student will tend to enjoy reading, talking and writing. Logical intelligence are for people who enjoy numbers and are therefore attracted to mathematics, puzzles, physics and activities that involve wit. Interpersonal intelligence requires people that are people smart and thus enjoy being in the company of others, are in many clubs and are thus interactive. Intrapersonal intelligence involves people that are introverts, like keeping diaries and are aware of themselves. Musical intelligence will involve people that are music smart whereas nature and visual smart people enjoy nature, plants, pictures, animals, mazes and graphs and will therefore learn about this thins. Students who understand themselves are at a better chance of faring well in class. They can also help the teachers in understanding them better so that they can work together in improving their academic performance. School staff- this involves the administration and other staff that are vital to implementing differentiated instruction. The administration should ensure that the goal of implementing differentiated instruction is not a solitary goal but a common goal. Resources should be available and the teachers should be inspired to work within the set standards. A high quality curriculum should be set and qualified teachers be hired. The school should ensure that staff development is built on a common vocabulary in reference to differentiated instruction. The staff should also be actively involved in the school curriculum through activities such as sports, debate and symposium forums, so to actively encourage the students to work hard while giving life experiences. When all this key principles work together, they can achieve a lot in improving the lives of the students. Critical Thinking To be able to give the objectives, assessments, strategies implementation methods of the professional development plan, one needs to employ critical thinking in identifying the problem at hand. The question is of what constitutes student achievement, and the answer is the teachers’ sense of competence and confidence, a supportive school culture and quality staff development in a professional learning community (Gregory, G. 2008). Naturally, most humans are biased, partial, distorted, uninformed and downright prejudiced in their thinking and therefore we can’t all be branded as critical thinkers. The quality of life depends on critical thinking and therefore excellence in thought depends on critical thinking. Critical thinking can therefore, be defined as that mode of thought in which the thinker improves the quality of their thinking through skillful analysis, assessment and reconstruction of a problem, content or a particular subject. When studying the goal of a professional development plan, intellectual standards of clarity, accuracy, precision, relevance, breadth, logic, significance, fairness, depth are employed in this research. Certain elements of thought are also considered. First is the purpose, goal and objective of the professional development plan. The purpose should be clear. Another question is the question of the issue at hand, the problem, statement of the problem. The question should not be vague as it seeks to coming up with the answer. The available evidence, data, observations and information are considered. The facts remain that grades of English Learning learners are not as they should be, and that other students of various abilities understand things in a different manner that others. From these facts interpretations and inferences can be made so as to arrive at a possible solution that is beneficial to all. Certain concepts, ideas, theories, axioms, principles and hypothesis are devised so to form a basis of the possible solution. Inferences are made and the possible implications and consequences are analyzed before action is taken. All this including the point of view of the analyst are foundations for critical thinking. Objectives The objectives of implementing professional development for differentiated instruction revolve around the betterment of education through creation of a high quality performance curriculum, varying the tutorial techniques, methods of teaching, creating a supportive and safe learning environment for the students. The goal is to ensure differentiation in terms of, Harmonized environment whereby the learning environment is made conducive to all students irrespective of gender, race, interests, learning profile etc. The ambience of the room should be inviting and the landscaping should be conducive for studies. Diversifying the teaching technique - The teacher should understand that not all students are the same and therefore they cannot all be taught the same way. Most importantly, students should be taught the same concepts but with different levels of complexity. Attracting students Interest in learning- Students have been demoralized by the fact that the old systems have always used a “One size fits all” teaching model. This is wrong as some students have varying intelligence, some are good in mathematics others languages, others Arts and so on. The students should therefore be actively involved in class, with special tutorials given to those students who are moderate in their learning and sharp students being challenged with complex content. Homogeneity in purpose-The development plan also seek to bring together the efforts of all principles involved in making sure that student grades are improved, especially those who are of moderate understanding due to one reason or another especially the English learning learners. Assessments Assessments involve the critical analysis of the statement of the problem thereby strategizing on how to implement the professional development plan. Using the facts that are already present in the school scenario, an analysis on what the students already know be done so to ensure that when amendments are made, repetitions will be avoided saving time thus effectiveness of the development plan. The goal of this assessment is to discover the students knowledge, skill, preferences, interests and understanding prior to the implementation of differentiated instruction. Assessments should be used as a tool to better the students understanding through clear instructions, while posing challenges to do better. Assessments are also done to monitor progress. Strategies Teachers use a variety of strategies to create a responsive classroom for learners. The strategies are not meant to work in isolation of the core curriculum, however, they are meant to work with the curriculum while ensuring that the content being taught culminates adaptations of students in terms of student interest, student readiness, and learning profiles. Based on teacher expertise and style, the chosen strategies include: High-level questions- this involves a form of examining where the students knowledge is tested based on their understanding of the subject, this is bound to show the teacher where loopholes exist in the syllabus. Contracts/ management plan- this is a form of written agreement between teachers and students, where the teachers stipulates some work specifications and the students agree to complete the tasks based on the specifications availed to them. This will aid in ensuring work is done to a certain standard. Tiered Assignments- This involves a technique in which the same concept or skills are taught to students using varied content, process, product, environment at a level that builds upon previous knowledge while ensuring growth. Curriculum Compacting­- this involves a three step process that assesses what is known on the material to be taught, plans for learning the unknown, and creates free time for enriched accelerated study. Grouping- Small independent groups should be organized by the teacher thus allow for exchange of ideas. These groups should be mixed up regularly so as to have different experiences and a better understanding of the topic. Mentorship- The key principles in ensuring a successful implementation of the professional development plan should work together with students in improving and inspiring their studies thus developing their skill in the field of study Implementation Implementation is done by the principles of the school scenario and this means the combined effort of the school leaders, teachers, staff, students and guardians of the students in ensuring a successful development plan that will introduce and maintain differentiated instruction thus improving the learning experience of the students. This involves creating the climate to learn, knowing the learners by means of interacting with them, assessing the learners in terms of performance, understanding and growth. It also involves adjusting assignments where some are group while others are individual. These assignments be in terms of brain compatibility with the curriculum catering for all students. References Birmingham Grid for Learning. (n.d.). Multiple intelligences. Retrieved from http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks3/ict/multiple_int/what.cfm Foundation for Critical Thinking. (2007). Critical thinking [Interactive chart]. Retrieved from http://www.criticalthinking.org/ctmodel/logic-model1.htm Foundation for Critical Thinking. (2011). The critical thinking community. Retrieved from http://www.criticalthinking.org/pages/about-critical-thinking/1019 Lee’s Summit, MO R-7 School District. (n.d.). Differentiated instruction. Retrieved from http://its.leesummit.k12.mo.us/different.htm Tomlinson, C. A. (2005). Differentiated instruction. Mahwah. N.J.: Lawrence Erlbaum Associates Gregory, G. (2008). Differentiated instructional strategies in practice: Training, implementation, and supervision (2nd ed.). Thousand Oaks, CA:  Corwin Press. Gregory, G. & Chapman, C.  (2007). Differentiated instructional strategies: One size doesn’t fit all (2nd ed.). Thousand Oaks, CA: Corwin Press. Reason, C. & Reason, L. (2007). Asking the right questions. Educational Leadership, 65(1), 36 40. Retrieved from EBSCOHost database. Rlbarrett. (n.d.). Transforming a school into a professional learning community [Video file]. Retrieved from http://www.teachertube.com/viewVideo.php?video_id=1281&title Read More