Differentiated Instruction

Classrooms are full of diverse learners, each with their own cultures, background knowledge, language, and preferred learning styles. No two students are exactly alike; therefore instruction that works for one student may not work for another. This is extremely prevalent in the English language arts, as students are at different reading levels, have different interests, and speak different languages. It is our job as teachers to meet students where they are and find ways to best assist students in their learning, regardless of their academic level. In order to do this, we need to get to know our students on a personal level and adjust lessons to fit the needs of individual students. When we become flexible in their teaching and release some of the control differentiated instruction can take place. 

So what is differentiated instruction? It is when teachers tailor instruction to meet the needs of individuals, which can take the form of differentiated content, processes, products, or the learning environment. In language arts this can take the form of grouping students according to reading level and interest, having students listen to books on tape, reading aloud, and using a combination of strategies to demonstrate students’ knowledge.  Differentiated instruction allows students to have equal learning opportunities by providing entry into the curriculum, assignments, and outcomes that are tailored to the individual students’ learning needs.  It is not a single strategy, but rather an approach to instruction that incorporates numerous strategies that best fit the individual learner.