J
OU
R
NA
L
CRITIQUE: TEACHER
S A
ND DI
FF
ERENTIATED IN
S
TRUCTION 1
Jo
u
r
n
al Criti
qu
e:
T
e
a
chers
a
nd
Differe
n
tiate
d
Ins
tr
u
ctio
n
H
eather Kuwalik Drake
Sc
hool of Education, Liberty Univer
s
ity
J
OU
R
NA
L
CRITIQUE: TEACHER
S A
ND DI
FF
ERENTIATED IN
S
TRUCTION 2
Jo
urn
al C
r
iti
que
: Teac
h
er
s
a
nd
Differe
n
tiate
d
Ins
tr
u
ctio
n
D
i
ff
e
r
e
nti
a
t
e
d in
s
tru
c
tion i
s
a
n educational tool u
s
ed by many educator
s
to promote th
e
acqu
isiti
on
o
f inform
a
tion for
s
tud
e
nt
s
of all type
s
, abilitie
s
, and learning
s
tyle
s
. A
s
an impo
rta
n
t
co
m
ponen
t
within th
e
e
du
ca
tion
a
l
e
nvironment, differentiated in
s
truction
s
hould be imple
me
n
te
d
eff
i
c
i
en
tl
y and
e
ff
ec
tiv
e
ly. Th
e
a
rti
c
l
e
, “Teacher
s
and differentiated in
s
truction: exploring
d
i
fferen
ti
a
ti
on pr
ac
ti
ces
to
a
ddr
ess
s
tudent diver
s
ity” (2020), examine
s
how differentiated
i
n
st
ruc
ti
on
w
ithin diff
e
r
e
nt
sc
hool
s
ub
j
ect
s
, track
s
, a
s
well a
s
teacher characteri
s
tic
s
, can imp
act
its
im
p
l
e
me
nt
a
tion. G
a
ining
a
d
ee
p
e
r under
s
tanding of how
s
chool
s
ubject
s
, track
s
, a
s
well as
t
eacher cha
rac
t
e
ri
s
ti
cs
ca
n imp
ac
t th
e
i
mplementation of differentiated in
s
truction will enab
le
educa
t
or
s
t
o b
e
tt
e
r und
e
r
s
t
a
nd, pr
e
p
a
re, and utilize differentiated in
s
truction within the
educa
ti
ona
l
e
nvironm
e
nt. Thu
s
,
s
tud
e
nt
s
of all type
s
, abilitie
s
, and learning
s
tyle
s
will be
s
uppor
t
ed on th
e
ir p
a
th to
ac
hi
e
v
e
m
e
n
t
and
s
ucce
ss
.
Su
mmary
T
he
s
tud
e
nt popul
a
tion within any educational environment i
s
becoming increa
s
ingly
d
i
ver
s
e every d
a
y. To
s
upport
s
tud
e
nt
s
of all type
s
, abilitie
s
, and learning
s
tyle
s
, differentiated
i
n
st
ruc
ti
on
is
a
n import
a
nt
c
ompon
e
nt.
F
or differentiated in
s
truction to have the mo
s
t impac
t
on
t
he acqu
isiti
on of inform
a
tion,
ac
hi
e
vement, and
s
ucce
ss
, it mu
s
t be implemented frequently,
eff
i
c
i
en
tl
y, and
e
ff
ec
tiv
e
ly.
P
o
zas
e
t
a
l (2020), a
ss
erted that differentiated in
s
truction wa
s
im
p
l
e
m
en
te
d
a
t
a
l
ess
-th
a
n-r
ec
omm
e
n
d
ed amount to fully
s
upport the educational need
s
of
t
h
e
st
uden
ts
. I
t
w
as
a
l
s
o d
e
t
e
rmin
e
d th
a
t
e
ducator
s
did not implement a wide range of differenti
ati
on
t
echn
i
que
s
, in
s
t
ea
d,
e
du
ca
tor
s
oft
e
n utilized a few predetermined
s
uch a
s
grouping and tiered
ac
ti
v
iti
e
s
(
P
o
zas
e
t
a
l., 2020).
F
urth
e
r
m
ore, how differentiated in
s
truction wa
s
implemented
w
it
h
i
n
s
pecifi
c
s
ubj
ec
t
c
l
ass
room
s
w
a
s examined. It wa
s
determined that differentiated
J
OU
R
NA
L
CRITIQUE: TEACHER
S A
ND DI
FF
ERENTIATED IN
S
TRUCTION 3
i
n
st
ruc
ti
on
was
mor
e
lik
e
ly to b
e
impl
e
mented within a mathematic
s
cla
ss
room than in a re
a
d
i
ng
c
l
a
ss
roo
m
(
P
o
zas
e
t
a
l., 2020).
W
hil
e
e
ducator
s
within a reading cla
ss
room utilized
s
ome
d
i
fferen
ti
a
t
ed in
s
tru
c
tion,
e
du
ca
tor
s
w
i
thin a mathematic
s
cla
ss
room utilized more different
iate
d
i
n
st
ruc
ti
on
res
our
ces
mor
e
fr
e
qu
e
ntly, efficiently, and effectively (
P
oza
s
et al., 2020). Whil
e
a
s
pec
i
f
i
c
s
ubj
ec
t
c
l
ass
room
ca
n imp
ac
t the utilization of differentiated in
s
truction, it wa
s
a
sserte
d
t
ha
t
t
he
t
rack
a
s
tud
e
nt m
a
y b
e
on i
s
not impacted. La
s
tly, it wa
s
found that teacher
s
who
m
a
i
n
t
a
i
n c
o
n
s
tru
c
tivi
s
t b
e
li
e
f
s
a
r
e
mo
r
e likely to frequently, efficiently, and effectively
im
p
l
e
m
en
t
a
wid
e
v
a
ri
e
ty of diff
e
r
e
nti
a
ted in
s
truction re
s
ource
s
(
P
oza
s
et al. 2020).
A
n
aly
s
i
s
For edu
ca
tor
s
, it
ca
n b
e
diffi
c
ult to read article
s
claiming that enough i
s
not being don
e
t
o
s
uppor
t
and nurtur
e
s
tud
e
nt
s
. How
e
v
e
r,
P
oza
s
et al (2020), addre
ss
ed the in
s
ufficient way
d
i
fferen
ti
a
t
ed in
s
tru
c
tion h
as
b
ee
n im
p
lemented in a way that directly addre
ss
ed the educat
or
s.
T
hrough an
e
ff
ec
tiv
e
a
nd w
e
ll-
s
uppor
t
ed peer-reviewed article, the author
s
s
et forth to exa
mi
n
e
how d
i
fferent
c
ompon
e
nt
s
s
u
c
h
as
s
p
ec
ific
s
ubject
s
, track
s
, a
s
well a
s
teacher characteri
s
tics
ca
n
im
pac
t
t
he
i
mpl
e
m
e
nt
a
tion of diff
e
r
e
ntiated in
s
truction (
P
oza
s
et al, 2020). The author
s
clea
rl
y
a
ss
er
t
ed
t
hat whil
e
t
eac
h
e
r
s
with ov
e
rt con
s
tructivi
s
t belief
s
had a po
s
itive impact on the rate
at
wh
i
ch d
i
ffe
re
nti
a
t
e
d in
s
tru
c
tion w
as
implemented,
s
chool track
s
did not impact or change t
he
overa
ll
im
p
le
m
e
nt
a
tion (
P
o
zas
e
t
a
l., 2020). It i
s
al
s
o noted that differentiated in
s
truction
im
p
l
e
m
en
ta
tion will v
a
ry from
s
ubj
ect
to
s
ubject ba
s
ed on the le
ss
on
s
tructure and content
bei
ng
t
augh
t
(Poza
s
e
t
a
l., 2020). Ev
e
n though many educator
s
are utilizing differentiated in
s
truction
prac
ti
ce
s
within th
e
e
du
ca
tion
a
l
e
nvironment, the frequency, efficiency, and effectivene
ss
ar
e
be
i
ng ca
ll
ed into qu
es
tion.
J
OU
R
NA
L
CRITIQUE: TEACHER
S A
ND DI
FF
ERENTIATED IN
S
TRUCTION 4
Per
s
o
n
al A
pp
licatio
n
When it
c
om
es
to th
e
n
ee
d
s
of the
s
tudent
s
, it i
s
important to focu
s
on teaching the
st
uden
ts
t
han th
e
c
ont
e
nt (Tomlin
s
on, 2017). Within the educational environment, there i
s
tru
l
y
littl
e
t
ha
t
edu
ca
tor
s
truly h
a
v
e
c
ontrol
o
ver. However, how differentiated in
s
truction i
s
im
p
l
e
m
en
te
d i
s
on
e
of th
e
f
e
w thing
s
that educator
s
can control. When it come
s
to implemen
ti
ng
d
i
fferen
ti
a
t
ed in
s
tru
c
tion within my
c
l
ass
room, I try to en
s
ure that every
s
tudent ha
s
what th
e
y
need ba
s
ed on th
e
ir
a
biliti
es
a
nd l
ea
rn
i
ng
s
tyle
s
. By keeping my
s
tudent
s
’ abilitie
s
and learn
i
ng
st
y
l
e
s
a
t
t
h
e
for
e
front, I
a
m oft
e
n r
e
minded of
Ps
alm 32:8 which
s
tate
s
, “I will in
s
truct you
a
nd
t
each you
in
th
e
w
a
y you
s
hould go; I
w
ill coun
s
el you with my loving eye on you” (New
In
t
e
r
na
ti
onal V
ers
ion, 2011). By u
s
ing efficient and effective differentiated in
s
tructional
st
ra
t
eg
i
e
s
, I will b
e
a
bl
e
to promot
e
s
tudent learning, achievement, and
s
ucce
ss
in the educat
i
on
al
env
i
ron
m
ent.
Co
n
cl
us
io
n
T
o promot
e
ac
hi
e
v
e
m
e
nt
a
nd
s
ucce
ss
within the educational environment,
s
tudent
s
o
f
all
t
ype
s
, ab
ilit
i
es
,
a
nd l
ea
rning
s
tyl
es
s
hould be
s
upported. A way in which
s
tudent
s
can be
s
uppor
t
ed
i
s through th
e
u
se
of diff
e
r
e
ntiated in
s
truction. A
s
an educational tool u
s
ed by many
educa
t
or
s
t
o promot
e
th
e
ac
qui
s
ition o
f
information for
s
tudent
s
, differentiated in
s
truction can b
e
im
p
l
e
m
en
te
d fr
e
qu
e
ntly,
e
ffi
c
i
e
ntly,
a
nd effectively. While implementation can vary from
s
ub
ject
t
o
s
ub
j
ec
t
,
teac
h
e
r
s
h
a
v
e
th
e
a
bility to determine the overall utilization and frequency of
d
i
fferen
ti
a
ti
on r
es
our
ces
. Thu
s
, throug
h
frequent, efficient, and effective u
s
e of differentiated
i
n
st
ruc
ti
on,
s
tud
e
nt
s
will b
e
s
upport
e
d on their path to achievement and
s
ucce
ss
.
J
OU
R
NA
L
CRITIQUE: TEACHER
S A
ND DI
FF
ERENTIATED IN
S
TRUCTION 5
Refere
n
ce
s
N
e
w
In
t
e
r
national V
ers
ion Bibl
e
. (201
1
). Zondervan.
Poza
s
,
M
.,
Le
t
ze
l, V., &
Sc
hn
e
id
e
r, C. (2020). Teacher
s
and differentiated in
s
truction: Expl
ori
ng
d
i
ff
e
r
e
nti
a
tion pr
ac
ti
ces
to
a
dd
r
e
ss
s
tudent diver
s
ity.
J
ournal of Re
s
earch in
S
pecial
E
du
ca
tion
a
l N
ee
d
s
, 20(3), 217-230. http
s
://doi.org/10.1111/1471-3802.12481
T
o
mli
n
s
on, C. A. (2017). How to diff
er
entiate in
s
t
r
uction in academically dive
rs
e
c
l
a
ssr
oom
s
(3rd
e
d.). A
S
CD.
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