Running head: DIFFERENTIATED INSTRUCTION

Learning About Differentiated Instruction

Matthew Bennett
MacEwan University

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Learning About Differentiated Instruction

Differentiated instruction is a teaching approach that meets the learning needs of
students. The teacher teaches to a diverse group of students in a way that addresses differences
in student abilities, needs, academic level, and interests. Getting to know students and assessing
the students is necessary to help teachers prepare lessons that will help students stay engaged and
motivated and meet educational standards.
In this paper I will critically review a journal article about differentiated instruction then
explain my educational beliefs about using differentiation instruction in the classroom.
Article Review
The article "Meeting the Needs of All Students through Differentiated Instruction:
Helping Every Child Reach and Exceed Standards", by Holli M. Levy (2008), provides an
overview of differentiated instruction. The author describes how teachers can be flexible in how
they present content, which is what students learn, process, which is how students learn and how
teachers teach, and product, which is how students demonstrate their learning.
To help decide what and how to differentiate, Levy (2008) describes how teachers must
assess their students in ability, learning style and interests on an ongoing basis and adjust
lessons, activities and assessments accordingly. Assessment takes many forms. Pre-assessment
is used to determine what students know, formative assessment assesses where students are at in
their learning, and summative assessment determines what students have learned.
Levy (2008) provides examples of how teachers can group students for student needs,
learning styles and interests. Whole class lessons can be presented at a level that meets all
student needs, followed by small group and independent work which can address individual
needs (Levy, 2008).

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Lessons and the difficulty of work for students can also be tiered to address student
readiness and differences (Levy, 2008). These lessons can be adjusted in content, process and
product.
I thought this was a good article that was well organized and easy to read. Levi is a
teacher and a doctoral student. Knowing this as I was reading made it feel like Levi was writing
about her positive teaching experiences in her grade 5 classroom. This made it very relatable.
I agree with what was shared by Levy. Until I become a teacher, I find it difficult to
disagree with what was presented. The examples provided were thought provoking and detailed
enough to help me see about how positive this approach can be on learning.
I concur that student learning styles are an important factor to consider when planning for
instruction, and that I will have to view learning through different models and theories (Levy,
2008). I agreed with the author in providing examples of learning style models the reader can
explore.
Levy (2008) did not address challenges of using this teaching approach. For example, I
recognize the importance of assessment, but Levi did not attend to the amount of time needed to
get to know students. This may be easy in elementary school where teachers are with their
students all day, but what about older students who may see their teachers 80 minutes a day.
In summary, reading this article provided me with a thorough overview of differentiated
instruction and enough examples to get me started in implementing differentiated instruction.
Educational Beliefs
When I made the decision to become a teacher, I started to develop beliefs about
education. These beliefs come from my experiences as a student and in my work with children.
Growing up I believed that I could succeed, so I feel others can succeed and reach their potential,

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given the right learning environment. Implementing differentiated instruction may help students
succeed and reach their goals.
I feel that classroom experiences have to be interesting and keep students motivated and
engaged in order for students to learn and succeed. As I think about my educational experiences,
in classes where a teacher used differentiated instruction, I was more focused and enjoyed
learning. I want to provide the same learning opportunities for my students.
Learning about differentiated instruction may help me create an environment where high
academic students are challenged and lower academic students are supported. By using this
approach, I may see more students reach academic success and finish high school. Students who
complete school have more opportunities available to them, such as post-secondary education,
and they have the skills to successfully enter the work force. They gain a sense of
accomplishment through their school successes, and then gain the courage to take on new
challenges as adults.
Differentiated instruction is important to education because it allows for all students to
learn in ways that works best for them. It gives students the opportunity to be successful in
meeting the educational outcomes, and possibly exceeding them. Also, if students are engaged
and motivated, classroom management should be easier. This creates more opportunities for
effective teaching and learning. If students are succeeding and classrooms are running smoothly,
teachers will be happier.
There are many learners with different life experiences, learning challenges, preferred
learning styles, cultural backgrounds, prior knowledge and interests. Because there is diversity,
teachers cannot teach in one way and expect all students to learn (De Jesus, 2012).

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I feel there may be more differences amongst students in their academic skills and
readiness depending on what grade they are in. For example, grade 10 students are placed in
course levels based on grade 9 marks, such as Science 14 or Science 10. Therefore, the approach
to differentiated instruction may look different from that of an elementary class where there may
not be grouping based on academic skills and prior knowledge.
I believe that all students are unique and they all learn differently. Developing strong
relationships with all my students will help me learn about their uniqueness. Using differentiated
instruction will help me adjust my lessons as needed to ensure I address student needs. To do this
I will have to assess my students regularly (De Jesus, 2012).
Levy (2008) notes that teachers must view assessment as a tool, rather than a test. It will
be important to use assessment tools that will give me an effective indication of what level my
students are working at and what they may know already about what I am teaching. I have to be
creative in developing ways students can demonstrate what they have learned. Using formative
assessments that address different learning styles will help me to continuously evaluate where
my students are in their learning, how they are learning and what criteria I will use in future
assessments (Levy, 2008). Information from these assessments will help me make adjustments
to the way I engage students so that new information is understood better by more students.
"Formative assessment allows everyone to know where they stand - teachers and students - and
where they need to go from there" (De Jesus, 2012, p. 9).
I believe that I will have to use different teaching methods to keep my students interested
and motivated in class. De Jesus (2012) recommends using instructional strategies such as
cooperative learning and project based learning, and to address multiple intelligences in order to
provide appropriate supports and challenges for each student. Teachers can also allow students

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to work at their own pace, give emphasis to student interest, use appropriate starting points,
which is the level of guidance a student requires, and focus on basic skills (Tomlinson, 2010, as
cited in Morgan, 2014).
Levy (2008) argues that teachers can adapt lessons and tier them based on student
interest, readiness and learning style. Tiered lesson planning keeps students on track of
standards while the lesson content, process and product can be flexible so that individual student
needs are addressed.
After I teach a full class lesson, students can be put in smaller groups to help with
learning. Students can be grouped by individual needs, learning styles, and interests (Levy,
2008). It is good for students to communicate, and by using cooperative learning groups, I feel
students will develop their social skills. Social skills are needed to be successful in work and to
have healthy relationships. With improved communication skills, students may be able to tell me
what they are struggling with and know that what they say will be valued. I want to develop a
safe environment where students can learn in ways that are best for them and that they have
some influence and choice in aspects of their learning.
I feel that the use of technology will increase student engagement thus improving student
success. Because technology is a big part of our world and many students stay engaged by using
technology, they may find it more motivating when having to learn something new or when
demonstrating their learning. Many may even expect it to be used on a regular basis.
Morgan (2014) notes that "teaching effectively with digital resources should help
teachers instruct in a manner that matches the learning styles of their students" (p. 37). For
example, students may want to create PowerPoint presentations while others may want to draw
on poster board. I enjoy it when teachers use technology as part of their teaching. Therefore, I

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will use technology in my classroom, not only because it is motivating and engaging, but
because there is scientific evidence that positive effects on learning happens when technology is
used (Morgan, 2014). My use of technology will be influenced by what technology is available
and how much students want to use it.
Conclusion
In conclusion, I have learned that to be an effective teacher I must continue my learning.
Reading the articles about differentiated instruction has helped support my belief in the need to
change my teaching approaches to help every child in the classroom learn. The examples
provided by the authors of the articles demonstrate that all teachers, with creativity and effective
lesson planning, can help every student perform at the best of their abilities to meet the
educational standards.
I have gained a better understanding of how I can plan my lessons to ensure I am meeting
all the standards while teaching to students' diverse needs. Assessing my students in many
different ways throughout the course and keeping in mind different learning styles, will help me
decide which teaching methods to use. These can include the use of technology, tiered lessons,
group work, individual work and projects. I will feel better about my job by seeing students
succeed. I will be making a positive difference in their learning because I will be using
differentiated instruction.

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8
References

De Jesus, O. N. (2012). Differentiated instruction: Can differentiated instruction provide success

for all learners? National Teacher Education Journal, 5(3), 5-11.
Levy, H. M. (2008). Meeting the needs of all students through differentiated instruction: Helping
every child reach and exceed standards. The Clearing House: A Journal of Education
Strategies, Issues and Ideas, 81(4), 161-164.
Morgan, H. (2014). Maximizing student success with differentiated learning. The Clearing
House: A Journal of Education Strategies, Issues, and Ideas 87(1), 34-38.