Alex Jelacic Differentiated Teaching/Instruction

Differentiated Teaching/Instruction

The question that we asked was how differentiated instruction affects the
average student. This is based on the idea that most lesson plans are designed for a
“one-size-fits-all”. It was the idea that there were students who were able to learn using
all types of instruction at the same level. This question is impossible to answer because
ALL students are different in their learning styles. There is not a single student or
person for that matter who is not unique. Everyone has preferences and needs that they
want to be met on any given day. Thus, I will be answering this question a bit differently
from the way we originally asked. I will be answering the question of what is
differentiated instruction and how it affects EVERYONE.
The goal of differentiated instruction/teaching is to teach students in a way that
best facilitates the students’ comprehension of content. In my opinion, I believe that I
learn best when there is a teacher lecturing and I am taking notes. The next person
might prefer to read a book, watch a video or create a diagram. I personally believe that
differentiated instruction utilizes and applies the theory of zone of proximal development
(ZPD) and scaffolding. An example of this would be how you teach a class of students
who use English as their first language and how you teach a class where English is their
second or third (or more) language (English language learner - ELL). As a teacher if you
try and teach these students the same way, there will be a disconnect with the material.
For example, if you decide to teach the lesson the same way as the English first
language students, you might lose ELL students purely based off their inability to
comprehend the language. If you reversed this, the students who do not understand
another language, the culture, or the past experiences of an ELL student might not
understand why they are being taught in such a different manner. As I see it, the goal
of differentiated instruction is to understand students well enough to enable the teacher
to craft flexible lessons that can engage a wide variety of students, facilitating content
comprehension.
Figure 1 is a flowchart that depicts how a teacher could plan for differentiated
learning. This chart encompasses the 3 principles of differentiated instruction
(examples given: respectful tasks, differentiated learning, and ongoing
assessment/adjustment). This figure also demonstrates the differentiation in teaching
focus as well as differentiated learning of the students. Strategies are given as a means
to achieving differentiated instruction.
Alex Jelacic Differentiated Teaching/Instruction

Figure 1. Flow chart of differentiated teaching