Differentiation instruction is a philosophy that enables teachers to plan strategically in order to meet the needs of the diverse learners in classrooms in the present day. Differentiation is not just a set of instructional tools but a philosophy that a teacher and a professional learning community embrace to reach the unique needs of every learner (Gregory & Chapman, 2007). This philosophy emphasizes the need that one style of teaching will not accommodate all the students due to their differences in understanding, personalities, communication skills and academic skill development.
We will write a custom Critical Writing on 6-Column Framework for Differentiated Instruction specifically for you
301 certified writers online
In the six-column framework for differentiated instruction one sets the standard of teaching, defines the content to be taught, activates the prior knowledge of the content, acquires new knowledge on what is to be taught, and applies the knowledge into learning and access the learning. From the access, one can determine whether the teaching has been successful or not. This instructional method assists the teacher in planning how to convey learning.
It minimizes the time that the teacher needs to take to administer learning to a classroom. This is because knowing the needs of every student helps in planning which helps in time management. It also gives the students more urge to learn as each and every student’s needs are catered by this method (Gregory & Chapman, 2008). It sees to it that all students in the classroom get an equal education regardless of their differences. Differentiation Instruction involves procedures that minimize the noise in class, unnecessary movement and promote independent work and responsibility.
I can use this framework in organizing my classroom lessons. If I know the standards that are required, then I will use the skills and the efforts that I have to ascertain that the standards are achieved. I also have to define the content that should be taught to the students at any given lesson. One can neither teach too much nor too little at any single lesson. A balance has to be put in place based on the different needs of the diverse students. Then allow the student to say what they know about the content I have set to teach them.
It might be general knowledge or perhaps what they have encountered. Let them say what they have heard about the content regardless of whether it is right or wrong. One has to get knowledge of what is to be taught. Ensure that the on the content and they are fully aware of it. You can ask your peers for any clarification that you might want. Then you can apply the gained knowledge into learning. Pass out the information precisely and accurately. Finally access whether the students have internalized the content. This is done by asking questions, using checklists and administering exams, games, discussion or other activity that asks students to answer some of the questions that would be used to evaluate their performance at the end of the upcoming unit or lesson.
A leader might use this method to communicate with the people he leads or even implement a change. A leader needs to know the different people he leads. Their understanding of the concept of policies is essential. The leader also must know what he or she is to communicate to the people. Having a mastery of the content and the people, it will be easy for a leader to effect change with minimal resistance. When determining a classroom environment one should ensure that the needs of all students are met (Dyson, 2007). Some of the ways of creating a good classroom environment are as follows; a teacher should develop expectations that are achievable.
Always be consistent on how you relay the content and how you approach some issues. Be patient with your students. Never talk too much otherwise the students will get bored and start making noise. The first fifteen minutes could be used for the presentation then let the students work on assignments you give them. Whenever individuals students are to be disciplined, do it so quietly. You should break the lesson into a set of activities to minimize boredom. Ascertain that all the students are actively involved in classwork. This can be done by letting them make presentations while others evaluate them. Always remember to keep your sense of humor.
As suggested by Fraser, 2002) the classroom environment entails a wide range of concepts related to education which include physical setting, psychological environment as well as personal behaviors. This process of determining the classroom environment assists teachers in efficiently presenting the content to the students. It also aids in accessing the understanding of the content. Imagine a class where students are rowdy or do not participate in the classwork process. It becomes difficult to present the content or even access the understanding of the students (Cole, Waldron & Majd, 2004).
Providing professional development for teachers is essential. Differentiation instruction is useful in that teachers also have their different personalities and understanding capabilities. It ensures that the needs of every teacher are known before communicating the content to the teachers. Understand what you are to communicate and have a mastery of the agenda. Effective professional development means effective teaching.
Cole, M., Waldron, N. & Majd, M. (2004). The academic progress of students across inclusive and traditional settings. Mental Retardation. 42(2), 136-144.
Dyson, L. (2007). The unexpected effects of inclusion on the families of students with learning disabilities: A focus-group study. A Multidisciplinary Journal, 14(3), 185-194.
Fraser, B. (2002). Learning environments research: Yesterday, today, and tomorrow. In S. C. Goh & M. S. Khine (Eds.), Studies in educational learning environments: An international perspective (pp. 1–26). Singapore: World Scientific.
Gregory, G. & Chapman, C. (2008). Differentiated instructional strategies in practice: Training, implementation, and supervision. Thousand Oaks, CA: Corwin Press.
Starr, L. (2005). Creating a climate for learning: Effective classroom management techniques. New York: John Wiley & Sons.