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RUNNING HEAD: Literature Review – Domain B (Standard 2) 1

Literature Review – Domain B (Standard 2)

Karen Bowler

National University
LITERATURE REVIEW – DOMAIN B (STANDARD 2) 2

Abstract

Standard 2 of the Nevada Teacher Instructional Practice Standards states that leaning

tasks should have high cognitive demand for diverse learners. This can be difficult for teachers,

but by meeting this requirement, student growth can be maximized and result in individual

success for all students. This literature review will summarize an article discussing differentiated

instruction, why it is important, and suggested tips in helping teachers develop in their ability to

successfully differentiate instruction in their classrooms. This review will be included as an

artifact for evidence of Domain E (Standard 5) in my Professional Development Quest Portfolio

(PDQP).
LITERATURE REVIEW – DOMAIN B (STANDARD 2) 3

Literature Review – Domain B (Standard 2)

Our students – they are vastly different in many ways. Physical appearance, stages of

developments, ethnicities, learning styles, prior experiences . . . the list could go on and on. As

educators, getting to know our students is imperative in helping us to create learning experiences

that meet their individual needs and interests in order to unlock their desire to learn and facilitate

its development. After all, this is the responsibility of teachers.

“In order to uphold this responsibility, teachers investigate and analyze students' written

work, verbal responses, and participation in classroom life (Eursery, 2016). Often times, we

observe our students struggling during the learning process which sometimes develops into

frustration. However, frustration is a component of cognitive development. It is a fine line – we

want our students to experience some frustration in order to develop their cognitive ability, yet

not so much that they become overly frustrated to the point of feeling defeated. What can we do

as teachers to change students’ perspectives and mindsets to embrace and welcome frustration?

One way is to differentiate learning experiences in order to meet the needs and interests of our

students.

In order to focus on differentiation and provide it in their classrooms, teachers must be

flexible, adjusting their instruction and presentation of information to learners instead of

expecting students to adjust to the curriculum. Flexibility is crucial for teachers to be effective in

the ever-changing field of education and to help all students develop skills that will allow them

to not only survive, but thrive in the world. For this reason, teachers need to evolve as their

students evolve. The lesson plans and activities that may have been effective for one class, may

not be for another because the needs, abilities and interests of the students will not be the same.

Therefore, it is essential that teachers modify and adjust their plans and resources in order to
LITERATURE REVIEW – DOMAIN B (STANDARD 2) 4

meet the diverse needs of their students from year to year and class to class. For teachers to

know when and how to make these adjustments and modifications, they must know their

students and be flexible in their approach.

As teachers, we desire to assist and encourage our students as they develop their skills

and abilities to think, innovate, reflect, and contribute to the world. It is essential that teachers

provide opportunities for students to cultivate and improve such skills. Differentiation provides

a way for teachers to accomplish this by meeting each learner at their level.

Eursery (2016) likened the process of planning and implementing differentiation to going

on an adventure and outlined the following steps:

1. Examine the destination – we need to know where we are going and where we

want to end. This applies to teaching and learning too. We need to establish what

we want our students to know and be able to do as a result of learning

experiences. As teachers, we need to navigate and help our students along on

their journey as we identify and consider different paths to help them reach their

destination

2. Map out the journey – as teachers, we have the ability to see the big picture or the

road map with the possible paths our drivers (students) may take. While there is

one destination, each driver may take a different road to arrive there. This is

equivalent to differentiating instruction in order to provide paths that are better

suited for our students. In doing so, we need to consider each students’ prior

knowledge, experiences, abilities, and needs to develop a path to help them reach

the learning objectives.


LITERATURE REVIEW – DOMAIN B (STANDARD 2) 5

3. Fuel up the car – just as cars require fuel to perform, so, too, do students as we

fill up their “think tanks” and ignite their passion for learning. Students need to

know that we will be right by their side throughout their journey. If students feel

defeated before their journey begins, why would they even want to start?

Preparing them for their trip and creating excitement for the journey is crucial.

4. Enjoy the ride – Expecting the unexpected and being flexible to situations that

may arise is the main thing to remember throughout the ride. Detours may be

necessary as roadblocks appear, but we should consider these as “teachable

moments” that result in new paths to our destination. Helping drivers (students)

understand that these roadblocks do not mean the journey has come to an end, but

rather provide opportunities to develop their abilities to problem solve.

Through differentiating our instruction, we can provide opportunities for all students that

require high-cognitive demand and result in maximum student growth and individual success.
LITERATURE REVIEW – DOMAIN B (STANDARD 2) 6

References

Eursery, K. (2016). Differentiation: Closing the Gap Between Frustration and Success.

Teaching and Learning in Diverse Way. Association for Middle Level Education.

Retrieved from https://www.amle.org/BrowsebyTopic/WhatsNew/WNDet/TabId/270/

ArtMID/888/ArticleID/714/Differentiation-Closing-the-Gap-between-Frustration-and-

Success.aspx

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