Documente Academic
Documente Profesional
Documente Cultură
Reflective Journal
Differentiated Instruction
One of the most important aspects of teaching and learning that I now understand is that
the one-size-fits-all curriculum cannot lead to effective learning and understanding by all
students in a classroom. My usual method of teaching is the chalk and talk approach, with
occasional diversity through the use of videos and some in-class role play. For my Form 4
Integrated Science class, however, I observed that students tend to get bored during class
sessions when reading, teacher-centered discussions, and note-taking are involved. Students also
tend to have difficulty remembering the information presented to them in such classes. In an
attempt to address this situation, I decided to find out from the students themselves how my
teaching methods can be changed to (i) enhance their comprehension of lesson content and
learning outcomes, as well as to (ii) generate interest in the lesson delivery process.
reflective essays on conventional teaching strategies, all revealed that the majority of the students
in this Form 4 class do not in fact learn well through reading or teacher-centered discussions.
Instead, 94% of the class learns best using visual and kinesthetic aids, while only 6 % of students
grasp and comprehend information easily from reading and listening to discussions. This
realization was significant as it demonstrated that conventional teaching strategies were not
creating the best learning environment for all students. While conventional strategies were easy
for the teacher to execute, it was in fact disadvantageous to students. This reinforced that one
teaching method does not fulfill the learning requirements of all students; and teachers need to
DEVRANI NARINE-GADAR 04740401 2
vary teaching strategies through differentiated instruction to meet the needs of the diverse
Subban (2006) cites Tomlinson (2000a, 2001a, 2003), McBride (2004), Lawrence-Brown
(2004), and Tuttle (2000) when he states that Differentiated instruction presents an effective
means to address learner variance, avoids the pitfalls of the one-size-fits-all curriculum, while
supporting the multiple intelligences and varying learning styles. Differentiated instruction
provides multiple approaches to content, is student-centered, and therefore attempts to meet the
needs of all learners (Tomlinson, 2001). The literature reinforces the preferences of the students;
Having realized that not all students learn in the same manner, it prompted me to attempt
to differentiate my teaching strategies within a class session to meet the needs of the diverse
learners. The class session involved the use of whole-class, group, and individual activities; and
during the differentiated lesson, it was quite obvious that students were more energetic, and were
excited to participate in varying activities. They were also more enthusiastic to participate in
classroom discussions as they were eager to relate the information they learnt from the respective
activities that appealed to them. Overall, the students responded positively to the differentiated
instruction lesson and demonstrated improved learning outcomes. In addition, this strategy
improved communication between the teacher and the students. This served to make students
understand the preferred learning styles and multiple intelligences of students, in order to tailor
therefore an important tool to ensuring that all students benefit in the classroom, and that no
student is left behind in the learning process. It also stimulates their intellectual capacities as they
can identify with the learner-specific activities, and thus explore concepts and principles at a
deeper level.
This insight into the effectiveness of differentiated instruction in meeting the needs of
diverse learners will definitely inform my teaching practices for future class sessions. It has
motivated me to want to determine the learning styles and multiple intelligences of students in all
classes I am teaching. In doing so, I will be able to differentiate my teaching strategies to benefit
all students in my classes; and not only improve their learning outcomes, but also motivate them
to want to learn and find greater enjoyment in the subject. I also anticipate that communication
and interaction amongst students, and between myself and the students, will improve; thus
creating a comfortable learning environment. This is a strategy I will definitely keep. In addition,
I also intend to inform other teachers of the effectiveness of differentiated instruction in meeting
the needs to diverse learners and encourage them to use this strategy in their teaching practices as
well.
Bibliography
7(7), 935-947.
It is interesting that differentiation held just as well for students who are high functioning
academics as it did for students with obviously more variation in their learning styles. What did
students do that showed a more positive response and enjoyment? Was this just for one lesson or
multiple lessons?