Differentiated instruction is a very common word nowadays despite it is seen as time-

wasting and demanding.

Differentiation aim is to serve all students; not only the ones in the middle but also the ones
in other learning levels. In addition, differentiation occurs when teachers modify the
content of instructions, process that students take, products that are created and the
classroom environment.
When varying the content, teachers must bring up a guide at many learning levels and
introduce students with different learning styles. By giving information in various forms,
students learning will be enhanced. It is simple. Teachers will teach the same topic in
different ways so that all students be able to understand it in the way they like.
Now, let’s move on to the environment. Here teachers can change both daily routines of
certain topic or physical implements of the classroom such as chairs, desks, etc. There are
many strategies teachers can implement in their classroom environment. For example, the
flexible seating which it can be beneficial as long as it allows students to seat with the
partner they are most comfortable. Another strategy is to stylish a growth mindset to help
students. Teachers can change students thoughts regarding grades. For instance, they will
see grades as goals to accomplish rather than grades to achieve. Then, great burden will lift
from students shoulders and they will be more relaxed. Finally, students can develop useful
skills like risk-taking, collaboration and independent thinking as they share their knowledge
with their partners.
When teachers mention the process, they are looking at how students solve problems and
tasks in general. Teaching methods can be considered as pathways. Each professor teaches
differently; this means that there are more ways to accomplish good marks. Instead of being
stopped to the standards of the rest of the class, students are able to move forward with their
learning goals, allowing them to learn more about the areas that are most important to them.
Another aspect to highlight is gradual release of responsibility. By using this method,
teachers can observe if students are ready for individual assignment at different timelines. It
is through this process of gradually assuming more and more responsibility for their
learning that students become competent, independent learners. Another way to
differentiate instruction is by student teacher conferences. A student-teacher conference is
a one-on-one meeting between a student and a teacher. The most effective conferences
make sure that each member is both an expert and learner during the conversation. Both the
student and the teacher identify strengths and areas of development during their discussion
and then together select specific strategies that will support the student’s progress. This
type of meeting helps increase motivation and leads to higher achievement as students use
it as an opportunity to build their self-control skills and think about their growth and how
they can continue to improve. Also, with this method, teachers allow students to use
manipulatives (blocks, flashcards) in the classroom in order to positively complete tasks.
Finally, the length of time. Many students have differences in time when delivering a task.
Moreover, this is very important to support students to finish a learning objective at their
own pace.
Varying the product is the easiest thing a teacher can do. It permits students to choose how
they want to be graded in certain criteria. This give the student options and choices to
participate in their learning. Different learners may use different types of thinking.
Furthermore, open ended tasks are useful. These type of task do not have a right or wrong
answer, which allows learners to offer their own opinions and ideas or to respond
creatively. They can take the form of statements, questions, tasks, projects or teaching
methods. Open ended tasks are ideal for complex classes or classes that have different level
of students because open ended activities create opportunities for students. These
opportunities include students taking ownership in their own learning and show their
thinking in explicit ways.
Differentiated tasks take into account three aspects: the learning preferences, interests and
readiness of students. Additionally, teachers need to bring together those characteristics
into their teaching and learning cycles to make a difference in the planning, instruction and
assessment.
When analyzing student’s readiness, teachers will be prepared to differentiate instruction.
Instructors need to know where students are, where they need to go and what steps need to
get there so that students work in their next developing zone. *
Teachers need some essential believes to create an environment of differentiation. First,
setting a culture of high expectations for all students. Here a teacher needs to know is that,
despite challenges students face, the can all success. Second, ensure that students are
receiving the same opportunities for higher other thinking. Instructors need to make sure
that any student is capable of perform higher thinking and not only talented kids. Teachers’
duty is to figure out how they can perform this higher thinking. It can be through
untraditional ways like art, music and physical literacy. These unusual performances allows
students to explore some of their undiscovered strengthens and thinking to reinforce them.
Third, give students a choice in their own learning. Basically, this gives the student more
responsibility but decreases teachers’ control. Next, understand difference between fairness
and equality. In addition, educators need to put deadlines when they see it is not fair for
everyone. Then, be clear with students about learning goals and criteria for success. When
students don’t have clear learning goals and criteria for success, they will not know what
they are doing and why they are doing it. They need to be able to answer those questions to
give purpose and meaning to their work.
To conclude, teachers must let students have fun and worry that all lessons are entertaining.
Some students are engaged when doing funny activities. However, if they don’t know why
they are doing it or lessons are not linked to learning goals, it is not differentiation
instruction.