In todays, classroom, it is very common to have several different students that all have
different needs. If the school has a diverse student population, those needs can grow. Those needs
can come in the form of cultural, medical or disabilities, but all have the need for differential
instruction. Just like everyone has a unique and individual fingerprint, every student has an
individual learning style. “Differentiated instruction means making adjustments in order to meet
the individual needs of all learners in an inclusive classroom” (Mastropieri & Scruggs, 2018,
p.125)
To be an effective educator, differentiated instruction must be utilized. Ackerman said
differentiated instruction is “a new way of thinking and teaching in which the teacher adapts
learning to the student” (Ackerman, 2012, p. 1). Successful differentiated instruction includes
delivering the material to each style. These styles include, visual, auditory and kinesthetic. What
is great about this, it also addresses the fact that not all students require the same amount of
support from the teacher. With specific instruction, students can choose to work in pairs, small
groups or individually.
From the readings and study materials we have used, I can see how I would utilize
grouping of students by shared interest, topic or ability for the assignments. While some students
may benefit more from one-on-one instruction, either by the teacher or paraprofessional, other
students may be able to progress by themselves. I believe it would create a safe and supportive
environment. I also like that through practicing differentiated instruction you can continually
assess and adjust lesson content to meet students’ needs. We practice these accommodations in
life as much as possible, without compromising principals.
In the passage, Cor. 9:19-23, Paul can be heard advocating for ‘accommodations” for all
things to all people. Much like the differentiated instruction, as instructors, we are making
accommodations for all things to all students. These lessons are important because in life, it can
make the difference between someone coming to god or feeling like they are alienated from god.
In the classroom, the more we accommodate to all, the students can benefit from this measure
rather than feel excluded.
Teachers can enhance student learning by offering support based on individual needs.
Like the video we used during our edTPA assignment, he provided many different materials for
the students for the lesson. There were video clips, handwritten assignments, and audio clips that
provided for the visual and auditory learner. I would have added and facilitated an assignment for
kinesthetic learners by giving them the opportunity to complete an interactive assignment online.
Part of assessing whether these learning objectives are successful through differentiated
instruction is grading the product. This is what the student develops at the end of the lesson to
demonstrate the mastery of the instruction. These types of assessments come in the form of tests,
projects, reports or other activities. Students who learn better by reading and writing, the teacher
could give them an assignment to do a book report. For the visual learner, they could create a
graphic organizer for a story. Auditory learners would possibly do better giving an oral report.
The kinesthetic students could design a diorama illustrating the story. This creates variety of
learning, in an environment that shows mastery of lesson objectives in ways the students prefer,
based on their specific learning style.
In order for there to be a positive and optimal learning environment, I understand now
that there are both physical and psychological elements. When we did our assignment for the
DUP – Classroom description and seating chart, I gained a better understanding of having a
flexible classroom layout, that incorporated carious types of furniture and arrangements to meet
the needs and support both the individual and group work. This can be accomplished by
breaking some students into reading groups to discuss the assignment or allowing students to
read individually if preferred. Also, if there is an option, it would be helpful to create quiet
spaces where there are no distractions.
From the reading assignments and study material, I also understand there are some pro’s
and con’s to differentiated instruction. Some of the positives are when the students are given
more options on how they can learn material, they actually take on more responsibility for their
own learning. When students are more engaged in learning, there are fewer reported discipline
problems in the classroom. As more students become engaged in learning that suits their
strengths, there is research shown that “instead of constantly correcting kids who aren’t
behaving, you want to be praising kids who are” (Miller, C & Child Mind Institute). One of the
downsides to differentiated instruction is the amount of time it requires to do lesson planning
and many teachers struggle to find that extra time in their already busy schedule.
Reference
Ackerman, B. (2012). G.U.I.D.E.: Differentiated instruction for Christian educators. Lynchburg,
VA: Liberty University Press
Miller, C., & Child Mind Institute. (n.d.). Improving Behavior in the Classroom. Retrieved
from https://childmind.org/article/improving-behavior-classroom/
Mastropieri, M. A., & Scruggs, T. E. (2018). The inclusive classroom: Strategies for
effective instruction (6th ed.). Boston, MA:
