Differentiated Instruction - Running head DIFFERENTIATED 1...

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Running head: DIFFERENTIATED 1Differentiated InstructionnameEDU675: Change Leadership for Differentiated Educ. Envmnt (MRG1419A)Instructor: 2014
DIFFERENTIATED2Differentiated InstructionAs an educator we have to find ways to help our students and in order to help them we need to help one another. As teacher leaders, we gain the skills to help not only new, but prior teachers receive the information that is necessary for them to teach their students throughout the school year. We can teach other educators how to differentiate their instruction, so that the needsof their students are met by providing them with the materials to guide them as well as being available for when they require assistance. In order to educate our fellow educators about ways to differentiate we look at the basics of the leadership principles necessary to implement effectiveprofessional development for understanding differentiated instruction.Differentiated instruction is intended to aid instructors “meet each child where they are when they enter class and move them forward as far as possible on their educational path” (Levy,2008). When we recognize and uphold a culturally diverse environment, styles and interests, addressing differing abilities, applying further supports, differentiation achieves the task of giving all student an individualized education that can help them accomplish the goals that have been set as well as meeting the standards. When we differentiate instruction we modify the materials required for the lesson to help all students comprehend what is being taught. Modifications are made solely on the needs that students require. Carol Ann Tomlinsonstates that differentiated instruction is the approach of “making surethat the learning of a student, the way he or she acquires it and the way he or she shows the learning is an indicator for the learner’s level of readiness, inclinations and learning style” (as cited by Ellis, Gable, Greg, & Rock, 2008, p. 32). All students are different and have different degrees of differences. These differences may perhaps be based on their cultural background, social economics, disability, race, sex, religious views, and individual interests. Differentiation
DIFFERENTIATED3comes from the idea that students from different backgrounds portray a different trend in their learning process, their inclinations and abilities to learn and inclinations (Anderson, 2007). As Educators we have to present several approaches to differentiate. This differentiation can mirror itself through the content, environment and product based on a specific student. Since the academic needs of students differ, we have to practice differentiated learning procedures to a greater extent to allow every student to obtain the knowledge that they require in an effective manner. In the past, practices were set up as a “One size fits all,” nevertheless to guarantee the utmost potential of learning to be brought out, a “One size does not fit all” should be employed (Gregory, G. and Chapman, C, 2007).

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