Differentiated Instructional Strategies

Differentiated Instructional Strategies

Table of Contents

Benefits

The six column framework for differentiated instruction presents various benefits. Firstly, it serves as a vital platform for streamlining the quality of outcomes in the learning environment. Through this framework, teachers can develop appropriate instructional plans that help in enhancing the performance of learners. This framework is also essential in that it helps the instructor to identify the learner’s weaknesses as well as strong points. Streamlining the framework is helpful in enhancing learning outcomes (Adams, 2006). This framework also provides an excellent basis for the instructor to establish interactive groups in the classroom. These groups are vital components of the learning process.

Preparation

The six column framework represents an essential platform for preparing differentiated instructions. The framework would help in identifying the most appropriate materials in the classroom. The choice of appropriate materials is a vital component of differentiated instructions. Consequently, the six column framework would be beneficial during the preparation process. The framework would also help in identifying the most appropriate content for different lessons. In differentiated instructions, it is extremely crucial to enhance balance in all lessons (Thousand, 2007). Such balance is essential while developing an effective process of knowledge acquisition.

Change

In addition to the preparation, the six column framework is also a crucial platform for changing instructions. Educational leaders can use the framework to support change within the learning environment. For instance, the framework is a vital platform that would help educational leaders to change the curriculum. Changes in the curriculum are critical towards enhancing the quality of learning outcomes (Adams, 2006). The framework is also an essential tool for educational leaders to integrate different aspects of technology within the learning environment. Through such changes, the classroom climate becomes effective.

Factors

There are numerous factors or perspectives of consideration while establishing a classroom climate. Firstly, it is paramount to determine whether some students have unique needs. Such students require distinct programs in order to enhance the learning process. For instance, some students might have disabilities. Such disabilities have direct implications on the nature of classroom climate.

The available learning materials are also essential in establishing the classroom climate. Learning materials such as projectors affect the classroom climate (Gregory, 2007). Consequently, this is a critical aspect of consideration. In essence, the nature of learning materials depends on the availability of adequate resources. Resource availability is thus an essential perspective of consideration while determining classroom climate. The age of students also influences the classroom climate.

Application

Teachers use the factors in the previous section in numerous ways. For instance, the age of students is vital is determining the nature of learning materials relevant for the learning environment (Waterman, 2005). The age of learners can also influence the teaching tone. For instance, an aggressive tone is inappropriate while teaching young learners. These factors are also essential in identifying the necessary learning materials. For instance, technological applications are effective while teaching some subjects such as mathematics. These factors play a significant role in determining the strategies for time allocation in differentiated instructions.

Professional Development

The factors are also beneficial while differentiating instructions for teachers. Such instructions are crucial in enhancing professional development for teachers. Based on the available teaching materials, it is possible to establish an appropriate climate for the teachers. Differentiating instructions for teachers also encompasses the establishment of interactive groups. Based on experience, interactive groups present excellent platforms for professional development.

References

Adams, C. M. (2006). Differentiating instruction, Waco, TX: Prufrock Press

Gregory, G. & Chapman, C. (2007). Differentiated instructional strategies, Thousand Oaks, CA: Corwin Press

Thousand, J. S. (2007). Differentiating instruction, Thousand Oaks, CA: Corwin Press

Waterman, N. (2005). Handbook on differentiated instruction, Larchmont, NY: Eye on Education.

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