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Differentiated learning

Differentiated instruction (DI) refers to a broad framework that supports existing
differences among students by applying diverse instruction methods and adaptations that
consider both strong points and weak areas among students. The goal of DI is to ensure that the
teacher teaches the content to a child as opposed to children. A child who is unique, abled and
talented differently from any other child in the classroom. Tomlinson (2001) explains the four
levels of DI contained in the differentiated model. The first level contains the general principles
of the best instructional practices, which are the basic elements that must be in place for DI to
take place effectively (Hansen et al., 2015). The second level entails the means by which
teachers can differentiate instruction, it depicts curriculum elements, the content itself, the
process being used to deliver the content and the learning environment. In the third level,
educators are reminded that the main aim of differentiated instruction is to respond to the diverse
characteristics of students in the classroom. It informs teachers that one instruction method may
work for a group of students and fail to work for another group. The last level provides
suggestions of instructional strategies that teachers can use to achieve learning objectives.
Differentiated instruction process entails giving students multiple opportunities to choose
and think through the materials they are using to learn. The teacher provides a variety of bridges
because the way in which students come to grasp a content or learn a skill is usually different for
each one of them. the process of differentiation allows the students to explore key concepts and
manipulate the content in such a manner that they will be able to take ownership of the learning
process, the learning material, and internalize the concepts or skill fluently. Students are then
able to produce a differentiated product (Subban, 2006). A product, in this case, refers to flexible
opportunities where students demonstrate what they have learned. It is a transfer of knowledge or

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application of acquired skill. The emphasis is mainly in quality as opposed to quantity. Students
demonstrate what they know and stretch even beyond the initial content delivered to them during
instruction.
In my own classroom, differentiated instruction will entail a combination of activities to
accommodate the unique abilities of different learners. For instance, when teaching, I will
combine direct instruction, cooperative learning models, and integrate technology in my lessons.
The three strategies will meet the learning needs of different learners in the class. Through direct
instruction, I will introduce complex concepts to the learners, and then cooperative learning will
keep learners engaged and enhance their participation in the learning process. Through
integrating technology in the teaching and learning process, learners will get immediate feedback
and this will enhance learning.
Previously, I have encountered differentiated learning although not as deep as Tomlinson
explains it. However, I remember my teacher used to combine direct instruction and cooperative
learning several times. We would be divided into small groups after the teacher introduces a
concept, within which we would discuss, come up with examples and then make presentations in
class. Although at first, I did not like class presentations, I had to get used to them because they
were commonly used. Project-based learning was also used. Even though this one was not
common, we engaged in different projects from time to time, such as making museums in class.
Once I get a class of my own, I will integrate this method, because I find it effective in meeting
the learning needs of all the learners. I think that I still need to learn how to incorporate
differentiated learning in a large classroom that is highly heterogeneous. For instance, if I have to
handle a class comprising of forty students, with unique needs, I need to master the technique of
applying differentiated learning in a well-knit manner that will not take too much time and make

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some students bored and others left behind. Dealing with a large class is still an art that I a trying
to master, but I hope to have got it by the time I graduate.
Overall, differentiated instructional strategies support student differences through allowing
the teacher to use varying instructional and adaptations that put into considerations strong points
and student’s weak areas. It is the best teaching methods whose main concern is quality as
opposed to quantity. It emphasizes on the fact that learning is a personal process, and a teacher
teaches every learner personally. The content is received by each learner hence the need to
incorporate methods of teaching and learning that meet the need of each student in a class. Since
students are unique, when a teacher is handling a small class, it is quite easy to employ
differentiated learning. However, in large classrooms, comprising of many students, the
application of differentiated learning and teaching methods can be quite a daunting task because
of individual differences. Otherwise, differentiated instruction makes teaching impactful and
ensures that learners’ needs are adequately met.

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References

Hansen, C.B., Buczynski, S., & Puckett, K.S. (2015). Curriculum and instruction for the 21st
Century. Bridgepoint Education
Subban, P. (2006). Differentiated instruction: A research basis. International education
journal, 7(7), 935-947.