JOURNAL CRITIQUE: THE RATIONALE FOR DIFFERENTIATING INSTRUCTION 1
Journal Critique: The Rationale for Differentiating Instruction
NAME
School of Education, Liberty University
Author Note
“Stavroula Valiandes and Lefkios Neophytou.” I have no known conflict of interest to
disclose. Correspondence concerning this article should be addressed to NAME. Email:
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Journal Critique: The Rationale for Differentiating Instruction
The article, “Teachers’ Professional Development for Differentiated Instruction in
Mixed-Ability Classrooms: Investigating the Impact of a Development Program on Teachers’
Professional Learning and on Students’ Achievement” emphasizes on study results of an
investigation and examination of the teachers’ professional development program. In this article,
Valiandes & Neophytou refer to the program as being designed to support these academic
professionals with the differentiated instructions’ design and application. The article considers
the impact of high-quality development programs and how the implementation will affect the
attitudes and daily practices of the academic professions and the students. The reader will be
presented with evidence outlined by the authors Stavroula Valiandes and Lefkios Neophytou.
This evidence will show support for the program's success, the academic professional’s
development, and the achievement of their students.
Summary
The purpose of Valiandes and Neophytou’s study was to thoroughly examine the teacher
professional development program and its implementation of differentiation into the design and
application of its lessons into academic practices for a review of its success. Success, as defined
in Valiandes’ and Neophytou’s article, is based on the improvements of the teacher’s processes
and within their student learning. (Valiandes and Neophytou, 2018). It is through this study’s
evaluation, examination, and identification of the long-term effects and changes caused by the
program to student performance and the academic professional’s approach to differentiated
instruction and its practices. It is implied by the authors that for students to be given an equal
chance at having access to high-quality instruction and advancement on an academic, emotional,
and social level there needs to be a change to the model to which teachers provide instruction. By
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adjusting the academic material and lesson plans outlined in the differentiation of instruction
teachers embrace diversity amongst the students within their classroom. The argument presented
by the authors is for education effectiveness within classrooms which per, Valiandes and
Neophytou, shines a light on the need for the necessary instructional tactics that will provide an
accommodation to learning for all students, as many make up what is referred to as a diverse
student population in mixed-ability classrooms. (Valiandes and Neophytou, 2018). This
methodology considers the considerable differences among students and what identifies their
specific uniqueness. The aforementioned theory proposes a contrast to past approaches,
practices, and processes within traditional teaching practices originally set as a way to effectively
shape curriculum-based learning processes, established through teaching routines that, as stated
by the authors, Valiandes and Neophytou, correspond to the student population’s diversity that is
found in mixed-ability classrooms. (Valiandes and Neophytou, 2018). Differentiation is meant to
increase academic and learning opportunities for each student and as presented in the article, a
teacher’s instructional practices and techniques are to improve becoming more effective aiding in
the success and academic advancement of their students. It is said that there is evidence
concluded from research conducted over twenty years identifying specific improvements to the
quality of teacher professional development in instruction basis and student achievement.
Analysis
The author's message is intended to be a vast majority of individuals. Not just geared
towards academic professionals, but parents, students, and anyone concerned with student
success and the learning practices that aid in said success. The article's intent was accurately
displayed, as it outlined the issue within student learning protocols. It displays the lack of
differentiation within classrooms, and how its implementation is beneficial to students and the
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development of teachers. It identifies the support of the outlined theory and provides evidence-
based research. As stated in the text, successful programs are not limited to a teacher’s ability to
teach or instructional skills but the goal be the development of teachers and their skills that will
empower them to become more aware of the needs of each student and how to identify the
necessary approaches required to teach each student based on their individual needs. This was an
effective approach as during interviews conducted with participating teachers it was revealed that
their view of differentiation and the variation of changes outlined after participating in the study
contrasted with their initial perception before participation. The content and data obtained from
teacher interviews showed that after differentiating their instruction there were positive learning
results for their students which thus motivated the teachers to work harder at developing the
quality of their instruction.
Personal Application
As I do not have professional experience with the intervention of differentiated
instruction, I am aware of the importance of the implementation of practices to aid in the
teaching of all students with a goal of achievement geared towards their specific needs. It is
through measures such as formative assessments, questioning techniques, explicit instruction
student praise, and connecting with parents/guardians that can prove to be
effective. These methods allow educators to identify student levels to better address their
individual needs, discuss and address specific strengths and weaknesses, to create a curriculum
with outlined instructions to best support all students, their learning styles, and uniqueness.
These processes are not just for the achievement of students, but also educators like me. These
techniques also allow me to obtain feedback needed for my development as a teacher. From a
biblical worldview, it is interpreted that safe environments can be created by educators with a
Christian-based attitude. It is through that foundation that a focus on the importance of honesty,
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integrity, self-respect, and respect for others is built. From this foundation love, understanding,
and a sense of togetherness will grow providing students with a sense of safety, emotional and
mental peace, morals, and values. Psalms 32:8 states, “I will instruct you and teach you in the
way you should go; I will counsel you with my loving eye on you.” (KJV). I find Exodus 18:20
very relatable as it states, “Teach them his decrees and instructions, and show them the way they
are to live and how they are to behave.” (NIV).
Conclusion
The purpose of this paper was to review the article titled, Teachers’ Professional
Development for Differentiated Instruction in Mixed-ability Classrooms: Investigating the
Impact of a Development Program on Teachers’ Professional Learning and on Students’
Achievement, Teacher Development. In conclusion, I am in support of the author’s theory.
Based on the ideas outlined, the basis of differentiated instruction, and its impact on student
achievement and teacher development, the authors provided clear and precise theoretical
information, detailed research, and the necessary supportive data in their case. It is through my
critical thinking skills and personal findings that I agree that the implementation of practices of
differentiation instruction would be highly beneficial to students, as it affords equal chance at
having access to high-quality instruction and advancement on academic, emotional, and social
levels.
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References
Include all sources that you cited within the Journal Critique. At a minimum, you should include
the article you read, your Tomlinson textbook, and the Bible. Make sure all references
utilize a hanging indent and include hyperlinks when available.
Stavroula Valiandes & Lefkios Neophytou (2018) Teachers’ professional development for
differentiated instruction in mixed-ability classrooms: investigating the impact of a
development program on teachers’ professional learning and on students’ achievement,
Teacher Development, 22:1, 123-138. https://doi.org/10.1080/13664530.2017.1338196
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