Differentiated Instruction

Paper Summary:

The paper relates that children vary in their ability to acquire information and have different learning styles. The paper examines the tool of differentiating instruction, which means developing multiple avenues of learning, so students with different abilities, interests or educational needs have the opportunity to equally absorb, develop and present concepts and information. The paper explores how differentiated instruction can be incorporated into the reading, writing and speaking curricula.

From the Paper:

"According to Carol Ann Tomlinson, a specialist in the field of differentiated learning, teachers can best utilize three areas of the curriculum to develop a more flexible curriculum: content, process, and products. Content refers to the concepts, principles, and skills teachers want students to learn. Everyone should have access to the core content: Give struggling learners the same major ideas as their classmates, but adjust the degree of complexity. Teachers can explain the same concept, such as Shakespearean sonnets, to a very young child or a Ph.D. candidate."

Sample of Sources Used:

• Beauchamp L., McConaghy G., Parsons J. & Sanford K. (1996). Teaching From the Outside In. Edmonton, Canada: Les Editions Duval Inc., 1996.
• Bender, W.N. (2002) Differentiating instruction for students with learning disabilities.Thousand Oaks, CA: Corwin Press.
• Burden, P. (2006) Classroom management. New York: John Wiley & Sons.
• Hunter, P.C. (1990) Level the playing field: renowned reading Advocate. Instructor 113(5), 36-42.
• MacGillivray, L., & Rueda, R. (2003). Listening to inner city teachers of English language learners: Differentiating literacy instruction Eric # D479984

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• Term Paper # 149439 : "Differentiated Instruction and Professional Development"
• Analytical Essay # 59192 : "Differentiated Instruction in the Classroom"

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