Differentiated instruction means what it says, it is a unique method of teaching different students uniquely according to their preferences. But is it that simple to practice in real life? In theory, it is a great idea because initially, teachers understand how differentiated methodologies are supposed to benefit a classroom environment in terms of both learning and understanding. However, practicing it every day might get difficult since teachers have to look after multiple students at a time in every grade and class.
Most ERPs in schools always consider differentiated learning programs. But why should institutions still consider it when the post-pandemic period is long gone and students have already recovered from the learning gap created? Let’s learn why.
Importance of differentiated instructions
The truth is that when teachers don’t practice differentiated instructions in a classroom, they are not truly teaching. Educator has the responsibility of ensuring they explain every idea concept and fact to their students. However, this is not enough because the teacher’s job does not end here. After doing their part, they should help by switching and mixing up their teaching methodologies to approach an idea uniquely for every student.
Students and teachers are aware of the phrase teaching the middle. This means teachers would have to find an average student in a classroom follow one differentiated instruction to teach them, and focus on students on both ends of this sphere while considering the average student. That way every child gets the benefit of receiving particular instructions since teachers have an idea of what an average student needs, and what the other one-third of the students would also require. This is a very helpful model used to divide students in a classroom according to their understanding and teaching.
How do differentiate instruction?
There are multiple strategies teachers can follow to practice and support differentiated instruction methodologies in a classroom. A school ERP software can also perform the activity by providing some extra portals and features to students. They might use the learning management system, assignment help, learning resources available in online libraries, etc. But these are technical differentiations.
Let’s learn how teachers can perform these differentiated instructions strategy types;
Content differentiation
The learning resources and content students read are different, especially at high school, college, and university levels. They can learn the same context but from different authors, unique perspectives, and various definitions and examples. Students learn to personalize answers and pick on some good soft skills, building their vocabulary simultaneously. All the teacher has to do is provide them the opportunity to participate in differentiated learning through content differentiation.
Learning process differentiation
Besides changing what educators teach, they can also modify how they teach it. This is known as learning process differentiation. Teachers might not strictly follow it in every class, but in revision classes or while assigning projects, they can practice communicative, collaborative, instructional, or activity-based learning procedures.
Research supports the inclusion of unique learning processes in a classroom. Students can do a lot given the opportunity, and practicing personalized teaching and learning procedures allows them to expand their intellectual and academic values.
Differentiated environment
The last type of differentiated instruction uses changing the learning environment in a classroom. This could mean both mental and physical changes, virtual too if students are still attending hybrid classes.
Physical changes would mean bringing in some new boards, activity charts, and information sheets, or changing the seating arrangements of students so they can experience a new and fresh environment.
Educators can often change the tone of their voice, how they speak to the students and what activities they perform every week. This keeps students motivated, their minds hopeful, and expecting new things to happen. These differentiated activities change and support the environment a lot, bringing into action the benefits of collaborative learning. Moreover, using a kind tone to talk to students benefits every child.
Conclusion
At first, differentiation might be hard because the teachers might lose track of the methodologies they are using, and forget which child would benefit from which differentiated learning procedure. However, with proper practice, these problems can be overcome. Students can also play an active role and suggest differentiated strategies that they feel might be good for them.