Short- and Long-Term Planning for Effective Differentiated Instruction

Teachers must consider their instructional approaches and the need for differentiated instruction for several reasons:

1.    Students have different learning styles: Students have different ways of processing information, and what works for one student may not work for another. By considering different instructional approaches, a teacher can better reach all students and help them learn in a way that is most effective for them.

2.    Students have different levels of understanding: Not all students come into the classroom with the same level of understanding or background knowledge (Van Garderen, 2015). Differentiated instruction allows a teacher to meet students where they are and provide instruction that is appropriate for their level of understanding (Subban, 2006).

3.    Students have different needs: Some students may need more support or challenge than others. By considering differentiated instruction, a teacher can provide targeted instruction to meet the needs of all students (Wormeli, 2017).

4.    Increases student engagement and motivation: By using different instructional approaches and strategies, teachers can keep students engaged and motivated. This can lead to increased student participation, which in turn can lead to higher levels of learning and achievement.

Undoubtedly, teachers that consider their instructional approach and the need for differentiated instruction is better able to meet the diverse needs of their students, thereby helping them achieve academic success. Vygotsky's (1978) zone of proximal development (ZPD), Bruner's (1983) scaffolding theory, Csikszentmihalyi’s FLOW theory all emphasize the importance of providing instructional support that is tailored to students' needs and abilities, thereby mitigating anxiety and tension compared to promoting boredom in the teaching and learning environment. To exhibit respect, promote rapport, and optimize student engagement, it is important to use instructional strategies that are sensitive to these concepts. Here are some examples:

1.    Use differentiated instruction: Differentiated instruction involves providing different levels of support and challenge to students based on their individual needs and abilities. This can be achieved through a variety of strategies such as offering alternative assignments, using varied teaching methods, and providing flexible grouping options (Tomlinson, 2014).

2.    Collaborative learning: Students can learn a great deal from working together in small groups. Collaborative learning allows students to share ideas and work together to solve problems. It also fosters a sense of community and cooperation in the classroom.

3.    Inquiry-based learning: Inquiry-based learning involves asking open-ended questions and allowing students to explore and discover answers on their own. This approach promotes critical thinking and problem-solving skills and encourages students to take an active role in their learning (Hall, 2017).

4.    Use formative feedback effectively: Effective formative feedback can help students learn and grow. Feedback should be specific, timely, and constructive. It should also be tailored to the individual student's needs and abilities.

5.    Integrate technology: Technology can be a powerful tool for engaging students in learning. There are many ways to use technology in the classroom, such as incorporating educational applications, using online resources, and creating multimedia projects.

6.    Intentionally build relationships: Building positive relationships with students is crucial for promoting respect, rapport, and engagement. Yes, greater student success is possible when educators utilize an intentionally caring, optimistic, respectful, and trusting (ICORT) mindset. Teachers that create an intentionally inviting class climate optimizes the opportunity for human potential. This can be achieved through activities such as getting to know students individually, showing interest in their lives outside of school, and being available to provide guidance and support when needed.

Overall, it is important to use instructional strategies that are sensitive to the needs and abilities of individual students. By providing tailored support and challenge, promoting collaboration and inquiry-based learning, using effective formative feedback, integrating technology, and building positive relationships, teachers can create a classroom environment that is respectful, engaging, and conducive to learning. To benefit your teaching and your students’ learning in the short and long term, you are invited to access, review, and add the primary sources from the reference list to your pedagogical toolbox.

 

To cite:

Anderson, C.J. (March 31, 2023). Short- and long-term planning for effective differentiated instruction. [Web log post] Retrieved from         http://www.ucan-cja.blogspot.com/

 

References:

Anderson, C.J. (June 30, 2021). An ICORT mindset impacts more than people. 

            [Web log post] Retrieved from http://www.ucan-cja.blogspot.com/

 

Black, P., & William, D. (1998). Inside the Black Box: Raising Standards

            Through Classroom Assessment. Phi Delta Kappan, 80(2), 139-148.

 

Bruner, J. (1983). Child's Talk: Learning to Use Language. Norton.

 

Csikszentmihalyi, M. (2013). Flow: The psychology of optimal experience. Random House.

 

Hall, T. (2017). Differentiation and personalization in the math classroom. Routledge.

 

Johnson, D. W., Johnson, R. T., & Smith, K. A. (2014). Cooperative Learning:

            Improving University Instruction by Basing Practice on Validated

            Theory. Journal on Excellence in College Teaching, 25(3&4), 85-118.

 

National Research Council. (2000). Inquiry and the National Science Education

            Standards: A Guide for Teaching and Learning. National Academies Press.

 

Subban, P. (2006). Differentiated instruction: A research basis. International education

            Journal, 7(7), 935-947.

 

Tomlinson, C. A. (2014). Differentiated classroom: Responding to the needs of all

            learners.  ASCD.

 

Tomlinson, C. A., & Allan, S. D. (2000). Leadership for differentiating schools and

            classrooms. ASCD.

 

Tomlinson, C. A., & Imbeau, M. B. (2010). Leading and managing a differentiated

            classroom. ASCD.

 

Van Garderen, D. (2015). Differentiating instruction in elementary mathematics:

            Challenges and strategies. Routledge.

 

Vygotsky, L. S. (1978). Mind in Society: The Development of Higher

            Psychological Processes. Harvard University Press.

 

Wormeli, R. (2017). Fair isn't always equal: Assessment and grading in the differentiated 

             classroom. Stenhouse Publishers.