Antonia Mapson-Thompson
Differentiated instruction is very important within the classroom. Every learner within a
classroom learns differently and at a different pace. Nordlund defined differentiated instruction as
meeting the educational needs of all students in your classroom (Nordlund, 2003). There are many
different factors which play a part in a teacher’s ability and willingness to differentiate instruction
for students (Castles, 2004). It takes a lot of time and planning to effectivity tailor small group
instruction to meet the needs of your students. Some teachers don’t have the proper training to
effectively differentiate instruction for students. Then there are those teachers who aren’t willing
to put in the time it takes to ensure it is done properly. Sometimes the problem with differentiate
Differentiated instruction can be done in small group where students are placed in groups
based on ability level and knowledge on certain standards. As Carol Ann Tomlinson has said,
differentiation means giving students multiple options for taking in information (1999).
Differentiating instruction means that teachers observe and recognize the variances and
connections among students and use this information/data to plan instruction (Castles, 2004).
Doing this effectively takes a lot of time which can sometimes interferes with the personal lives
of teachers. One has to be willing to sacrifice for the greater good of their students in order to see
success.
classrooms calls for appropriate instructional strategies (Suprayogi, Valcke, & Godwin, 2017).
Additionally, the students that sit in these classroom have different learning styles, ability, and
parental involvement which all play a role on student learning. The study of Whipple (2012)
a lack of understanding about how to effectively start and teach in a different way. Another issue
overload or not giving the implementer enough time to thoroughly research and examine them
(Pennington, 2009). So we are left to use resources and materials that we know little information
about. Some other reasons why teachers resist implementation and there is an issue because lack
of preparation time, standard based-instruction, and the high emphasis that has been placed on
When instruction isn’t differentiated in the classroom it can really make students get
frustrated and discouraged about learning. If students don’t understanding information and it is
constantly being thrown at them and not being broken down or tailored to their level, they will get
further and further behind. Younger students in kindergarten and 1st grade don’t all the time know
how to express that they don’t understand something and sometimes the teacher moves on to the
Action Plan
“Research suggests that the differentiation strategies of choice and interest play a vital role
in achievement and student satisfaction in learning” (Koeze, 2007). Findings suggested that
teachers just launching differentiation should initially administer a learning styles inventory to
their students (Koeze, 2007). Once this has been completed the data can be used to group and
better assist students in learning. Teacher use small group instruction as an opportunity to
differentiate instruction based on areas of need, standards that need to be retaught, test scores, and
other data. Differentiation has been added to teacher evaluations worldwide to ensure that teachers
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are meeting the needs of all students (Hedrick, 2012). Some research based instructional strategies
that can be used while creating differentiated instruction are setting objectives, reviewing student
data, instructional planning, concept mapping, setting high expectations for student learners, and
encouraging critical thinking just to name a few (Staff, 2016). The list can go on and on however
the research based practices listed above are the ones I most commonly use.
There is ample planning that teachers can do in order to create a culturally diverse
classroom. The most important thing is to know your students, know what nationality they are as
well as what languages they may speak at home. Doing this may make students more comfortable
in the class and learning in general. Educations also need to collaborate as a school and grade level
(Bacon, 2015). Collaboration among teachers, students, parents, and stakeholders creates a
culturally diverse school and classroom (Bacon, 2015). Deliver of instruction verbally as well as
including images so that students are able to relate and remember the content being taught.
Following the strategies listed above all aid in creating a culturally diverse classroom.
In order to prepare students for the future and ensure that they are ready for a globally
competitive society they must encounter technology. In the school district that I work in it is
required to integrate technology across the curriculum for students. Students are able to use
technologies such as SMART tables, iPods, Chromebook, and laptops in the classroom for
differentiation of instruction and learning enhancement. Some teachers use technology in small
groups or whole group with the entire class. The use of technology in the classroom makes learning
more fun (Cox, 2015). Teacher’s use websites such as Kahoot, BrainpopJr, and Discovery
Education to extend a lesson, introduce a concept, or review curriculum standards. When trying to
develop a plan for differentiated instruction teachers must assure that they also include technology
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in that process. Technology can meet the needs of learning from diverse backgrounds as well as
students that have various learning styles. That’s the beauty of technology!
Some accommodations and modifications that can be done to ensure that students are
receiving differentiated instruction are to allow students to take assessments in a small group
setting, preferential seating in the classroom. When students are working in small group ensure
that the activities are driven by data. Everything done within a classroom must be proven by data
and have evidence. As an educator you must constantly track your student data. Another
accommodation is to modify assignments based on your student’s ability. Many times this is
determines within a student’s IEP however, if a teacher analyses his/her data and determines this
is better for the student then it can be done. Allowing students to draw a picture to answer the
question verses having the write a sentence is also an example of task modifications. Extended
time and group/partner task completion can be put in place as a modifications. Another example
to construct a sentence and having another group complete on their own (Alber, 2010). If these
tasks are followed within the action plan administrative staff should be able to see student growth
within 6-8 weeks after implementation. Administrative staff will be able to review data and test
scores for two different grading periods to see if the effective implementation of differentiated
In efforts to enhance learning and ensure that differentiated instruction is taking place we
must set goals and have requirements in place. In conclusion, I believe if teachers were allotted
more planning time then it would be easier for them to plan for differentiated instruction. Provided
professional development on differentiate instruction to all staff member and teachers will give
them a better understanding of what it looks like and the student benefits. In order for something
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to be effective, the educator must fully understand it and be willing to implement it within the
culturally diverse classroom are all examples that may help differentiated instruction be successful.
Lastly, data driven small group instruction will enhance student performance and understanding
of concepts and skills being reviewed because the tasks are being modified to meet all learner’s
needs.
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References
Alber, R. (2010, April 13). Defining Differentiated Instruction. Retrieved October 29, 2017, from
https://www.edutopia.org/blog/differentiated-instruction-definition-strategies-alber
Bacon, J. N. (2015, October 22). 5 Tips for Creating a Culturally Responsive Classroom. Retrieved
culturally-responsive-classroom/
reluctance to implement.
Cox, J. (2015, December). Benefits of Technology in the Classroom. Retrieved October 29, 2017,
from http://www.teachhub.com/benefits-technology-classroom
Gersten, R., Chard, D., & Baker, S. (2000, September 1). Factors Enhancing Sustained Use of
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Hedrick, K. (2012). The education digest. Differentiation: A strategic response to student needs.
school.
Nordlund, M. (2003). Differentiated instruction: meeting the educational needs of all students in
Pennington, M. (2009, October 11). Pennington Publishing Blog. Retrieved October 29, 2017,
from http://blog.penningtonpublishing.com/reading/10-reasons-why-teachers-resist-
differentiated-instruction/
Robb, L. (2008). Differentiating reading instruction: how to teach reading to meet the needs of
Staff, T. (2016, August 23). 32 Research-Based Instructional Strategies -. Retrieved October 29,
strategies/
Suprayogi, M. N., Valcke, M., & Godwin, R. (2017). Teachers and their implementation of
doi:10.1016/j.tate.2017.06.020
Tomlinson, C. A. (2016). The differentiated classroom: responding to the needs of all learners.
Whipple, K.A. (2012) Differentiated instruction: A survey study of teacher understanding and