Differentiated Learning
Running head: DIFFERENTIATED LEARNING
Differentiated Learning: the Pros and Cons
By Andrea Knope
Differentiated Learning
Students have always differed within any classroom; this has always put teachers in a position to find any method that we can use to address those differences. Differentiated learning has become one of the latest methods that have come to the forefront of education as a way to impact student learning to its highest level. We will look at the pros and cons of differentiated instruction to understand what advantages it brings to education. As we look at the various aspects of differentiated learning we must first realize and be willing to accept the fact that all of our learners within a given classroom will tend to differ whether they are grouped heterogeneously or homogeneously. They vary in their readiness, their interests, and their learning styles. The question that needs to be answered is what differentiated learning accommodation is capable of addressing the needs of our students’ and helping them on their way to becoming lifelong learners.
First differentiation in instruction exists in the educator’s implementation and lesson preparation. It is also a large part of instruction modification needed to meet the needs of all individuals within the classroom. There are a large variety of individual differences in the classroom, as well. There are a variety of learning styles, cultures, backgrounds, strengths and weaknesses. A teacher must be able to utilize all of these differences into effective instruction. (Larrivee, 2000) The most complex of modifying instruction for differentiated learning is having the ability and discernment to determine these differences and how to properly execute the most effective instructional plans.
There are many pros for modifying instruction for differentiated learning. The students themselves become more being learners and are more motivated to learn the content. (Tomlinson, 2000) Differentiated instruction allows them to learn at their own abilities and strengths, thus making the content more “student-friendly”. This will help motivate your students’ by allowing them to demonstrate what they have learned while using their own talents with regard to their interests. They are allowed to make choices in the manner in which they learn as they find the best way to understand a concept without limiting the material they are expected to learn. One of the strongest assets of this approach is that students’ can be engaged at their ability level with the appropriate learning style that meets their needs, which is a definite factor in helping to meet NCLB. From a teacher standpoint they have a more stimulating and energetic environment that can be very engaging. These are just some of the pros that can be found in differentiated learning.
In looking at the cons of differentiated learning they seem to exist in the preparation utopian. The problem seems whether it can realistically translate into every classroom situation. The idea of differentiated learning may be considered ideal but classrooms can become busy and a distraction to some students. The environment may be overwhelming when everyone is potentially working on something different and some students may not be able to tune out the distractions. High achievers can avoid working to their capabilities if they are not self-motivated to continue to push themselves to their limits. There is a great deal of preparation necessary to successfully use differentiated learning. The larger the class size the more overwhelming it can become. Along with preparation a great deal of staff development is necessary to help train those new to it and to mentor and manage the experienced teachers. All of this is important to preparing the teachers to successful implementation. We also have difficulty with the teachers that are not equipped with the proper support to apply this approach. Moreover, if the classroom teacher does not feel confident in the implementation of differentiated instruction, he/she may use it in a way that is ineffective for their students. For example, some might focus on students that are behind or struggling and not on the students that are on grade level or high achievers. Therefore, the major obstacle in implementation may be, not whether to implement but how to implement. Is it possible to overcome large class size and is there space infrastructure. According to Tomlinson, it is somewhat possible to accommodate large class sizes; she has made differentiated instruction work with a class size of forty. However, for new teachers this is a little more difficult to achieve. Research has said that it takes a teacher 7-10 years before they feel confident in implementing and implementing successfully, differentiated learning.
We have addressed several of the main pros and cons of differentiated learning. The question that remains that we need to think about is what is in the best interest of our students’. Will this approach reach the most students with the greatest success? Is it feasible in our current educational configuration to use this approach?
References
Larrivee, B. (2000). Transforming teaching practice: Becoming the critically reflective teacher . Reflective Practice, 1(3), 293-307. Retrieved from http://www.ingentaconnect.com/content/routledg/crep/2000/00000001/00000003/art00001
Tomlinson, C.A. (2000). Differentiation of instruction in the elementary grades. ERIC Digest. Retrieved November 14, 2008 from http://ceep.crc.uiuc.edu/eecearchive/digests/2000/tomlin00.pdf
Tomlinson, C.A. (1999). Mapping a route toward differentiated instruction. Educational Leadership. Association for Supervision and Curriculum Development. Retrieved November 14, 2008 from http://www.learner.org/workshops/socialstudies/pdf/session5/5.MappingARoute.pdf
Tomlinson, C.A. (1995). Differentiating instruction for advanced learners in the mixed-ability middle school classroom. ERIC Digest. Association for Supervision and Curriculum Development. Retrieved November 14, 2008 from http://www.kidsource.com/kidsource/content/diff_instruction.html
My Communication Log
Andrea Knope (aknope32761) at 11/15/2008 9:33 AM / Edit
It seems that "diversity" can be a whole series of different topics. After researching, I keep coming up with "diverse learners". To quote one "Teaching diverse learners requires monitoring student progress and responding to student input -- which might mean teaching differently, or helping students benefit from and see the value of the teaching strategies being used. Strategies for diversity in teaching can be divided into two categories: considering how you teach and what you teach."
http://depts.washington.edu/cidrweb/inclusive/diversify.html
Matrix contents
Andrea Knope (aknope32761) at 11/15/2008 10:02 AM / Edit
We are supposed to create a matrix that illustrates differences among students and the teaching approaches that address these differences.
Be sure to illustrate at least three differences and three teaching approaches.
Across the top of the matrix, list student differences, and down the left side, list teaching approaches that address those differences.
Matrix Template
Andrea Knope (aknope32761) at 11/15/2008 10:05 AM / Edit
Here is a blank Matrix template. I am not very good at making these types of things. So, please add any input you like to make this a good one for us. Now I will just wait to see what our team has to say. I'll be back in a couple of hours!
Attachments:
Student_Differences_and_Teaching_Approaches.doc
And Separate from the Matrix
Andrea Knope (aknope32761) at 11/15/2008 10:07 AM / Edit
In a 500-1000 word report, compile your group’s positions on the pros and cons of differentiated learning. The paper should be in APA style
Instant messaging
Andrea Knope (aknope32761) at 11/15/2008 11:10 AM / Edit
Is anyone using Real-Time Instant Messging? and
To Quote our instructor's directions, regarding the assignenments: (I'll do the pros.)
"Use a section of the discussion board to show your participation. If your group engages in outside use of real-time instant messaging, log your communications and send them to the instructor with your finished report. Half of the group should research the pros, the other half the cons."
Our Paper
Andrea Knope (aknope32761) at 11/15/2008 4:35 PM / Edit
Thank you, Robert for starting the paper. In the attachment is what I have added in APA format. Add what you need. There are two references and an abstract too.
Attachments:
Re: Our Paper - Revision
Andrea Knope (aknope32761) at 11/16/2008 7:02 AM / Edit
Do you want me to add my part? Also do you think we should have some "citing" throughout the paper?
Re: Our Paper
Andrea Knope (aknope32761) at 11/16/2008 3:35 PM / Edit
Robert,
I think I owe you an apology. When I first added my part to the paper and resent it, I think I may have erased some of your content. I did not notice this until I fined-tuned my paper and looked through my rough drafts.