PI 3.2 Differentiated Instruction

 Rationale for Differentiated Instruction during Lesson Delivery

The key factor which strongly influences the process of providing differentiated instruction in a lesson is the necessity for minding and respecting the various learning needs of all students. This method is achieved through modification of the teaching style, instructional materials, and pacing to address the different abilities, interests, and learning preferences of the students in their class. Teachers, through differentiating instruction, make sure that every child gets to be in contact with the content, master the learning objectives and enjoy the feeling of self-accomplishment and self-determination. The primary underlying logic for utilizing the differentiated instructional approach is to endorse and consider the heterogeneity of 21st-century learners about students. Each student enters the classroom with a strikingly different prior knowledge level, a varying range of cognitive abilities, and importantly, they come from unique cultural and linguistic backgrounds. Differentiated instruction is the type of teaching that will let teachers come up with different directions to learning and thus will enable every student to acquire and understand the content from his/her angle of view (Tomlinson, 2014). Teaching that is centered on each student helps to eliminate disengagement and frustration in the students, helping them to raise the quality of learning. Also, it may influence the students to move to the next higher level of understanding. Moreover, it helps the teacher to give the same chances to all the students to do their best. School that gives different learning options is the best because it can help the teachers to reach the students who have a low score in exams and motivate them to develop their skills. Students’ intellect is a function of the basis created by the learning process (Sousa & Tomlinson, 2018). For example, students may be taught by teacher with a hammer and chisel, hands-on activities or scaffolding, while other students may do really well with difficult tasks or self-study. This kind of varied teaching method will make sure that the weakest student does not leave behind and the brightest student is still challenged accordingly. In addition, the variant way of teaching is student-friendly to them. Students are more motivated when they feel that the instruction is tailored to their needs and their interests are met (Gregory & Chapman, 2013). By offering choices of activities and assessment to their students, teachers will urge students’ intrinsic motivation and that way they will get involved in their learning. 

References

Gregory, G. H., & Chapman, C. (2013). Differentiated Instructional Strategies: One Size Doesn’t Fit All (3rd ed.). Corwin Press.

Sousa, D. A., & Tomlinson, C. A. (2018). Differentiation and the Brain: How Neuroscience Supports the Learner Friendly Classroom (2nd ed.). ASCD.

Tomlinson, C. A. (2014). The Differentiated Classroom: Responding to the Needs of All Learners (2nd ed.). ASCD.