Running Head: DIFFERENTIAED INSTRUCTION CURRICULM ISSUES 1

Antonia Mapson-Thompson

Differentiated Instruction Curriculum Issues

University of West Georgia

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Differentiated Instruction Curriculum Issues

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

instruction is that it is not driven by student data.

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.

According to teaching and teacher education, growing student diversity in today's

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)

revealed a disconnection between teachers’ understanding of differentiated instruction and their

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actual differentiate instruction implementation, showing a lower rate of differentiated instruction

implementation compared to understanding of differentiated instruction (Whipple, 2012). There is

a lack of understanding about how to effectively start and teach in a different way. Another issue

with differentiated instruction is instructional materials are sometimes given to teachers in an

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

rigor in the classroom (Pennington, 2009).

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

next standard without fully grasping the first one.

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

of accommodations within differentiated instruction is providing certain students’ sentence starters

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

instruction yielded higher understanding, student achievement, and student’s grades.

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

classroom. Parental and community involvement, technology enhancement and creating a

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

October 20, 2017, from http://blog.curry.virginia.edu/2015/10/14/5-tips-for-creating-a-

culturally-responsive-classroom/

Castles, P. D. (2004). Differentiated instruction: factors contributing to teachers' willingness or

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

Research-Based Instructional Practices. Retrieved October 29, 2017, from

http://journals.sagepub.com/doi/abs/10.1177/002221940003300505#articleCitationDown

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Hedrick, K. (2012). The education digest. Differentiation: A strategic response to student needs.

How Virginia Beach schools embraced new instructional philosophy.

Koeze, P. A. (2007). Differentiated instruction: the effect on student achievement in an elementary

school.

Nordlund, M. (2003). Differentiated instruction: meeting the educational needs of all students in

your classroom. Lanham, Md. : Scarecrow Press, 2003.

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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

each student. New York: Scholastic.

Staff, T. (2016, August 23). 32 Research-Based Instructional Strategies -. Retrieved October 29,

2017, from https://www.teachthought.com/learning/32-research-based-instructional-

strategies/

Suprayogi, M. N., Valcke, M., & Godwin, R. (2017). Teachers and their implementation of

differentiated instruction in the classroom. Teaching and Teacher Education, 67291-301.

doi:10.1016/j.tate.2017.06.020

Tomlinson, C. A. (2016). The differentiated classroom: responding to the needs of all learners.

Boston: Published by Pearson Education, Inc., by special arrangement with the

Association for Supervision and Curriculum Development (ASCD).

Whipple, K.A. (2012) Differentiated instruction: A survey study of teacher understanding and

implementation in a southeast Massachusetts school district. (Unpublished Doctoral

Theses). Northeastern University, Massachusetts.